Tag: Enrollment

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The Vital Role of Continuing and Online Education in Higher Ed

16 Jul

Presently, continuing and online learning has never been more crucial in higher education and professional settings. The demands of the current and future workforce, coupled with an increasingly digital economy, create a strong nexus with higher education. Additionally, declining state funding and significant enrollment drops due to demographic shifts, lingering Covid impacts, and growing skepticism of the value of a college degree highlight the urgent need for new revenue sources to ensure the viability of most colleges and universities– many of which lack robust endowments to help buffer these losses.

Opportunities for Engagement and Revenue

Despite these challenges, opportunities exist to engage and re-enroll adult learners and stopped-out students. Continuing and online education units are uniquely positioned to generate new enrollments and critical revenue streams. Their extensive outreach in the private sector and local communities plays a significant role in alumni engagement and institutional growth. As these units continue to gain importance, they are expected to achieve greater equality with other campus units, driving both enrollment and revenue.

Building Strong Relationships

To successfully navigate the pressures on traditional university and college enrollments, strong relationships between traditional enrollment departments and continuing education units are essential. Continuing education units have a long history of serving non-traditional learners who face barriers to full-time education, such as family obligations, work commitments, and financial constraints. Without a strong alliance with these units, enrollment departments risk further challenges. Proper collaboration can unlock opportunities for co-marketing programs, targeted recruiting events, and leveraging resources to attract new learners and reengage stopped-out students.

Adapting and Innovating

Continuing education units have consistently excelled, even with limited resources and suboptimal institutional support. Recent enrollment headwinds and state funding declines have, in many cases, bolstered continuing education units and forced university leadership to focus resources and tap into the entrepreneurial nature of these units. Moreover, the market has driven the continuing education space to develop and promote more unique and creative offerings to different audiences, and expand their reach through partnerships with local businesses, active duty military, veterans, and community organizations.

Leveraging Unique Strengths

These units are uniquely positioned to address the enrollment, access, and affordability challenges faced by higher education. This is an ideal time for colleges and universities to leverage continuing education units, breaking down silos and fostering collaboration across their campuses. Listening to the needs of diverse audiences, being nimble, market-driven, and maintaining a strong entrepreneurial culture are key to meeting the needs of non-traditional learners. These units can quickly develop, market, and manage non-credit certificates, trainings, and events, adapting to the evolving needs of their audiences.

Looking ahead

Moving forward, as demographic impacts reduce traditional undergraduate enrollments, institutions must adapt to reach more diverse and nontraditional student populations who cannot attend full-time in-person. University leadership will need to foster stronger collaborations, develop integrated and targeted marketing strategies, and provide flexible online learning modalities. Policies and resources must be refined to minimize duplicate functions and adjust business models to accommodate the shift towards nontraditional enrollments. Furthermore, the meteoric rise of artificial intelligence offers new opportunities for innovation, complementing current tools like chatbots and predictive analytics in student enrollment strategies. Although many headwinds exist, the future holds bright prospects for continuing and online education units, as they continue to play a vital role in shaping the future of higher education.


Written by: Michael Huffman, Ph.D.


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Categories: News & Research, Universities

It Takes New Enrollment Efforts To Get Results Today

07 May

It Takes New Enrollment Efforts To Get Results Today

Maybe there have been times as tumultuous as these, however, I do not remember them. We had real estate and economic crises a while ago. They negatively affected higher education enrollment, yet today’s publicly expressed anti-university sentiment seems new to me. It is true that some institutions cost more than a mortgage in a nice area, and that some do not see more than half of their incoming students graduate within six years. I am going to chalk that up to poor management.  However, with anecdotal evidence of having been an enrollment management leader for several decades, I will posit, based upon recent conversations, that most institutions really do care. And that many are trying really hard to find their north star. From what I have heard over the last year, there are a few challenges facing us – you’ll not be surprised.
  • We thought we’d be immune to the demographic cliff (we just need to work harder)
  • Our student success efforts have limited impact (we can’t afford to scale them)
  • The 6-year grad rates we have will go unnoticed (we have support systems in-place, it’s not us, it’s them)
OK, the truth is this – we are expensive, we are a huge opportunity cost and in many instances, we are irrelevant. 

Enrollment Challenges: An Urgent Call to Action

Let’s forget about the top-tier and flag-ships for a moment as they are not struggling as much as the rest of us today. We strive to offer something regionally or distinctively special, yet our traditional pool of candidates have so many options. 100+ academic majors, 200+ clubs, this and that, makes a lot of noise to prospects. At the end of the day the families ask the students -  will you get a good job, will you be safe and will you have a network?  We know that we must bring in a certain number of students and retain them to financially support the institution. Now, more potential students are choosing to forego higher education and there is about to be a significant shift in high school graduates. The answer is to begin recruiting those students whom we admitted yet who never finished. There are over 40 million adults with some college credit and no degree. There is no shortage of a pool here. There are enough potential readmits of our own stop-outs, who are already familiar with us and may retain an affinity. 

Supporting Non-Traditional Students

How did we get to a place where the average rate of completion is 60% and that is acceptable? Well, I think it is because there was no shortage of traditional new students to keep enrollment numbers at a prescribed level. Many of us do not have strong retention initiatives in place and have been expanding clubs and student activities in an effort to keep the students engaged and enrolled. Today, we need to focus upon our different types of students. Let’s look at our commuters and non-traditional students. They may prefer a quick convenient bite over an all you can eat dining plan. They may value parking near their classes over tickets to a game.  They may also desire to conduct transactions outside of traditional business hours and to be able to take classes in-person as well as remotely. It is important that we get to know how resilient our students are and to support those who most need it. 

A Collaborative Solution

 A few years ago I began serving as an advisor to myFootpath. My role was to provide feedback on a service designed to re-enroll stop-outs. I found great value in their work for a number of reasons. As an enrollment manager, my admissions teams were focused upon filling seats with freshmen and transfers. We did not have the luxury of increasing staff to meet future students while they were in ninth grade, nor to hunt down the many thousands of folk who left before graduating. Half of the current student contact information was bad and there was no way we would be able to clean-up contact data of those who had already left. Another reason was that a large fraction of those who left prior to graduating were from marginalized populations. If we believe education brings about equity, that means we need to improve both the access as well as the completion of studies. Finally, when institutions are able to recapture tuition revenue, those funds can be allocated in ways to best support students.

Celebrating Success: Over 27,000 Lives Changed and Counting

Today, I continue to serve as a senior advisor to myFootpath. We have incorporated additional measures to support students including a non-cognitive assessment that indicates who is more or less likely to persevere in the face of adversity, and returning to college can certainly be scary. Not only do we provide additional support to low-scoring students, but we also provide personal development workshops for them to be able to better manage areas where needed. Over 27,000 students have returned to their native institutions through myFootpath. That means over 27,000 lives have been changed for the better. It takes new enrollment efforts to get results today. Written by: Luke Schultheis, Ph.D.
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Categories: News & Research, Uncategorized, Universities

Dispelling Myths: Understanding the True Needs of Adult Students in Higher Education

03 Apr

Dispelling Myths: Understanding the True Needs

of Adult Students in Higher Education

Inherent biases within institutions, despite all good intentions, play a significant role in shaping budget planning and strategic decisions aimed at re-engaging adult students. Here are some common myths and the realities behind them:

Myth #1: Adult students are only interested in online learning.

Reality: While online options are attractive due to flexibility, many adult students value classroom interaction and building peer relationships. They may seek hybrid formats or opportunities for in-person discussions and group work.

Myth #2: Adult students prefer independent learning and minimal support.

Reality: Adult learners often lack confidence in academic skills or navigating new systems. Although they may enter an institution believing that they have everything under control, they often realize that they need a variety of academic support services, from study skills workshops to writing resources and personalized advising.

Myth #3: Adult students primarily need career advancement and practical skills.

Reality: While career goals are important, adult learners also have diverse motivations for pursuing degrees later in life. They may seek intellectual stimulation, personal growth, or a change in direction. Universities should offer a range of academic programs and opportunities beyond strictly vocational training.

Myth #4: Adult students are tech-savvy and comfortable with online tools.

Reality: Technology access and digital literacy vary greatly among adult learners. Some may require training on online platforms, communication tools, and research resources to fully participate in digital learning environments. This is often an added burden for institutions typically more comfortable serving traditional age students.

Myth #5: Adult students are financially independent and don't need aid.

Reality: Many adult learners juggle work, family commitments, and educational expenses. They may require flexible payment plans, scholarships specifically for adult students, and guidance on navigating financial aid options.

By debunking these myths and understanding the diverse needs and realities of adult learners, universities can create a more supportive learning environment, fostering their success and enriching their academic experience.  Supportive environments lead to strengthened metrics for retention and degree completion.    

Written by: Dr. Sarah Steinberg

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Categories: News & Research, Students, Universities

Marketing Strategies for Engaging Stopped-Out Students

13 Mar
When considering the best time to reengage students who have paused their academic pursuits, many overlook October's potential. This timing, strategically placed before the reflective period of Thanksgiving, offers a unique opportunity to connect with stop-outs. The anticipation of family discussions about life progress can serve as a catalyst for individuals contemplating a return to their studies. Understanding the underlying reasons that led students to step away—whether for career advancement, personal fulfillment, or external pressures—is key to crafting messages that resonate. This approach emphasizes empathy and support, aiming to transform the stop-out's experience from one of temporary setback to a renewed journey towards educational and personal achievement. For a deeper dive into effective strategies for reengaging stop-out students and the importance of timing in these efforts, the full blog offers valuable insights and actionable tips.
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Categories: News & Research, Universities

Leveraging Insights and Institutional Data to Identify and ReEngage Your Stop-Outs

31 Jan
Chief Admission and Enrollment Officers are navigating a landscape rich with student data, yet the challenge lies not just in access but in transforming this wealth of information into actionable strategies. Amidst the pressures of crafting sophisticated multi-year recruitment plans and grappling with demographic shifts, the crux of success hinges on not only attracting but also retaining and re-engaging students. As institutions face the stark realities of graduation rates and the growing SCNC (Some College, No Credential) demographic, the blog delves into the pivotal role of data-driven decisions and collaborative efforts in enhancing student retention and completion rates."
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Categories: News & Research, Universities
Man looking through lightbulb shaped keyhole

New Year, New Opportunities: Innovative Strategies for Universities to Boost Enrollment by ReEngaging Stop-Out Students By: Dr. Don Hossler

15 Jan

Man looking through lightbulb shaped keyhole

New Year, New Opportunities: Innovative Strategies for Universities to Boost Enrollment by ReEngaging Stop-Out Students

by Dr. Don Hossler

A Concerning Decline: Current Enrollment Trends

For most colleges and universities around the country, the census for the fall and spring enrollments are always critical times to increase university enrollment. A census tells you how many students are enrolled, which in turn determines the financial condition of the institution. Right now, at too many schools, the news is not good. While elite private universities as well as most public flagships continue to see high enrollments, regional public and private four-year colleges, as well as many community colleges, continue to see low enrollments. Enrollments are down not because of demographic trends, but because fewer students are going to college. In the fall of 2023, first-year students fell by 3.6%. Three years after the Covid-19 pandemic, Doug Shapiro, the Executive Director of the National Student Clearinghouse Research Center, has noted that there are more than 1 million fewer students enrolled in post-secondary education. The major cause of this decline is that fewer students are going on to college, instead they are seeking a “more direct link to the workforce,” such as career training and post-college employment. Although overall enrollment at community colleges has increased, it still lags behind pre-pandemic levels. Retention improved at both two- and four-year non-profit public and private institutions, but not enough to enable them to reach pre-Covid enrollment levels.

The Importance of Retention and ReEngaging Stop-Out Students

As a result of these trends, colleges and universities must work harder not only to enroll new students, but also to retain currently enrolled students and reenroll both undergraduate and graduate students who have stopped out. In addition, they need to focus on students who applied and were admitted, but never enrolled anywhere. The objective is not to attract students with no prior connection to the university. Instead, the focus is on reengaging individuals who have previously shown interest in the institution, specifically those who either interrupted their studies there or who applied, were accepted, but did not initially enroll. Creating efforts to reenroll or reach students who did not matriculate anywhere, is no small task. These are populations of students to which  traditionally two- and four-year colleges have not paid a great deal of attention. Many of these stop-out students are older students who were enrolled in on-line programs and admissions offices have not yet developed strategies to focus on these students. There is less research, and fewer lessons learned from experience to guide admissions offices. On top of that, for many admissions offices it was a bad time to take on new tasks because many offices were short-staffed as the result of burnout and resignations post-Covid. For too many colleges and universities, undergraduate enrollment management units often do not meet regularly with the units that manage online education. Cohesion between these two teams is crucial for finding effective and collaborative strategies. Many universities and colleges are beginning to consider the types of data necessary for effectively targeting 'stop outs' and 'never-enrolled' students in relation to the academic programs offered by the school. This includes evaluating how these programs are structured to better suit the needs of these specific student groups, resulting in a greater likelihood of them remaining enrolled.

Key Strategies for ReEngagement

The strategies needed to reach these students are incremental and built upon one another. As universities and colleges, you need a thorough self-assessment of what you know about these students. If you lack the necessary data, you need to determine how you will collect it and from where you will obtain the information. Do you have staff in place with experience working with these kinds of students that can help develop effective recruitment strategies? Has there been adequate planning and a commitment of resources put in place to undertake these efforts? Another crucial element for successfully reenrolling students and attracting those who never enrolled is the support of senior campus administrators, with Chief Financial Officers (CFOs) playing a particularly important role. In periods of tight budgets, CFOs are tasked with cautious fiscal management, often leading to a careful evaluation before approving new expenditures. Given the historically limited focus on these student groups, additional resources are necessary to achieve the desired enrollment outcomes, necessitating strategic financial planning and support. The collaboration between enrollment managers, administrators overseeing online programs, and the CFO is often pivotal. It's essential for CFOs to have trust in and confidence in the expertise of these enrollment professionals.

Case Studies of Successful University Enrollment and ReEngagement Campaigns

The national average of reenrollment rates is 2.1% but there is already evidence that enrollment strategies focused on reengaging stop-out students can be successful and go beyond the average. Working with Inside Track (a consulting organization), a program to reenroll adults who haven’t completed college degrees at Cal State University schools, has boosted reenrollment rates by 8.4%. Similarly, Northern Arizona University has collaborated with myFootpath in the Operation ReEngage program, achieving remarkable outcomes. To date, the initiative has seen over 2,544 students reenroll, with a significant 63% yield rate and a 75% retention rate semester-to-semester. Just alone from the Spring 2023 semester to Fall 2023 semester they saw roughly a 13% increase in enrollments. Impressively, the program's success has not only supported students' educational goals but is also projected to generate over $21.3 million in revenue for the institution, based on NAU's historical retention and graduation rates. Click here to read more about NAU enrollment case study.

Final Takeaways

In the late 1970s and 1980s college enrollments were predicted to decline dramatically due to declining numbers of high school graduates, however enrolments went up due to colleges and universities effectively reaching out to adult students. In addition to the current decline in enrollment rates of students, we are only two years away from the demographic cliff, where the number of high school graduates will begin to decline precipitously. It is possible that shifting focus to reenrolling 'stop outs' and those who never enrolled could help maintain the requisite number of students with post-secondary education, essential for keeping our economy on stable footing, and simultaneously contribute to the financial stability of colleges and universities. Ready to transform your institution's enrollment strategy? Contact us today for a personalized consultation on reengaging stop-out students and enhancing your enrollment numbers.
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Categories: News & Research, Universities
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