Tag: Experience

  • How AI is reshaping the learning experience

    How AI is reshaping the learning experience

    Since late 2022, generative AI has disrupted all levels of education, and higher education must adapt quickly to ensure that the integrity of qualifications is not compromised.

    New technologies can be disruptive and present challenges and opportunities. They influence how we work, interact with others, source information, and learn.

    Although artificial intelligence (AI) has been around for decades, generative AI has emerged as both a risk to traditional learning and an opportunity for students to use new technologies responsibly and ethically. Generative AI is disrupting all levels of education, and higher education must adapt quickly to ensure that the integrity of the qualifications awarded is not compromised.

    Recently, researchers examined policies and guidelines documents from 116 US universities on the use of GenAI. They found a lack of concern in these documents for ethics and privacy associated with using GenAI while encouraging its use by both staff and students. That is, intellectual property and student privacy seem to be an afterthought.

    The introduction of GenAI has added complexity to the detection of plagiarism, and some argue that using GenAI tools should not be deemed academic dishonesty because they enhance the learning experience and improve productivity. 

    In June 2024, the Tertiary Education Quality and Standards Agency (TEQSA) asked all registered higher education providers for action plans addressing the risk-generative AI in their courses. There was a 100 per cent response rate from providers to this request.

    TEQSA then analysed responses to develop resources to support the higher education sector and released Gen AI strategies for Australian higher education: Emerging practice in late November 2024[1]. This document is designed as a toolkit to assist higher education providers. The toolkit is structured into three key dimensions: Process, People and Practice. The toolkit notes that:

    There is no single form of assessment that can enable students to demonstrate achievement of all learning outcomes or support development of all appropriate uses of gen AI. Similarly, no single tool or technology can be deployed to guarantee assessment security (p43).

    Therefore, the higher education sector needs to be agile and adapt to the ubiquitous adoption of GenAI, so that we can adapt the learning experience so that students meet the learning outcomes of their course. This requires a significant shift for institutions and educators to achieve these objectives in a GenAI world.

    Ensuring equitable access to AI

    A key challenge for integrating GenAI in education is ensuring equitable access to AI-powered tools and resources for all students, regardless of their socio-economic background or geographical location. GenAI’s promise for student learning can only be achieved if students’ and staff’s access to GenAI tools is equitable, inclusive, and free from bias.

    TEQSA cautions that higher education institutions need to carefully consider the needs of diverse student populations and prioritise an inclusive and equitable educational environment when integrating GenAI in teaching, learning and assessment. This includes ensuring everyone recognises their responsibility to implement and engage in culturally safe practices.

    References

    Eden, C.A., Chisom, O.N. and Adeniyi, I.S., 2024. Integrating AI in education: Opportunities, challenges, and ethical considerations. Magna Scientia Advanced Research and Reviews, 10(2), pp.006-013.

    McDonald, N., Johri, A., Ali, A. and Hingle, A., 2024. Generative artificial intelligence in higher education: Evidence from an analysis of institutional policies and guidelines. arXiv preprint arXiv:2402.01659.

    Yusuf, A., Pervin, N. and Román-González, M., 2024. Generative AI and the future of higher education: a threat to academic integrity or reformation? Evidence from multicultural perspectives. International Journal of Educational Technology in Higher Education, 21(1), p.21.

    [1] Available from: https://www.teqsa.gov.au/sites/default/files/2024-11/Gen-AI-strategies-e…

    Hear more from A/Professor Yvette Blount and other education leaders at the Generative AI for Education Leaders Summit 2025 and gain access to cutting-edge insights and strategies that will put your institution ahead of the curve. Learn more.

    To access the detailed conference program, download the brochure here.

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  • Why unified data and technology is critical to student experience and university success

    Why unified data and technology is critical to student experience and university success

    The Australian higher education sector continues to evolve rapidly, with hybrid learning,
    non-linear education, and the current skills shortage all shaping how universities operate.

    At the same time, universities are grappling with rising operational costs and decreased funding, leading to fierce competition for new enrolments.

    Amidst the dynamic landscape of higher education, the student experience has become a crucial factor in attracting and retaining students.

    The student experience encompasses a wide array of interactions, from how students first learn about an institution through to the enrolment process, coursework, social activities, wellbeing support and career connections. With so many student touchpoints to manage, institutions are turning to data and technology integrations to help streamline communications and improve their adaptability to change.

    Download the white paper: Why Unifying Data and Technology is Critical to the Success and Future of Universities

    Enhancing institutional efficiency and effectiveness
    Universities face an increasingly fragmented IT landscape, with siloed data and legacy systems making it difficult to support growth ambitions and improve student experiences.

    By integrating systems and data, institutions are starting to align digital and business strategies so that they can meet operational goals while providing more connected, seamless and personalised experiences for students.

    One of the most effective ways universities can achieve this is by consolidating disparate systems into a cloud-based Customer Relationship Management (CRM) solution, such as Salesforce.

    Optimising admissions and enhancing student engagement
    In recent years, there have been significant fluctuations in the enrolment of higher education students for numerous reasons – Covid-19 restrictions, declining domestic student numbers, high cost of living, proposed international student caps, and volatile labour market conditions being just a few.

    To better capture the attention of prospective students, institutions are now focusing on delivering more personalised and targeted engagement strategies. Integrated CRM and marketing automation is increasingly being used to attract more prospective students with tailored, well-timed communication.

    Universities are also using CRM tools to support student retention and minimise attrition. According to a Forrester study, students are 15 per cent more likely to stay with an institution when Salesforce is used to provide communications, learning resources and support services.

    Streamlining communication and collaboration
    By creating a centralised system of engagement, universities can not only support students throughout their academic journey, but also oversee their wellbeing.

    For example, a leading university in Sydney has developed a system that provides a comprehensive view of students and their needs, allowing for integrated and holistic support and transforming its incident reporting and case management.

    Fostering stronger alumni and industry relations
    Another area where CRM systems play a pivotal role is in building alumni and industry relationships. Alumni who feel valued by their university – through personalised engagement – are more likely to return when seeking upskilling, or to lend financial support.

    Personalising communication to industry partners can also help strengthen relationships, potentially leading to sponsored research, grants, and donations, as well as internships and career placements.

    University of Technology Sydney, for example, adopted a centralised data-led strategy for Corporate Relations to change how it works with strategic partners, significantly strengthening its partner network across the university.

    Unlocking the value of data and integration

    With unified data and digital technology driving personalised student interactions, university ICT departments can empower faculty and staff to exceed enrolment goals, foster lifelong student relationships and drive institutional growth.

    To learn more about the strategies and technologies to maximise institutional business value, download the white paper.

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  • The rubbish bin theory of the student experience

    The rubbish bin theory of the student experience

    Students have two kinds of problems.

    There are the big, systemic, institutional policy failures that make their lives miserable. These might be social ills of discrimination and prejudice rendered into the classroom experience. These might be reasonable adjustment policies that turn out to be entirely unreasonable. Or it might be the pecuniary architecture that collapses the student experience into unending part-time work and just about squeezing study in.

    In general students’ unions and universities are set up to address these kinds of challenges. There are committees, policies, liaison groups, central budgets, and a power and decision making architecture which faces these problems. This doesn’t mean they can always solve these issues, if they ever can be solved, but it does mean they are at least positioned to have a go at doing so.

    Power

    In the realm of the fundamentally bad and wrong a senior executive often can make things better. After all, they set institutional budgets, strategies, policies, contracts, and rules that impact every student. However, there is another kind of problem that impacts students where they just have less proximity to the issue.

    Imagine the student where things are basically ok. Life is tough, as it is for many students, but as far as they can tell they do not believe they are being treated unfairly, they seem to be broadly getting the big things they were promised when they turned up, and all available evidence suggests their lecturers are working within a set of policies that seem to be pretty fair. In other words, things aren’t too bad.

    However, as time goes on things don’t go badly wrong but they do go a little awry. The common room they went to before lectures doesn’t open until 09:30 in the winter. Their feedback has gone from arriving in six weeks to seven which adds a little bit more pressure on their exams. The library is suddenly much busier as the cold nights have set it. The buses are now much less frequent after a timetable change. The kit they need for their programmes is now more booked up as a new term has brought a new set of modules. And onward and onwards on the ever more bits of bad experience ephemera that clog up students’ lives.

    This is the rubbish bin theory of the student experience. Nobody is doing anything terribly wrong, in fact many people will be doing the right thing in some context and doing the best with the time they have, but the little bit of bad experience builds up and up until the whole student experience stinks. Some of these bits of rubbish are bigger than others, some might even amount to breaches of OfS’s ongoing conditions, but nobody is doing anything which is intentionally malicious.

    The rubbish bin theory of the student experience posits that everyone within a students’ ecosystem can make perfectly reasonable decisions within their own domains, turning down the heating to save on budgets, reconfiguring communal meeting space for staff offices, and changing opening hours of the reception desks might make sense in the context of the university more generally and even for some students some of the time. It is that the university is too big, too bureaucratic, and does not always operate on a small enough level to always take the rubbish out.

    The rubbish bin

    The problem with the smelly rubbish bin is that it’s often only noticed when it’s full. For example, the classic students’ union response is to bring together lots of information from course reps, school reps, committees, and other sources, to then feedback for subsequent years about a different bin, different ways to take out the rubbish, new bin liners (you get it I have tortured the metaphor now). The challenge is that even if you really push down the rubbish in one place it will only pop out in another (ok I am really done this time).

    This is because the issues are often too small-scale to warrant institutional intervention, which the union is well set up to advocate for, and often too local, emerging in programmes or departments, to be wholly made visible to the union or to be wholly made to work with university policy. The bin is able to get more and more full because everyone just flings their bit of rubbish in and it’s not anybody’s job to take it out from time to time (ok, sorry).

    The university incentive is to deal with the regulatory challenges in front of them. And while these are ongoing conditions the information the university can rely on, publish, and collate, is often a retrospective indicator. To take only two examples. NSS reporting encourages universities to deal with the issues of students no longer at the insitution. Graduate Outcomes measure student performance at a point in time in an ever changing labour market.

    This isn’t to say students’ unions don’t do lots of things for individuals, it’s not to say that universities only care about the big issues, that isn’t true, it’s a question of how these two institutions keep an eye on both the structural problems and the emerging challenges.

    Public administration

    There are three interesting public administration and organising theories that might help conceptualise this challenge. Henry Mintzberg, one of the most important public administration theorists of the 20th century, imagines organisation strategy like a potter at a wheel. The raw ingredients exist (staff, committees, students’ unions, money, representatives, and so on), but the shape of the pot only comes into focus when hands are applied to it. This is strategy by doing says that strategic intent only becomes apparent through patterns in retrospect.

    This would mean that students’ unions would have much looser resource allocations and move across departments, programmes, central university structures, representative groups, and ways of working, where the challenges and insight led them. It would mean that universities find the means to have more hands at the wheel. Giving school, departmental, and faculty committees more power, allocating budgets for taking out the rubbish bin, and challenging central structures so they spend more time focussing on emerging problems, not the retrospective ones encouraged by the regulatory reporting cycle.

    Community organising, which is a direction of travel across students’ unions, is slightly different to Mintzberg’s theory of emergent strategy. As imagined by the likes of Saul Alinsky community organising assumes that communities have the solutions but not the positional power to address issues. Emergent strategy places a greater emphasis on cross-organisational actions that can both exist within and between sites of local organising. They are both about allowing ideas to emerge with greater flexibility; it is that ideas of emergent strategy places greater emphasis on the initiation of those ideas and the provision of the materials to affect change within an organisational context. This would hold that rather than having a committee of people to take the rubbish bin out let students do it themselves through helping them organise and giving them budgets and responsibilities.

    The other important theorists here are Denhardt and Denhardt and their idea of New Public Service which sets out organisations to serve rather than steer their stakeholders. In this model universities and students’ unions would spend much less time trying to fix the problems of their students but instead provide the spaces through which students could learn from each other, provide resources through which students could advocate for themselves, and provide insights that would allow students to more effectively make the case for change to the people in power. In this model the emphasis would be on how universities and students’ unions open up bureaucratic spaces to allow a greater plurality of student voices to come forward.

    These are just three models amongst many but they raise the question of the best means of keeping an eye on the accumulation of student issues that lead to generally bad experiences. It comes down to a set of trade-offs which could be brought into sharper relief. The extent to which the universities, students’ unions, and their partners, ultimately develop policy and ways of working to support people to solve their own problems and they extent to which they are better served putting the organisational bureaucracy behind these bigger issues.

    The rubbish bin theory although a metaphor brings into focus the literal problem of how universities value maintenance. The accumulation of student issues are partially addressed by the ongoing commitment to keeping stuff open, working, reliable, and functioning. In general, reward often follows doing a good new thing rather than keeping the good old thing working. The issue of the student experience is intrinsically tied to the recognition and reward of those who take the rubbish out.

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  • Building a Better Transfer Experience for Modern Learners 

    Building a Better Transfer Experience for Modern Learners 

    In 2022, 36.8 million students under the age of 65 fell into the category of Some College, No Credential (SCNC)–a population that grew by nearly 3% year-over-year by 2024. These learners, who started but did not complete a credential, represent a growing population with significant potential for re-enrollment. Understanding their needs is essential to support their return to higher education.  

    For SCNC students, one key factor can significantly influence their decision to re-enroll—transfer credit policies. The Education Reengagement Report, conducted in collaboration with DegreeSight, provides a comprehensive overview of this subset of modern learners, uncovering key strategies to re-engage these students by addressing their unique needs, particularly surrounding maximization of previously earned credits and awareness of credit transfer policies. Explore the report’s findings to gain deeper insights into how institutions can effectively engage and support SCNC students on their path to completion.  

    Who are Some College, No Credential (SCNC) Modern Learners? 

     SCNC students represent a noteworthy portion of the Modern Learner population, and their unique profile merits deep consideration when developing approaches to re-engagement. For more insights into the challenges faced by stopped-out students and strategies to support their return, read our previous article on addressing their barriers. In the context of the Education Reengagment Report, SCNC students are defined as those seeking reenrollment or who have already reenrolled elsewhere.  Their experiences and motivations reflect diverse life experiences, making them a unique yet significant audience for higher education institutions.  

    SCNC students comprise of diverse demographic and professional profiles. Most are aged between 25-29 (66%), and a significant portion (33%) identify as first-generation college students. Their employment status also varies, with 59% working full-time, 20% employed part-time, and 16% not currently employed. Many SCNC students were previously enrolled in associate degree programs (43%), while others sought bachelor’s degrees (57%), reflecting a broad range of academic aspirations.  

    SCNC students pursue a wide range of academic interests, with certain fields emerging as particularly popular. The areas of study with the highest levels of enrollment for SCNC students include Business (24%), IT, Computers, and Technology (20%), and Health-related fields (13%). Additionally, learning format preferences reveal a demand for flexibility, with 47% favoring on-campus programs, 29% opting for hybrid options, and 20% preferring fully online programs. These findings emphasize the need for flexible program offerings to meet SCNC students’ varying needs and schedules. 

    Career advancement is a primary motivation for SCNC students when initially enrolling. Sixty percent enrolled in an undergraduate program to improve their earning potential or launch a new career, while 40% sought careers better aligned with their interests. Additionally, 30% pursued a degree as a next step following high school or technical school.  

    However, financial challenges, competing responsibilities, and various program limitations are common reasons for stopping out. Survey results show that the main barrier to continuing education for SCNC students is cost, with 32% citing it as their primary reason for stopping out. Other reasons include Covid-19 related reasoning (20%), lack of flexibility in the program (19%), and inability to use federal financial aid (15%).  Understanding these critical factors is essential for institutions looking to reengage this population. By addressing the root causes of their stop-outs, institutions can better connect with SCNC students and deliver personalized solutions to them. 

    The report surveyed both SCNC and transfer students. While these groups differ in some ways, they share similarities in their focus on career outcomes and expectations for the enrollment process.  

    The key difference to keep in mind include: 

    • Age: SCNC students tend to be older, with a median age of 37 compared to 31 for Transfer students  
    • Motivation: Transfer students top motivation stems from their career aspirations, while SCNC students place greater emphasis on program affordability 
    • Level of study: Transfer students are more likely to pursue bachelor’s degrees, while SCNC students often have a mix of associate and bachelor’s degree goals 

    Despite these differences, both groups share a unifying goal to leverage their existing credits to further their higher education career and achieve their personal and professional goals, making them a significant opportunity for higher education institutions.  

    Why are Transfer Credit Policies So Important for SCNC Modern Learners?

    Many SCNC students have already earned a decent number of college credits, with 32% having completed 16 to 30 credits, indicating that they have completed at least one semester of coursework. This progress underscores the importance of transfer credit policies easing their return to higher education. With the many notable reasons for stopping out, the barrier to re-entry only rises without clear credit transfer or support systems in place. For these students, the financial burden of repeating coursework and the desire for swift completion of their degrees are top priorities.  

    Survey data highlights the overwhelming importance students place on credit transfer policies. Ninety-three percent of SCNC students say that the number of transferrable credits impacts their enrollment decision, with 55% indicating it as a primary factor. Additionally, 36% of students rank credit acceptance as a key consideration in their reenrollment decision, second only to tuition cost (44%) and closely followed by the availability of online programs (35%).  

    Clear and favorable transfer credit policies not only can alleviate the financial pressures of reenrollment but can also expedite the path to graduation. However, navigating these policies is not a simple process for many students. Thirty-five percent of students report that understanding transfer credit policies is the most difficult part of the enrollment process, followed by getting previous credits transferred (34%) and completing financial aid forms (34%). Institutions should view this as a call to action to refine their policies and streamline processes, addressing these critical pain points to better meet student needs and enhance both enrollment and retention outcomes. 

    How Can Institutions Better Support SCNC Modern Learners with Transfer Credits?

    Supporting SCNC students requires institutions to prioritize transparency, personalized support, and flexibility—particularly where transfer credits are concerned.  Many SCNC students face unnecessarily complicated processes during their reenrollment processes, making it imperative for institutions to make their policies accessible.  

    To better meet this demographics’ varied needs, institutions can implement the following strategies to support SCNC students: 

    • Promote Transparent Transfer Policies: 

    Institutions should make transfer credit policies easy to understand and accessible across websites, marketing materials, and additional platforms. Clearly communicating how previous credits apply to degree requirements empowers students to make informed decisions.  Online tools like credit transfer calculators, chatbots for common inquiries, and infographics can further empower students to understand their credit situation and feel confident making enrollment decisions.  

    • Highlight Cost Savings and Financial Support: 

    To address cost barriers, institutions should clearly communicate how credit transfers reduce tuition expenses and emphasize available financial aid options. Offering flexible payment plans helps students manage their finances more readily, allowing them to focus on their education without financial stress. 

    • Provide Comprehensive Support Services: 

    Having a dedicated credit transfer advisor can make a pivotal difference in the SCNC enrollment experience. These advisors can help guide students in navigating complex processes, equipping them with vital information on financial aid options, available transferrable credits, and program pathways.  Support can be offered through online channels, advising, and assistance with application and registration processes. Partnering with EducationDynamics’ Enrollment Management Team can help institutions scale this support effectively. 

    • Expand Flexible Learning Options: 

    Expanding online and hybrid program offerings is crucial to supporting the growing SCNC population. These flexible formats can better serve SCNC lifestyles, as these students often juggle work and family responsibilities in addition to their course load. Flexible online and hybrid-based programs are imperative to be promoted to this population, as many have changed their learning modality from classroom-based to online or hybrid. By assessing current offerings and identifying areas of expansion, institutions can better support the needs of Modern Learners.  

    Unlock Opportunities for SCNC Student Success

    SCNC students have spoken—there is a clear need for institutions to adapt their policies and support services to meet their unique needs. By prioritizing clear transfer credit policies, personalized support, and flexible learning options, universities can attract this demographic while helping them achieve their academic goals. As institutions continue to navigate evolving enrollment challenges, adapting to the needs of SCNC students will be instrumental in building success and shaping the future of higher education.  

    Ready to reengage SCNC students? Explore how EDDY’s market research services help your institution effectively reach SCNC students and create successful pathways from re-enrollment to graduation.  

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  • Enrollment Management Software: Enhance Student Experience

    Enrollment Management Software: Enhance Student Experience

    Tune In To Our Audio Blog

     

    Introduction

    Enrollment management is the core function of any educational institution. It involves not merely processing applications but also influencing students’ futures and facilitating a smooth experience from the initial expression of interest in your institution. This work can frequently appear daunting for registrars.

    You are responsible for the daily management of extensive documentation, the navigation of complex systems, and the pursuit of ensuring that each student feels supported and welcomed. Nevertheless, it is clear that a straightforward routine can be transformed into a substantial inconvenience by manual procedures, communication failures, and data management complications.

    Enrollment management software is thus critically essential in this context. This robust solution is engineered to confront the difficulties you encounter directly, facilitating process optimization and improving the student experience. We will be addressing student enrollment issues faced by registrars during registration and investigate how an appropriate software solution might significantly benefit both your staff and the students you assist. Let us engage collaboratively to address these concerns.

     

    Common Pain Points in Enrollment Management

     

     

    Since we are all aware that enrollment management is a genuine challenge, let us discuss some of the most significant sore points you encounter. And rest assured, you are not alone in this. A whopping 67% of registrars report feeling overwhelmed by manual processes and documentation, as indicated by a recent survey conducted by the National Association of Student Personnel Administrators (NASPA). We can deconstruct a few of these “student enrollment issues” for you!

     

    Manual Procedures and Paperwork

    Manual data entry can be inordinately time-consuming, as we are all aware. No matter how diligently you propel, you appear to make minimal progress when endeavoring to swim upstream. Disorganized spreadsheets, handwritten notes, and stacks of forms not only impede productivity but also heighten the probability of errors. In reality, organizations that implement manual processes may allocate up to 30% more time to administrative duties than those that adhere to automated systems. Imagining the potential of that additional leisure!

     

    Lack of Real-Time Data Access

    How frequently do you wait for info before making a big decision? Real-time data is essential in today’s fast-paced educational environment. Working with obsolete or delayed data might slow your response to student needs and strategic opportunities. According to a recent research, 56% of registrars said delayed data retrieval hindered decision-making. Yikes!

     

    Communication Gaps

    Communicating can be like playing broken telephone. Departments and students can lose vital information, causing confusion and frustration. Critical updates may not reach the appropriate people at the right time. Eduventures found that 43% of enrollment officers have communication gaps, which affect student happiness and engagement.

     

    Poor Application Tracking

    How often have you yearned for a magic wand to effortlessly track application statuses? Finding a needle in a haystack might be difficult without a system. Incomplete applications, missing paperwork, and inability to track progress can stress registrars and students. College and University Professional Association for Human Resources (CUPA-HR) found that 62% of registrars struggle with application monitoring, delaying admissions and missing student prospects.

     

    Few Reports and Analytics

    Let’s conclude with data analysis—or lack thereof. How can you examine trends and patterns to inform enrollment plans if your reporting capabilities are limited? You must estimate what works and what doesn’t without complete data. According to an AACRAO poll, 70% of registrars want better reporting tools to guide their strategy.

    That’s it. These typical issues can severely affect enrollment management and the student experience. Do not worry! The correct enrollment management software can address these issues. Explore how it can streamline your procedures and improve everyone’s experience.

     

    How Can Universities Reduce Pain Points in the Student Enrollment Process Using Enrollment Management Software?

     

    Say Goodbye to Paperwork with Automation

    It’s no secret that entering data by hand and dealing with piles of papers can be a real pain. By bettering these steps, enrollment management software takes that load off your shoulders. You could save a lot of time if you let the software do the boring work. That way, you could focus on what really matters: helping kids and making their experience better.

     

    Have insights at your fingertips in real time

    Delayed data can make it hard to make quick choices. When you use registration management software, you can get to important data at any time. You don’t have to wait for reports or changes anymore. You can get instant information that helps you make decisions right away.

     

    Talk to people in other departments without any problems

    Communication is very important in a busy registration office, which we all know. These systems come with built-in ways to talk to each other and kids, so everyone stays in touch. There will be less confusion and knowledge will flow more easily, which is good for everyone.

     

    Master Application Tracking

    There shouldn’t be any element of guesswork involved in monitoring applications. Using the application tracking features provided by enrollment management software, you can easily keep tabs on the status of each application in real time.

    The outcome = you can stay organized plus give ultimate experience to applicants that they demand.

     

    Master the Art of Advanced Reporting for Radical Insights

    Data is your greatest ally when enhancing enrollment strategies. Enrollment management software’s powerful reporting and analytics features help you gain valuable insights into patterns and outcomes. This simply implies that you may influence your organization’s success through data-driven decisions.

     

    Advanced Reporting Provides Powerful Insights

    Data is your best friend for enrollment strategy improvement. Advanced reporting and analytics in enrollment management software let you analyze trends and outcomes. You can use data to make decisions that affect your institution’s success.

     

    What Enrollment Management Software Can Do for You, Registrar! Additional Benefits

     

    benefits-of-enrollment-management-software

     

    Easily Create Compliance Reports: No more scrambling during audits. With built-in reporting tools, you’ll have audit-ready reports at your fingertips.

    Create Compliance Reports with No Effort: No more rushing through audits. Built-in reporting features will let you have audit-ready reports right at hand.

    Reduced Human Errors: Automate data entry and tracking to greatly lower errors that might pass through in-hand procedures. 

    Access Real-Time Enrollment Data: Real-time updates will keep you current with enrollment figures, so guiding quick, wise selections.

    Secure Student Data: Forget data breaches. Cloud storage ensures security and compliance, providing you peace of mind.

    Make Reviewing Applications Easy: Let the program indicate critical details so you may focus on the big picture instead of sorting through heaps of papers.

    Get Everyone on One Agenda: Forget about departmental conflicts. Centralized data guarantees that everyone has the same information, so facilitating smooth teamwork.

    Create Methodologies That Fit You: Customize the system to fit the demands of your university so the enrolling process seems seamless, quick, and completely customized.

    Engage Students More: Use the software’s chat features to keep students up to date and interested throughout the whole process.

    Scale operations easily: The software adapts to your needs, so you don’t have to worry about losing accuracy or speed as the number of enrollments goes up or down.

     

    Wrapping It Up: Boost Enrollment Management with the Right Tool from Creatrix Campus

    At the heart of improving the student experience is how well you manage enrollment. We know the pain points—manual processes, communication breakdowns, and keeping track of every application can slow you down. As a registrar, you’re juggling enough already. Why not make things easier?

    Enrollment management software helps. We simplify operations, improve collaboration, and provide real-time data access, so you can focus on delivering a successful student journey. When modernizing your system, Creatrix Campus includes everything a modern registrar needs to ease the process. Contact our staff for more!

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  • Improving the Student Experience – Archer Education

    Improving the Student Experience – Archer Education

    Attract and Retain the Right Students for Your Institution

    Choosing a higher education program is often a defining moment in a person’s life. Whether it’s a teenager deciding on a traditional, on-ground undergraduate program, or someone in their late 30s selecting an online master’s program — it’s a big decision, and one that can be heavily influenced by the experiences they have with the institutions they’re considering. 

    Your students don’t just deserve a great experience, they expect it. Which is why identifying opportunities to enhance the student journey at your institution is essential. 

    In the competitive world of higher ed enrollment, the ability to attract and retain students goes beyond offering picturesque campus views or flexible online scheduling. It hinges on understanding and navigating the complexities of the process a student goes through, from their initial awareness of your program all the way through to their graduation, and identifying where students can get stuck, or worse, drop off. 

    When it comes to enhancing the student journey, I’m often asked, “Where is the best place to start?” To that end, this article dives into some of the most common areas for improvement. Focus on these areas and you’ll be on your way toward delivering a stand-out student experience. 

    This article explores:

    • Common bottlenecks institutions face at different stages of the student experience
    • Methods to identify the most important issues
    • Strategies for prioritizing improvements to maximize impact

    Common Bottlenecks in the Student Journey 

    Institutions aiming to enhance the overall student experience need to understand where students tend to get stuck. By pinpointing these bottlenecks, your university can devise strategies that streamline the journey and boost student engagement and retention. Some common points of friction in the enrollment process include: 

    Top of the Funnel: Driving Awareness               

    Every student journey begins with awareness, but getting potential students to visit your institution’s website to gain awareness of its programs can be a stumbling block. Many universities face challenges due to poor audience targeting, ineffective creative strategies, or a lack of investment in organic channels like websites and content strategies. 

    If your awareness efforts are falling short, your potential students won’t land on your university’s digital doorstep. This means opportunities to engage and inform them go untapped, which sets the stage for a cascade of engagement issues downstream. 

    It’s called an enrollment funnel for a reason — if you don’t attract enough qualified traffic at the top, the bottom of your funnel will fall short of your goals. 

    Mid-Funnel: Generating Interest

    Let’s say your awareness efforts are working, and your brand, story, and program marketing tactics are finding prospective students. Once these prospects are aware of your institution and have visited your site, the next challenge is to convert them into active inquirers. In other words, getting them interested enough to raise their hand by filling out a form, contacting an enrollment advisor, or even starting their application. 

    This stage often suffers from two main issues: 

    1. Attracting too broad of a range of individuals, including many who are unqualified or not aligned well with the institution’s programs or areas of specialization 
    2. A mismatch between what prospective students expect to find and what the website provides 

    If your paid ads told one story and your website tells a totally different one, it can be a turnoff for prospective students. If the content does not resonate with potential students’ academic aspirations, they are less likely to take the next step. If you’re not highlighting what makes an education at your institution truly unique or how it connects to your target audience, it’s likely that your content won’t resonate, even if you did identify the right audience. 

    Bottom of the Funnel: Growing Application Submissions

    What’s every enrollment leader’s least favorite word? Melt. Even after marketing to the right audience and generating inquiries, there’s often a drop-off before the application stage — commonly known as the application melt. 

    This is a delicate phase, where bad strategy moves and overly clunky processes can cause big problems. This could include generic follow-up communications that fail to engage the interests of prospective students, a lack of personalized experiences that can make students feel valued, or insufficient time spent nurturing and managing these warm leads. Each of these factors can lead to a significant reduction in the number of completed applications.

    Methods to Identify Student Experience Bottlenecks 

    Now that we’ve covered the most common bottlenecks, let’s talk about how to identify where these bottlenecks are showing up in your student experience. Once you identify them, you can target improvements effectively and efficiently. Methods to identify bottlenecks include: 

    Benchmarking               

    A powerful starting point for identifying pain points is benchmarking your institution’s performance against your peers or similar programs. Benchmarking involves a comprehensive comparison of your processes, outcomes, and student satisfaction levels to those of other institutions. 

    By evaluating where you stand in relation to your peers, you can identify specific areas where you lag behind. Benchmarking provides a clear, external perspective on your institution’s relative strengths and weaknesses, guiding you toward the most impactful areas for enhancement.

    Leveraging Internal Data

    Once you understand the external picture, you can dive in internally. Your internal data is an invaluable resource for tracking the effectiveness of changes in the student experience. By analyzing metrics such as enrollment rates, drop-off points, and student feedback before and after implementing changes, you can gauge their impact. 

    This approach helps you identify which efforts are helping the student experience and which aren’t, allowing you to make data-driven decisions. It also enables you to adapt your strategies dynamically, continuously improving the student journey as students’ needs continue to evolve. 

    Intuition and User Testing

    As we all know, data alone isn’t enough. Intuition and direct feedback play a crucial role in creating the full picture of your student experience. Conducting user testing sessions in which potential or current students navigate your enrollment process can reveal obstacles that data might not capture. This can be as simple as a conversation or as intricate as a survey.

    Additionally, personally walking through each stage of the student journey yourself can provide you with insights into the emotional and practical challenges prospective students face. Think of it as acting like a secret shopper — fill out an inquiry form and see what happens. This method helps you uncover hidden roadblocks that might not be evident from quantitative data alone, adding a human element to your analysis.

    Fixing Bottlenecks With ICE Scoring 

    Now that you’ve got a list of bottlenecks to fix, you need a system to prioritize them. This next critical step ensures that you properly allocate your time and resources. The ICE scoring framework, which stands for impact, confidence, and effort, is a structured approach to evaluating potential fixes and deciding which ones to tackle first. 

    Impact              

    The first step, impact, involves evaluating how much a potential fix could enhance the student experience. 

    Fixes that address issues at the top of the funnel, such as increasing awareness and initial engagement, often get a high score because they can influence the largest number of prospective students. The more qualified prospective students you can get into your enrollment funnel, the more you’re likely to enroll. 

    By prioritizing high-impact fixes, you can see substantial improvements in overall student engagement and satisfaction.

    Confidence

    Confidence measures how certain your institution is about the effectiveness of a proposed fix. This assessment is based on evidence from user testing, adherence to best practices, personal experience, and insights from experts in the field. 

    For example, if you get a large volume of inquiries outside of business hours, you can give a high confidence score to an effort that would engage students at any hour, like Onward or a chatbot. 

    A high confidence score indicates a strong belief that the fix will achieve the desired outcome, reducing the risk associated with resource allocation. You are more likely to succeed when you base your decisions on robust, tested solutions.

    Effort

    The final component of the ICE framework is effort, which estimates the time, financial investment, and organizational energy required to implement a fix. This step also considers the level of internal buy-in necessary to move a project forward. 

    Effort scoring helps you understand the resource demands of each potential fix, allowing you to consider its feasibility against its expected benefits. Implementing a new learning management system (LMS) is a huge project that requires organization-wide input and execution. This equals a high effort score. Refreshing your creative assets? Much less effort. 

    Prioritizing fixes that require reasonable effort but offer significant impact can lead to more sustainable and effective improvements.

    Implementation and Iteration in the Student Experience 

    Improving the student experience is not a one-time thing. It’s an ongoing process that demands continuous attention and optimization. As your institution implements changes,  you’ll need to monitor the effects and iteratively refine your efforts based on the outcomes. 

    Monitoring Results

    The first step after implementing any change is to closely monitor the results. Key performance indicators (KPIs), such as cost per lead, application melt, enrollment numbers, student retention rates, and satisfaction scores, are a gold mine. Continuous monitoring validates the effectiveness of new strategies and highlights areas that may require further attention. 

    Rinse and Repeat

    Once the initial results are known, the next step is to apply the ICE framework again — this time to any new bottlenecks or existing issues that were deprioritized in earlier rounds. This iterative approach ensures that your resource allocation remains dynamic and responsive to the evolving needs of your students and your institution. 

    Ready to Improve Your Institution’s Student Experience? 

    At Archer Education, we understand the transformative power of full-funnel data visibility when you’re improving your student experience. Our commitment to transparency and knowledge sharing drives our partnerships with colleges and universities, helping higher ed leaders and marketers exceed their online learning growth and enrollment goals. 

    Our experienced team is adept at identifying and addressing the bottlenecks that can hinder student journeys, utilizing strategies like those outlined in this article to maximize impact. By applying the ICE framework, we help institutions prioritize and implement improvements that significantly enhance the student experience. 

    If you’re ready to transform your student journey and achieve remarkable outcomes, contact our team today, and explore how our offerings can bring your educational goals to fruition.

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  • Thank you to the Go Higher team for allowing me to write a blog and share my amazing experience on the Go Higher programme! By Gary Singh – ALL @ Liverpool Blog

    Thank you to the Go Higher team for allowing me to write a blog and share my amazing experience on the Go Higher programme! By Gary Singh – ALL @ Liverpool Blog

    I am thrilled to share my heartfelt gratitude to the University of Liverpool for offering the Diploma for Go Higher Programme – a remarkable initiative designed to open doors and beacon of hope for those who, due to various reasons, have been unable to pursue their educational goals and have had to suppress their ambitions.

    My name is Gary Singh, and I want to share my journey with you, a journey that has been filled with challenges, resilience, and hope. In 2004, my plans to become a solicitor were shattered by the sudden passing of my father. I had to start working, and unfortunately, I faced exploitation by corrupt politicians in India, making it nearly impossible to chase my dreams. Every attempt to resume my education was met with rejection due to the gap in my studies. After seeking asylum in the UK, I reached out to the University of Liverpool, hoping to enroll in a degree program because of the plenty of time available to me. Unfortunately, again, I was told that the gap in my education prevented direct entry into a degree course. However, Go Higher Team introduced me to the Go Higher Diploma program, a pathway that would enable me to pursue a degree. This news reignited my optimism and belief that I could achieve my dream of becoming a solicitor to serve society, just as I had hoped for as a teenager.

    I was fortunate enough to receive scholarships from the University of Liverpool, which were specifically designed for destitute students like myself, as I am not permitted to work as an asylum seeker. Even as a mature student, I found the friendly, multicultural atmosphere at the University of Liverpool very welcoming. My classmates, both younger and older, were incredibly supportive. Despite English being my second language and the initial challenge of understanding new accents, I can comprehend about 80% of my tutor’s lectures and make up the rest by utilizing lecture slides and class recordings available on the Canvas site. I started my first assignment with marks well above passing, and with unimaginable support from my tutors, I received an A grade on my last assignment. The dedication of my mentors—James Bainbridge, David Ellis, Barbara Milne, Julia, Sharon Connor, Darryn Nyatanga, Claire Jones, Stephen Kearns, Debbie Hart, and Matthew—along with additional English classes by Will, has been invaluable.

    I have encountered challenges on the path to success, but determination and hard work have allowed me to conquer every obstacle. On the day of the Go Higher celebration, something incredible occurred. I was honored with a personal achievement award, which came as a pleasant surprise. Furthermore, I was accepted into the Law with Business program at the University of Liverpool. This achievement has filled me with excitement and hope as I strive to complete my degree and make a positive impact on society. My aspiration is to become so capable and competent that I can assist those in need.

    Go Higher education means more to me than just personal advancement; it’s a way to think critically for the betterment of society and individuals. Through my Go higher studies, I learned to see society from a different perspective and took the first step toward progress in civilized society. My message to everyone is this: Don’t let your ambitions die in your heart. Give it a try! If your intentions are good, you will find many opportunities, mentors, and friends who are ready to help you. Believe in yourself and take the first step. The journey may be challenging, but the rewards are immeasurable.

    Thank you,

    Gary

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  • Engaging Online Students Though a Zoom-Based Journal Club Experience

    Engaging Online Students Though a Zoom-Based Journal Club Experience

    This year has been an exceptional year for teaching. We are just transitioning out of a COVID19 time period and our students are ready and eager to engage with faculty!

    Before the semester began, I made the decision to travel to a Texas State Park. I realized that I write best papers when I am sitting outside in camping chair, cooking lunch with a foldable cookstove, and surrounding myself with the most amazing bug spray ever.

    So, while I was “in nature”, I thought about some out of the box strategies that I could use for the upcoming semester. One of these strategies was centered around one of my husband’s experiences during his graduate program at Texas A&M University – The Journal Club. Now, keep in mind – I teaching in the Communication Department and journal clubs are primarily held in the science, technology, engineering, and mathematics fields (STEM).

    So, I jumped into the Journal Club game HEAD FIRST and I decided to integrate the experience on my syllabus. My graduate students did not have any experience with a journal club and I had to demonstrate and explain the purpose of the activity. ALL of my students are online and this meant that the best way to explain the journal club was to demonstrate how it works. So, here’s my demonstration video…

    After the students viewed the video, they were able to select the days and the associated articles that they wanted to highlight in the journal club. The students had to present two times and they had to attend at least one session. Each session has two facilitators and they basically divide the article in half. Many of the students have attended more than three sessions. Here are the articles we reviewed this semester…

    Tuesday, August 24, 2021 5pm – 6pm Using a Media Campaign to Increase Engagement With a Mobile-Based Youth Smoking Cessation Program
    Tuesday, August 31, 2021 5pm – 6pm CONTEMPORARY HOUSING DISCRIMINATION: FACEBOOK, TARGETED ADVERTISING, AND THE FAIR HOUSING ACT.
    Tuesday, September 7, 2021 5pm – 6pm Don’t put all social network sites in one basket: Facebook, Instagram, Twitter, TikTok, and their relations with well-being during the COVID-19 pandemic.
    Tuesday, September 14, 2021 5pm – 6pm Fan Engagement in 15 Seconds: Athletes’ Relationship Marketing During a Pandemic via TikTok
    Tuesday, September 21, 2021 5pm – 6pm Online to Offline: The Impact of Social Media on Offline Sales in the Automobile Industry.
    Tuesday, September 28, 2021 5pm – 6pm Innovation in Later Life: A Study of Grandmothers and Facebook.
    Monday, October 4, 2021 11am – Noon Article – TBA
    Tuesday, October 5, 2021 5pm – 6pm Social media information sharing for natural disaster response
    Tuesday, October 12, 2021 5pm – 6pm News on Facebook: How Facebook and Newspapers Build Mutual Brand Loyalty Through Audience Engagement
    Thursday, October 14, 2021 8pm – 9pm Navigating the New Era of Influencer Marketing: How to be Successful on Instagram, TikTok, & Co.
    Tuesday, October 19, 2021 5pm – 6pm TWEET TO THE TOP? SOCIAL MEDIA PERSONAL BRANDING AND CAREER OUTCOMES.
    Monday, October 25, 2021 11am – Noon FASTER, HOTTER, AND MORE LINKED IN: MANAGING SOCIAL DISAPPROVAL IN THE SOCIAL MEDIA ERA
    Tuesday, October 26, 2021 5pm – 6pm Who Posted That Story? Processing Layered Sources in Facebook News Posts.
    Tuesday, November 2, 2021 5pm – 6pm Reality check: How adolescents use TikTok as a digital backchanneling medium to speak back against institutional discourses of school(ing).
    Tuesday, November 9, 2021 5pm – 6pm We (Want To) Believe in the Best of Men: A Qualitative Analysis of Reactions to #Gillette on Twitter
    Thursday, November 11, 2021 8pm – 9pm Small Business Still Missing the Boat on Social Media and Internet Advertising.
    Tuesday, November 16, 2021 5pm – 6pm Chapter 1: Introduction to Social Media for Professional Development and Learning in Physical Education and Sport Pedagogy.

    Overall, it is a great learning experience for them and I will definitely integrate it next year. The students are reflecting about the articles and are highlighting how the articles have implications for many fields. 

    In fact, the Rural Communication and the Texas Social Media Research Institutes are hosting Texas Social Media Conference MONTH in November. You are welcome to attend our Journal Club sessions via Zoom, chat and network with others through our Thursday night Twitter chats, and hear some AMAZING presentations! I will post registration soon. In the meantime, check out the month-long schedule.

    Texas Social Media Month – November 2021 (Draft) by jennifertedwards

    Have any questions? Contact me.

    ***

    Enjoy!

    Check out my book – Retaining College Students Using Technology: A Guidebook for Student Affairs and Academic Affairs Professionals.

    Remember to order copies for your team as well!


    Thanks for visiting! 

    Sincerely,

    Dr. Jennifer T. Edwards
    Professor of Communication

    Executive Director of the Texas Social Media Research Institute 

    & Rural Communication Institute

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  • The Best Outcome of my Study Abroad Experience!

    The Best Outcome of my Study Abroad Experience!

    30 years ago today my wife and I started our relationship with a late night/early morning kiss on a street corner in Valladolid, Spain after going out to the clubs! We were on the same study abroad program and our relationship is the best outcome of our study abroad experience! 

    Here we are on top of the Alcázar de Segovia

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