Category: Engagement

  • Designing a Seamless Student Journey

    Designing a Seamless Student Journey

    Every Gap Is a Broken Promise 

    Ever call a service provider only to get bounced between departments, retelling your story to every new agent, each one promising a fix that never comes? You hang up frustrated, unheard, and uncertain.

    This same dynamic plays out in higher ed every day. A prospective student tells an admissions counselor, “I need to finish my graduate degree in one year.” That context gets lost in the handoff. The student success team never hears it. Course sequencing doesn’t line up. Frustration builds. Momentum stalls.

    That isn’t just a communication slip. It’s a broken promise.

    Too often, institutions treat the student journey as a series of separate phases — marketing handles outreach, admissions manages enrollment, and student success supports retention — but students don’t experience their education in phases. They experience it as one journey.

    And when we don’t design for that, we create invisible gaps that undermine trust, break continuity, and erode outcomes.

    This isn’t a marketing problem. Or an admissions problem. Or even a student success problem. It’s an alignment problem. 

    The real challenge is that internal teams aren’t playing from the same sheet of music. Without shared data, shared metrics, and shared goals, it’s impossible to have a meaningful conversation about where the student journey breaks down.

    It also makes improvement feel like guesswork. One team pushes harder on applications. Another tries to boost first-term persistence. But without a full-funnel view, efforts remain disjointed and hard to scale.

    To grow enrollment and retention sustainably, you need institutional alignment around the full journey, from first click to graduation.

    Full-Funnel Enrollment Planning as a Solution for Growth

    A full-funnel strategy doesn’t just connect dots — it puts everyone on the same map. Sustainable enrollment growth requires moving beyond early-stage efforts and focusing on a unified enrollment strategy that carries a prospective student from interest all the way through graduation. That means marketing, admissions, and student success teams need to share the same data, vision, and goals. Here’s what that looks like in practice.

    Connect Marketing, Admissions, and Student Success

    Replace handoffs with collaboration. That means shared access to student data, from first inquiry to graduation. When teams see the same big picture, outreach becomes more relevant, timing improves, and support gets proactive.

    Build a Shared Road Map With Clear Metrics

    Institutions need to establish a single road map that charts the student journey from inquiry to enrollment to graduation and attach measurable goals to each phase, such as enrollment yield, first-term persistence, and long-term retention rates. A shared scorecard keeps the discussion focused on the big-picture student journey, rather than team silos.

    This shared dataset should be analyzed to detect patterns and trends. Where are students dropping out of the funnel? Which programs retain the best-fit learners? Which messages produce the best engagement? The insights you glean from your analysis can help you tweak targeting and support.

    Align Around Student Fit Early

    Retention starts with recruitment. When marketing and admissions teams are aligned with student success, they can spot patterns of persistence and adjust targeting accordingly. It’s not just about getting more students in the door — it’s about attracting students who will thrive.

    Structure Cross-Team Check-Ins

    Yes, it means more meetings, but structured, purposeful alignment sessions across departments can surface insights you’d otherwise miss. Better yet, tie every meeting to shared key performance indicators (KPIs) and use that data to drive strategy.

    Treat Technology as a Bridge, Not a Band-Aid

    Modern customer relationship management (CRM) platforms give you visibility into every stage of the funnel. Real-time reporting and alerts enable teams to identify issues — where students are disengaging, where more support is needed, which outreach messages are failing to resonate — and respond quickly before they become systemic.

    Reframing Retention as a Targeting Opportunity 

    Strong retention doesn’t begin in week eight of the semester. It begins the moment a prospective student clicks “Learn More.” Strategies for success include the following:

    • Target right-fit students using behavioral and demographic data.
    • Tailor outreach to meet the expectations of adult and online learners.
    • Use predictive insights to intervene before a student disengages.

    When you design a journey that prioritizes clarity, continuity, and fit, your enrollment and retention numbers start to reflect that.

    Key Takeaways

    With the value of higher ed under scrutiny and students facing more choices than ever, institutions must start treating the student journey like a customer journey.

    That means designing around measurable satisfaction at every stage. Rallying around shared information. And giving every team a role in both the promise and the delivery of student success.

    Because when students fall through the cracks, they don’t just feel confused. They feel let down.

    Enrollment growth requires an end-to-end student journey approach, not a single-stage fix. 

    Full-cycle planning drives stronger enrollment and better retention.

    Alignment among internal teams is the foundation for sustainable results.

    It’s Time to Close the Gaps

    At Archer Education, we partner with institutions to connect marketing, enrollment, and student success into one seamless journey. We help you build full-cycle strategies that grow enrollment, increase retention, and, most importantly, deliver on your promises to students.

    Ready to start the conversation? Let’s talk.

    Contact our team to learn more about our tech-enabled strategy, marketing, enrollment, and retention services.

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  • Making Online Learning More Engaging in Higher Education – Edutechniques

    Making Online Learning More Engaging in Higher Education – Edutechniques

    With my recent work in Maynooth University (MU) in Ireland and my ten years of refining and teaching the courses we offer in the MAET program at Michigan State University (MSU), Ive been pontificating and procrastinating on what is current state of play with making more engaging online content in the higher education realm.

    Using Multiple Platforms for Collaboration/Communication

    At MSU we utilise Slack alongside our Brightspace D2L learning platform. This is the latest in a long line of platforms we have added to encourage collaboration and communication amongst our students. Discussion forums on LMS are by default….not the best..and not conducive to authentic engagement. We have found with Slack that engagement is up due to the interface and the fact that Slack has an app. Threads are logical and embedding multimedia works well. At Maynooth University, I taught the blended course TL517 Digital Technology in Higher Education which was delivered in Moodle, the old course framework had a weekly requirement to post to Moodle. I mixed it up a bit by incorporating live Microsoft Team activities along with collaborative Padlets. Padlet gave the students a different visual approach to communicating their thoughts and collaborating with others. The use of breakout rooms in Microsoft Teams gave the students the opportunity to navigate smaller groups in socially constructing knowledge and understanding.

    MORE INTERACTIVE CONTENT

    Quite logical and predictable, right? However, from my time in MU, the majority of online learning courses are merely substitutions of the analog courses that were delivered within the university walls. Working with lecturers to comb through their content to pinpoint areas that may become more interactive with technology is a very rewarding process. This process might be framed by the ABC protocols or just evolve organically through conversations.

    HUMANISE THE PROCESS

    When I am teaching an online course I always start with creating a video introducing myself and detail my professional and personal history. I also tell the students about my hobbies and interests. Seeing my face and hearing my voice always gives a human element to a potentially impersonal first impressions of an online course. It is also important to empathise with students online and realise the stress and pressures of real life that students are going through. Being flexible and empathetic with deadlines (to a certain degree) is greatly appreciated.

    CONSISTENT WORD-OLOGY

    When sorting out a course layout I like to organise the different activities in to action verbs. If a unit is mainly research based then the title will be “Research: “. If a unit involves creating something, then the title will be “Create”. If a unit involves reading to gain knowledge, then the title could be “Learn” or “Inquire”. Consistent wording enables the learner to understand what each unit of a course entails.

    VISUALS, VISUALS, VISUALS

    If the LMS allows I will create an interface of a grid of icons (which Moodle and other LMSs allow). If a student opens a course and encounters a wall of text it is usually quite daunting. A nice array of colourful yet not distracting icons makes a world of difference. Obviously, videos, infographics, images, and other elements that break down walls of text are all beneficial to the end user.

    CREATE ALL THE THINGS

    If we still adhere to the adage that to create is to know, then creating artefacts of learning in an online environment makes a lot of sense. I was surprised that the lecturers at MU were overjoyed when I asked them to create infographics to present their understandings of the concepts we had just read about. They immediately could see them using infographics with their students in their field. Something that I have used in K-12 education for a long time had not found its way to higher education and made me realise that certain pedagogical approaches that I may deem mainstream may be innovative in other realms.


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