Tag: Adapting

  • Adapting to the ever-changing world of international education as a public institution in Quebec, Canada

    Adapting to the ever-changing world of international education as a public institution in Quebec, Canada

    As a bilingual territory, Quebec offers students the chance to learn both English and French, which can be daunting for some. However, this bilingualism also provides a distinctive advantage in the global education market. This article explores how institutions like the Lester B. Pearson School Board are adapting to these changes and highlights key strategies for success.

    Challenges and opportunities in Quebec

    Quebec’s bilingual nature often makes it a secondary choice for international students who may prefer English-only environments. However, the opportunity to learn both languages can be a significant draw for students seeking to enhance their global competencies. Over the past two years, the field of international education has undergone significant changes, requiring institutions to adapt swiftly. Here are some of the changes:

    New IRCC requirements since July 2023:

    • Revised funds requirement for study permit applicants, increasing the financial threshold to ensure students are adequately prepared for the cost of living in Canada.
    • End of the Student Direct Stream (SDS), affecting the expedited processing of study permits for certain countries.
    • Revision of programs eligible for post-graduation work permits (PGWP), limiting eligibility to specific fields of study and designated learning institutions.
    • Introduction of Provincial Attestation Letters (PALs), requiring students to obtain a PAL as part of their study permit application.

    Adapting to new requirements: a strategic advantage

    The introduction of PALs and the revised financial requirements had a minimal impact on the Lester B. Pearson School Board (LBPSB) due to Quebec’s existing Certificat d’acceptation du Québec (CAQ) process. The CAQ process already required higher financial proof than the new federal standards, positioning LBPSB at an advantage. This continuity ensured that our processes and requirements remained stable, providing a smoother transition for international students.

    Shifting the message: beyond PGWP

    Previously, programs eligible for post-graduation work permits (PGWP) were a major selling point, maintaining healthy student intake levels with minimal marketing effort. However, the focus has now shifted. The message is no longer solely about the PGWP; it is about acquiring a skillset that can be exercised globally. Montreal, an amazing student city, continues to be a prime study destination due to its quality of education, accessibility to higher education, cost of living, quality of life, and availability of a wide range of outdoor activities and hobbies. Montreal was always part of our marketing plan, but now it has become the marketing plan.

    Maintaining stability and messaging

    In the face of these changes, it is crucial to keep our messaging and name intact. As a public institution, the Lester B. Pearson School Board emphasizes stability and a long-term commitment to international education. Quebec offers an exceptional option for students to benefit from its established quality education system. Students study in state-of-the-art facilities, interact with local students, and immerse themselves in a new culture. This experience is not only about receiving a quality education but also about personal growth. The education and personal development gained here are invaluable and transferable anywhere in the world.

    Addressing the housing crisis

    While the housing crisis in Quebec is not as severe as in other parts of Canada, it remains a concern. The lack of housing has been cited as a key reason for limiting the number of international students in Canada, yet this approach overlooks a crucial fact: many international students, especially those in vocational programs like Lester B. Pearson’s, are essential to addressing the very housing shortage they’re being blamed for. These students are training to become carpenters, electricians, plumbers, and other skilled tradespeople—professions desperately needed to build more homes across the country.

    To ensure accessibility to safe, secure, and affordable housing for international vocational students, the Lester B. Pearson School Board has partnered with 4Stay to offer a dormitory experience on campus for adult vocational students. This is a one-of-a-kind offering in Canada, with students enjoying turn-key housing, meal plans, and student life programming to ease their transition to life in Montreal.

    About 4Stay

    4Stay was founded by international students who experienced firsthand the challenges of finding student housing when they arrived in the United States for their education. Launched in 2016, 4Stay is driven by the mission to create a world where everyone has a “home away from home.” The company connects students and interns with local hosts, room providers, and roommates near their destinations, offering both short-term and long-term housing solutions.

    4Stay works with educators and administrators to craft bespoke housing programs, tailored to the institution’s unique needs. Recognizing that every institution has their own set of unique interests, challenges, and strategic priorities, 4stay has a suite of services and strategies to source student housing options and manage them.

    By providing affordable homes, 4Stay helps students find a supportive community that eases their transition to life in a foreign country. The company’s vision and values resonate deeply with the Lester B. Pearson School Board, making it an ideal partner to manage our student residence and enhance the student experience.

    Building a supportive community

    The partnership between LBPSB and 4Stay allows students to access residence options either as a short-term landing pad (up to three months) or as a long-term accommodation solution throughout their entire program. This initiative helps build a community of students who can support each other through the challenges of settling in a new country. By offering these housing solutions, the Lester B. Pearson School Board ensures that international students have a safe and welcoming environment, contributing to their overall success and well-being. 

    Conclusion

    Adapting to the ever-changing world of international education requires innovative strategies and a commitment to providing comprehensive support for students. By leveraging Quebec’s bilingual advantage, shifting the focus of marketing messages, and addressing housing needs through partnerships like 4Stay, public institutions in Quebec can continue to thrive in the global education market. These efforts not only attract international students but also ensure they have the resources and community support needed to succeed in their academic and personal endeavors.

    About the author:

    Martine St-Pierre, MBA, is the director of international programs at the Lester B. Pearson School Board (LBPSB). With over two decades of experience in education, she oversees the recruitment and support of international students, ensuring they receive high-quality education and a welcoming environment. Her strategic vision and expertise have positioned LBPSB as a top choice for students worldwide.

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  • Adapting With Heart | CUPA-HR

    Adapting With Heart | CUPA-HR

    by CUPA-HR | April 14, 2025

    Editor’s Note: This is the conclusion of a three-part series by Maureen De Armond, chief human resources officer at Des Moines University Medicine and Health Sciences, on adapting during changing times. The series begins with Adapting for Survival and Adapting With Purpose.  

    In Robert Pirsig’s “Zen and the Art of Motorcycle Maintenance,” the concept the main character — a professor — struggled with was identifying the essence of quality. Why did brilliant students sometimes turn in average work? How could average students sometimes produce brilliant work? He grappled with this riddle to the point of a breakdown, eventually concluding that the essence of quality is caring.

    If you want something to be good, you must do it with care. This is a similar answer to the question, “Why did grandma’s cookies taste so good?” The answer is because she made them with love.

    While caring is difficult to quantify, measure or predict, we know it when we see it, feel it and are on the receiving end of it. The employees we serve experience the same thing. As the saying goes, “People will forget what you said, people will forget what you did, but people will never forget how you made them feel.”

    There is no state or federal law, no executive order, no external action that can regulate — let alone limit — our ability to care about the work we do and the people we support. At the local level, on our campuses, in our offices and during face-to-face interactions, we are still fully empowered to serve with compassion, empathy and care. People will notice.

    Begin With Listening

    There are likely many employee engagement and retention efforts that can be explored or revived that can help offset some of the workplace angst, increase HR’s visibility, and help the HR team feel like they are contributing in a meaningful way.

    While below is a high-level list of ideas, HR teams should start by consulting with campus stakeholders. What would they love to see HR spend time and energy on? How can HR support them during these times of change and uncertainty?

    Institutional branches of shared governance may have ideas. Include student affairs, academic affairs, affinity groups, deans and department heads, and others. With summer approaching, a pulse survey or a few focus groups may be helpful tools to collect the voice of campus customers and let their responses inform HR’s plan for the fall.

    Some ideas to ponder:

    • Expand your emphasis on well-being and mental health. Offer more trainings, partner with campus experts, summarize and package benefits, and dig into your EAP provider’s resources to maximize that benefit.
    • Renew campus partnerships and collaborations in organizing employee events, such as bite-size topics for casual lunch and learns, book clubs, wellness events, and events that are just for fun and community-building (bingo, puzzles, drawing, afternoon walks, friendship bracelets, adult recess, etc.).
    • Consider offering more soft-skill trainings, with input from your campus stakeholders on topics. These can include emotional intelligence, navigating change, stress management and mindfulness.
    • Make a special effort to seek out ways to provide service to the institution, including attending student events, supporting student career services, and volunteering to be guest speakers in classes or student clubs.
    • Get to some of those “nice to have” ideas. It may be time to finally prioritize them: create a mentoring program, assign buddies for new hires, update onboarding materials, reimagine new employee orientation.
    • Tap into your campus experts who may also be hungry to contribute through informal brown bag lunch conversations, passion projects or hobbies. Pulling campus experts in engages them, acknowledges their talents and expertise, and demonstrates respect. These events also build community.
    • Offer community service leave, or explore community service projects employees can participate in. If you already offer this benefit, promote it.

    These ideas aren’t new or revolutionary, and they won’t solve all your problems or undo damage. But HR can make a difference when we are visible, caring and thoughtful in trying to engage all members of campus. Make a collaborative effort to contribute in a positive way — it matters.

    Make Time to Rest

    “When you get tired, learn to rest, not to quit.” – Banksy

    Helpers often tend to everyone else first and themselves last. Take care of yourself. Take inventory of what you need to rest and recharge. Make time to do the following:

    • Work with your team as soon as possible to hammer out rest days throughout the next year. Everyone can have days blocked off for intentional self-care.
    • Check on your team’s leave balances and usage if you are in a leadership position. You likely have people who do not take nearly enough time off. They may benefit from some encouragement to do so.
    • Lean into the HR community when you need the extra support, as many of us did during the pandemic. A community of helpers is a powerful force. CUPA-HR is an excellent place to connect with higher ed HR colleagues.

    Even though we are in boats of differing sizes, equipped with varying resources, a common storm binds us. I choose to find solace in Maya Angelou’s timeless wisdom. “Every storm runs out of rain,” she once said. We can make it through.

    Related CUPA-HR Resources

    Managing Stress and Self-Care: “No” Is a Complete Sentence — This highly rated webinar shows how and why setting boundaries is critical to thriving.

    Mental Health Toolkit — This HR toolkit includes resources on sustaining mental health programs on campus and addressing problems like burnout.

    Trauma-Informed Leadership for Higher Education — This webinar explores how to develop a supportive leadership style and how to create a culture where team members can depend on each other for support during times of hardship.



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  • Adapting With Purpose | CUPA-HR

    Adapting With Purpose | CUPA-HR

    by CUPA-HR | April 14, 2025

    Editor’s Note: This is the second of a three-part series by Maureen De Armond, chief human resources officer at Des Moines University Medicine and Health Sciences, on adapting during changing times. The series begins with Adapting for Survival and continues in Adapting With Heart. 

    While each institution’s situation is unique, there are common challenges that unite HR teams across state lines and between private and public institutions.

    Many of us may now be called upon to reevaluate the words we use in job postings, on our websites, within position titles, in trainings, and more. Some of us may be called upon to eliminate offices or positions. We may face losses of state or federal funding. We may have employees who feel particularly vulnerable. In some areas, there may be heightened retention challenges if people move or leave higher education altogether.

    In short, it is unlikely that any HR office will fully escape implementing changes and grappling with difficult responsibilities. Even so, opportunities abound to make a positive impact, to be true helpers and show we care. To quote Arthur Ashe, “Start where you are, use what you have, do what you can.” Here are some ideas.

    Maintain Your Focus on People and Culture

    HR has an obligation to continue to be keepers of the work culture and cultivate an environment that is welcoming and respectful of all employees. It’s time to get creative.

    One area you can rethink creatively is language describing campus culture, both in your internal communications and in recruitment materials. One may draw some inspiration from these examples, both from Nintendo:

    Nintendo is proud to be an equal opportunity employer. We offer a welcoming and inclusive environment in service to one another, our products, the diverse consumers we represent, and the communities we call home. We do all of this with kindness, empathy and respect for each other.

    Nintendo is for everyone. We believe that our results are better when our teams represent our potential consumers and fans. We’re actively building a culture where employees contribute their knowledge, ideas and perspectives so innovation and creativity thrive. We’re welcoming, approachable and respectful — we’re Nintendo. All characters welcome.

    Kudos to Nintendo for investing time and creativity into statements painting a vivid picture of warmth and kindness. Could a college or university channel its values and institutional culture into similar language while avoiding today’s live wires? I think so.

    University X is a place anyone can call home. We are always looking for talented, innovative and kind individuals to join our team and help us build a better tomorrow [or other mission language]. We know our campus and students are best served by faculty and staff representing a wide range of experiences, backgrounds and talents. If you are interested in joining and contributing to a welcoming, respectful and thriving organization, please apply. Anyone can be a/an [insert mascot]. Why not you?

    The reader can feel a welcoming culture, right?

    Wherever you talk about culture — in your employee value proposition, recruitment resources, internal policies, and websites — review the language and consider how you can paint the same picture of a welcoming and inclusive environment, even if you need to bust out a thesaurus to do so.

    Vet Applicants for Alignment of Values 

    Another way to adapt creatively may be to revisit interview questions. Institutions should still strive to recruit people who share their values and priorities, whatever those may be.

    Some questions that may provide insight into an applicant’s character could include the following:

    • Tell us about one of your favorite experiences working with a team and the contributions you made.
    • When you have had new employees join your team, what did you do to make them feel welcome and help them be successful?
    • Can you describe how your career has been enhanced by working with people who are different from you?
    • Tell me about a time when you were communicating with someone, and you felt like you were not being understood. What did you do?
    • What do you like most and least about your current work culture?
    • How would your current co-workers describe your strengths and weaknesses as a colleague?
    • What attracts you most to this job and our institution?
    • Which of our core values do you identify with the most and the least and why?
    • Our institution has students, faculty and staff who come from all over. Do you feel equipped to serve all campus stakeholders on day one, or do you think you would benefit from additional training?
    • What’s the ideal working environment to best benefit your working and personality style?
    • What soft skills are you interested in developing in the next couple of years?
    • Tell us about a time when you were challenged by a situation where others were behaving in an inappropriate or uncivil way. Describe the situation, the actions you took and the outcome.
    • What are your workplace superpowers?
    • Describe the most difficult colleague you’ve ever had to deal with at work. Why were they challenging? What did you do?
    • Most people want to work in an environment that is respectful and kind. Can you tell us how you try to create such an environment for others?
    • Describe a time when you needed to work cooperatively with someone who did not share the same ideas as you. Describe the situation, the actions you took and the outcome.

    Asking applicants a variety of questions that get to their character is nothing new. It may be a good time to review recommended questions to help protect the hiring process while also spending more intentional time assessing alignment with institutional values. There is no sense in hiring people into an organization who do not already share the institution’s values.

    Related CUPA-HR Resources

    Recent Executive Orders and Higher Ed HR’s Role in Creating and Sustaining an Inclusive Campus Community — A message from CUPA-HR President and CEO Andy Brantley.

    Update on DEI-Related Executive Orders: How Recent Developments Impact Compliance Strategies for Higher Education — This CUPA-HR webinar offers insights into steps institutions can take to ensure they are in compliance.

    Next Steps: A Practical Guide for Ensuring Access and Opportunity for All Employees— A brief guide to creating a welcoming workplace now.



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  • Adapting for Survival | CUPA-HR

    Adapting for Survival | CUPA-HR

    by CUPA-HR | April 14, 2025

    Editor’s Note: This is the first of a three-part series by Maureen De Armond, chief human resources officer at Des Moines University Medicine and Health Sciences, on adapting during changing times. The series continues in Adapting With Purpose and Adapting With Heart.  

    You have to change with the times.

    Roll with the punches.

    Go with the flow.

    This is just the new normal.

    These are not uncommon sentiments during times of change. They’re even reasonable bits of advice and encouragement. However, for many in higher education today, these words may feel inadequate.

    For many years, higher ed has been under pressure to adapt rapidly to change. From the COVID-19 pandemic to declining enrollment, technological advancements, and political and compliance demands, the pace of change seems unrelenting.

    How do we “adapt” when external pressures challenge our accustomed practices? How do we respond to the demands on our profession across the higher education landscape? How do we navigate the need to adjust without feeling like we’re compromising or settling? Where do we go from here?

    Adapt for Survival

    In 2022, as the worst of the pandemic seemed to pass, I wrote a piece about adaptability and referenced the Stockdale Paradox, as shared in Jim Collins’ management book “Good to Great.” Let us briefly return to that story to assess what additional insights it may provide during this new chapter of change.

    Admiral James Stockdale served in the military and was a prisoner of war in Vietnam for seven and a half years. During this time, he observed that there was a certain kind of soldier that did not tend to survive the ordeal. These were the soldiers who tried to muster up the strength to just make it to Thanksgiving, as, surely, they would be rescued by then. Thanksgiving would come and go, and they remained imprisoned. Then, they would convince themselves if they could just make it to the end of the year, surely they would be rescued by then. December would come and go, and they remained imprisoned.

    Admiral Stockdale referred to these soldiers as the optimists. Eventually, the optimists gave up.

    Admiral Stockdale, even if he did not use the terminology, recognized that resilience (a burst of energy or strength to help a person through a temporary crisis) was not the right tool for their predicament. Instead, to make it through captivity — with no end in sight and no idea what the next day may bring — what one needed to do was adapt.

    Make no mistake about it, Admiral Stockdale did not adapt with a smile on his face. He did not do it to settle, to compromise or to get used to being a POW. He did it with a mission in his heart — to endure. He adapted for survival. And he adapted not just for his own survival but also the survival of as many of his fellow soldiers as possible — men who looked to him for strength and guidance even while he, too, was powerless and wrought with despair.

    Admittedly, comparing higher education HR professionals to prisoners of war is a clear stretch. But the analogy reveals powerful insights into what tools may be most suitable to help us navigate these uncertain times. We should resist a mindset of trying to just make it through the summer term, through the fall semester, or to the end of the academic year. Wishing away time is a futile practice and with no guaranteed results.

    We should equally resist the temptation to pin our hopes on a miraculous rescue team to come and save the day. That is also wishful thinking.

    But we shouldn’t give up. Admiral Stockdale shared that he never lost hope — not even during the darkest days of captivity.

    Consider channeling the bigger picture, the one Admiral Stockdale never lost sight of: Survival is paramount. To survive, one must adapt. We have no way of knowing what lies ahead. We may feel powerless some days, like that poor animal in the experiment who gets shocked no matter what it touches. Other days, we may feel like we are busying ourselves with the deck chairs on the Titanic. But even in these moments, we cannot shut down.

    People count on us. They trust us to do our jobs to the best of our abilities. Our efforts matter and we still have work to do.

    Be the Helpers

    There is a Fred Rogers quote from his “Mister Rogers’ Neighborhood” days that resurfaces from time to time: “When I was a boy and I would see scary things in the news, my mother would say to me, ‘Look for the helpers. You will always find people who are helping.’”

    This is a reassuring view of humankind. No matter how dark or how frightening the world is, there will always be people wanting to help. But it is important to remember that Mister Rogers was talking to children when he shared this observation, not adults.

    When scary things happen, we are not supposed to just sit there and hope someone else comes around to help. Mister Rogers was talking about us. We are supposed to be the helpers.

    The good news is that the human resources field attracts helpers. The most dedicated among us are those who love to serve others. Whether we specialize in benefits, talent acquisition, training, leadership development, or any other facet of HR, we are drawn to this profession because we want our work to matter and because we enjoy helping people.

    Right now, there is a need for helpers — and we are the helpers.

    Related CUPA-HR Resources

    Resilience in the Workplace — This CUPA-HR webinar, recorded in 2021, was designed to serve as resilience training for attendees, as well as a model that could easily be replicated at your institution for HR teams and other employees.

    Why Psychological Safety Matters Now More Than Ever — This article offers practical advice for increasing psychological safety, specifically for the higher ed workplace.

    The Great Pivot from Resilience to Adaptability — This article explains how to move from resilience to adaptability and, ultimately, growth in challenging times for higher education.



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  • Adapting TNE to student needs key, say stakeholders

    Adapting TNE to student needs key, say stakeholders

    The PIE News, in partnership with Oxford International Education Group (OIEG) and Studyportals, hosted a briefing where panelists explored university strategies, government collaboration, and financial sustainability for a successful TNE model.

    As international universities compete to establish TNE partnerships in India, the University of Southampton stands out, with its Delhi branch campus set to open in August 2025.

    Kasia Cakala, director of education pathways development at OIEG, which is collaborating with Southampton on the project, noted how education providers must continuously adapt to evolving expectations of the TNE model.

    “Not only do universities have to be mindful of the models they take in this very challenging market, but private providers like us also need to pivot, change, and adapt to support universities in their urgent needs,” stated Cakala at the briefing.

    “With Southampton, the key was defining a proposition that was not only sustainable but also aligned with government priorities and the domestic student ecosystem.”

    Cakala emphasised that as students from countries like India become more savvy, knowing what they need and expecting more from institutions, universities must adopt a “sophisticated market research strategy” to define their proposition, particularly when presenting expansion plans to government bodies.

    Private providers like us need to pivot, change, and adapt to support universities in their urgent needs
    Kasia Cakala, OIEG

    In light of the changing expectations, Carlie Sage, associate director, partnerships, APAC, Studyportals, underscored the importance of understanding student behaviour and market trends in shaping international education strategies.

    “A lot of universities still make decisions without really understanding the environment they’re operating in,” stated Sage. 

     “There’s amazing data out there that can help institutions navigate shifts, understand demand, identify gaps, and see what’s happening in real time.”

    According to Aziz Boussofiane, director, Cormack Consultancy Group, while TNE models need to be financially sustainable, they also need to be beneficial for both the university and the host country in the long run. 

    “For host countries, success (in TNE) means increasing capacity with quality provision – and for universities, it must align with their mission and strategic objectives,” stated Boussofiane, while addressing the audience. 

    “There are different drivers and processes depending on the market, whether it’s India or Nigeria, [and] it’s often about increasing in-country capacity and improving the quality of local providers.”

    While TNE is widely embraced by leading universities in major study destinations, challenges persist in building scalable models due to varying international perceptions of quality and value, which impact recognition, as previously reported by The PIE. 

    According to Daniel Cragg, director of Nous, while TNE is just another challenge for institutions, which are already dealing with academic workforce stress, new pressures from AI, and evolving student needs, the appetite for partnerships has only been rising. 

    “The appetite for collaboration is growing – universities want to share risk, balance success, and be more in-market experts,” said Cragg.

    “In international education, it feels like there’s a black swan event every three to four years. But universities constantly adapt, innovate, and thrive.”

    While universities in the UK and Australia have pushed through major TNE expansions in recent years, institutions in countries like New Zealand, though interested, prioritise strengthening their reputation and research over physical expansion.

    “New Zealand is a small player in TNE, but our partnerships focus on reputation and research rather than bricks-and-mortar expansion overseas,” stated Meredith Smart, international director, Auckland University of Technology. 

    “There’s a strong connection between our ranking strategy and our partnership strategy – reputation matters.”

    As the New Zealand government aims to boost international recruitment from emerging markets while strengthening educational partnerships in countries like India and Vietnam, institutions like AUT see an opportunity, while also learning from the missteps of their peers.

    “We are in a strong growth focus. The government wants us to grow. They’re desperate to win the next election, and I think they feel that international education can boost the economy,” stated Smart. 

    “New Zealanders love international students, but that could change as numbers rise. We must actively demonstrate the value of internationalisation to our economy, industries, and diplomatic relations.”

    This point was further reiterated by Cragg, who highlighted how working with governments in policymaking is essential. 

    “Working with governments to shape future visa policies is essential to ensuring sustainable international student growth,” he said. 

    “The value of international education extends across different areas of government, not just within universities.”

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  • The Evolution of the Traditional Admissions Funnel: Adapting to a New Era

    The Evolution of the Traditional Admissions Funnel: Adapting to a New Era

    The traditional admissions funnel has long served as a trusty blueprint for ushering prospective students from initial interest to enrollment. But times, they are a-changin’. Technological leaps, shifting student expectations, and newfangled marketing strategies have all conspired to transform this once-straightforward model. So, let’s dive into how the admissions funnel has evolved and what these changes spell out for colleges and universities.

    From Linear to Non-Linear Journeys

    Gone are the days of the straight-line path from prospect to enrollment. The old funnel—prospect, inquiry, application, admission, acceptance, enrollment—was neat and tidy. Today, the student journey is a lot more like a hopscotch game. Prospective students zigzag through stages, start an application, go back to gathering info, and flip-flop on decisions multiple times before finally enrolling. This behavior calls for admissions teams to be nimble and ready to pivot at a moment’s notice.

    The Digital Revolution

    The rise of digital tech has turned the admissions process on its head. Now, online platforms, social media, and virtual tours are the main highways for students discovering and engaging with colleges. Virtual events, webinars, and interactive content are must-haves to grab the attention of today’s digital-savvy students. To keep up, institutions need to master digital marketing and create a seamless online experience.

    Personalization and Data Analytics

    Today’s students expect nothing less than personalized communication and experiences. With advanced data analytics, colleges can track student interactions and preferences, tailoring their outreach and engagement efforts. This means sending targeted messages, recommending specific programs, and offering personalized content that hits home with individual students. Such a personalized approach strengthens connections and boosts conversion rates.

    Increased Emphasis on Early Engagement

    Early engagement is now a cornerstone of the modern admissions funnel. Building relationships with prospective students well before the application stage is critical. This involves nurturing leads through meaningful interactions from as early as middle school. Colleges are investing in long-term outreach programs, summer camps, and pre-college initiatives to establish and maintain connections throughout the student journey.

    Focus on the Student Experience

    The student experience has become a pivotal factor in the admissions process. Prospective students are seeking more than academic offerings; they want institutions that align with their values, offer a supportive community, and provide opportunities for personal growth. Colleges need to showcase their unique campus cultures, highlight student success stories, and emphasize holistic support services to attract and retain students.

    Adapting to Changing Demographics

    Demographic shifts, like increasing diversity and the rise of non-traditional students, demand that colleges adapt their recruitment strategies. Institutions are developing more wide-ranging marketing campaigns and creating pathways for adult learners, transfer students, and international applicants. Understanding and addressing the unique needs of these diverse populations is crucial for staying competitive in today’s landscape.

    There you have it—the modern admissions funnel is a dynamic, digital, and personalized journey. Colleges and universities that embrace these changes and adapt their strategies will be the ones that thrive in this new era.

    We do NOT recruit and retain students when they understand us (the institution). We recruit and retain when students see we understand who they are.

    Mondy Brewer, Ph.D., brings over 30 years of diverse experience in higher education, having held key leadership positions in admissions, marketing communications, and student success. He has also served as an Assistant Professor of Leadership in Business. In addition to his consulting work specializing in enrollment management, he currently serves as AVP – Enrollment Strategy at Liaison. Dr. Brewer holds a Doctorate in Leadership with a focus on higher education administration. His doctoral research explored the engagement of first-generation college students, offering insights into the institutional support mechanisms that promote their success.

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