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Strategic enrolment management (SEM) in self-financed higher education of Hong Kong: evaluation and measurement
Abstract
The purpose of this study is to examine how the dimensions of strategic enrolment management (SEM) tie to the success metrics in the area of enrolment, retention and graduation from senior and programme management perspectives of a self-financed institution in Hong Kong. The literature on SEM has demonstrated that managing enrolment is a global concern and requires institution-wide effort. For successful SEM, it has to be a performance-based, outcome-oriented system which requires significant data to determine its effectiveness, success or failure, growth or decline. Though the focus of most SEM research is about the implementation of SEM in achieving enrolment and retention goals, there are far fewer studies that look critically at the perceptions of success tying SEM to success metrics. This study fills the research gap regarding the perceptions of tying SEM to the success. Thus, success metrics are vital in assessing the achievement of enrolment, retention and graduation goals. This study employs a combination of survey results and a formal content analysis methodology from a series of in-depth face-to-face interviews with both senior and programme managers at a self-financed institution in Hong Kong. The research identifies the perceived importance of different components related to enrolment, retention and graduation successes and examines differences in these perceptions between senior management and programme management. New success metrics (availability of an Honours degree programme, the employability ratio and student learning outcomes) are found in both enrolment and graduation stages which are quantified as perceived SEM success in a self-financed institution in Hong Kong.
... They are the group of students whose academic results are less satisfactory and thus study at the less privileged non-publicly funded institutions. Their perception of inferiority (Kember 2010) and the feeling of being academically weaker (Ng and Galbraith 2016) could affect their self-perception and in turn their motivation in study and overall university experience. However, we have little knowledge on how this might happen as most prior studies on motivational goal and self-concept have focused on publicly funded universities only. ...
... Since the Hong Kong government introduced education reform in 2000, which shifted the focus from elite to mass higher education (Kember 2010;Ng and Galbraith 2016), the Hong Kong higher education system can be divided into two types: publicly funded and self-financing higher education institutions (see Wong et al. 2016). Only a limited number of undergraduate places in these publicly funded universities are offered to secondary school graduates. ...
This study explores the interrelationships between self-concept, motivation, and academic and social experience among students from self-financing higher education institutions in Hong Kong. Although prior studies have investigated different aspects of self that drive various types of motivation in students’ academic and social experience, most of them are related to publicly funded universities only. This study aims to extend our current understanding to the context of self-financing higher education, which is an alternative to students whose academic results are not good enough to secure tertiary placements at publicly funded universities. Using qualitative approach and the technique of friendship-pair, 26 students from 12 self-financing higher education institutions in Hong Kong were recruited for semi-structured interviews. Data analysis revealed that participants constructed two dimensions of the self: the personal (i.e. the actual academic self, the possible academic self, the spiritual self and the extended self) and relational (i.e. the familial self and the social self) dimensions in the light of their university experience. The findings provide a better understanding of the contemporary university experience in relation to self and motivation among students studying at self-financing higher education institutions.
... According to the Hong Kong Census and Statistics Department (2021), the proportion of labour force with post-secondary education was 28% and 40% in 2004 and 2021 respectively, showing a significant rise in 17 years. In a knowledge-based economy like Hong Kong, knowledge sharing among faculty members of higher education institutions has become crucial in producing good quality graduates into the workforce and enabling innovation speed and quality (Ng & Galbraith, 2016;Lo & Tian, 2020;Iqbal, 2021). To enable institutions and academics to be ready for the unsettling changes in future work and careers, knowledge sharing between academics is considered to as the most important process in knowledge management to allow institutions and universities to exploit existing knowledge and explore new career capital knowledge, playing an important role in innovation (Lo et al., 2021;Lo & Ng, 2015;Ramayah et al., 2013;Fullwood et al., 2013). ...
The study aims to adopt an intention-based approach to examine the key factors influencing academics’ behaviour to share career capital tacit and explicit knowledge, foster innovations and to gain competitive advantages among higher education context. A research model was developed by successfully extending the Theory of Planned Behaviour (TPB) with institutional forces (i.e. senior management support and innovative climate) to examine academics’ career capital knowledge sharing behaviour. A survey was conducted through a questionnaire among 234 academics in Hong Kong self-financing institutions and the data was analyzed using SmartPLS – Structural Equation Modeling (SEM) technique. It was found that innovative climate of self-financing higher education institutions plays a mediating role in knowledge sharing intention among academics. The findings of this research help higher education institutions promote innovate climate and adopt innovative technologies to encourage knowledge sharing behaviour. Innovative climate fully mediates the relationship between knowledge sharing attitude and intention to share tacit and explicit career capital knowledge, as well as the relationship between senior management support and intention to share explicit career capital knowledge. Managerial implications are discussed and issues for further research are highlighted.
... In order to make an appropriate decision regarding institution choice, students actively rely on searching information (Simões and Soares, 2010;Vrontis et al., 2007) and advice seeking from others (Maniu and Maniu, 2014). Prospective students search information from various information sources about institution choice factors such as academic reputation, location proximity, financial assistance and learning assistance (Wong et al., 2016;Ng and Galbraith, 2016). As well as searching for information, students also seek advice from social networks such as friends, peers (Toder-Alon and Brunel, 2018), teachers and parents (Chalupov a and Bor uvkov a, 2012), providing a new social context. ...
Purpose
Little research has been done on how university information sources influence advice-seeking attitude, intention, and behavior between students with high and low susceptibility to online information. Our study addressed this gap by empirically demonstrating the role that students’ susceptibility to online information plays in terms of the effect of attitude, social norm and perceived behavioral control on their advice-seeking intention and behavior using the Theory of Planned Behavior (TPB). The purpose of this study is to examine differences in the susceptibility to online sources on students’ advice-seeking behavior when making an institution choice.
Design/methodology/approach
A cross-sectional survey was involved, and this empirical study was performed on the basis of a sample of 621 students from publicly-funded high schools in Hong Kong. Multigroup analysis (MGA) was conducted to (i.e. students with high susceptibility to online sources/ students with low susceptibility to online sources) to examine students’ behavioral intention regarding advice seeking about institution choice. 10;
Findings
The results of the study revealed that students with high susceptibility to online information were likely to be influenced by the social norm in applying the TPB model. Conversely, students with low susceptibility to online information had low intention to seek advice from others as they are independent and noninformation seekers. Implications for higher education institutions are discussed.
Originality/value
This study provides a modified version of the TPB model while also demonstrating how students with high/low susceptibility to online sources affect their behavioral intention to seek advice from others about making a university choice. Also, this study provides insights into institutions regarding the promotion of marketing information via online and offline sources.
... Since 2000, the Hong Kong Special Administrative Region (HKSAR) Government has been actively encouraging the private sector to contribute to the development of self-financing post-secondary programmes, shifting the focus from elite to mass higher education (Ng & Galbraith, 2016). As a result of this policy, there has been a substantial increase in the number of self-financed local programmes via universities of continuing education, often extensions of university or a new institution (i.e. ...
Encouraging students to share positive online reviews should not be regarded only as a marketing tool. This study aims to examine (i) the relationship between positive online reviews behaviour for university and students’ well-being; and (ii) the impact of eWOM behaviour on students’ psychological well-being among active (those who share and read information) and passive (those who only read information) social media users. An online survey was conducted to examine the interplay of university brand identification, positive eWOM behaviour, and university life satisfaction on students’ psychological well-being. Results found that students who share positive reviews about university on social media tend to have better psychological health. This study also revealed that active social media users benefit more in terms of well-being through sharing positive online reviews about their universities. Implications for theory and practice of social media marketing in the higher education context are discussed.
... According to Beneke and Human (2010), the reputation of the institution was found to be the most important factor in a prospective student's choice of a place for further education. Ng and Galbraith (2016) contended that university reputation could create a positive institutional image, enhancing students' enrolment and graduation rates. To promote "university reputation", higher education institutions need to build up the brand image and meanings of degree recognition (i.e. ...
https://www.emeraldinsight.com/eprint/HJXHFVDNDWESJ4ZKHHGS/full
Purpose
A fuller understanding of the information search behaviour of prospective students in the digital era is one of the keys to success in university recruitment. This paper aims to investigate students’ university choice factors in relation to the online environment.
Design/methodology/approach
637 samples from 11 private higher education institutions were collected and tested against assumptions before performing statistical analysis including exploratory factor analysis and mean comparison.
Findings
The findings revealed that there are some significant differences in gender and academic discipline in the use of the internet to search for university information. In addition, four constructs of university information were identified that are perceived as important by students in their search behaviour: “University Reputation”, “Eligibility and Affordability”, “Teaching and Learning” and “University Tangibility”. The outcomes of this research provide some noteworthy insights which have numerous strategic digital marketing implications.
Originality/value
While most existing studies have explored types of social media apps or online channels that prospective students use, little research has touched on students’ university choice factors in relation to the online environment. Responding to Constantinides and Zinck Stagno’s (2011) and Hemsley-Brown et al.’s (2016) call, this paper aims to address this research gap by investigating students’ university information search in relation to the online environment.
Drawing on self-determination theory, this study investigated the impact of different teaching styles (i.e., autonomous and controlled motivation) to motivate students to complete the pre-class activities in a flipped classroom context on their academic performance, especially in the cognitive domain of Bloom’s taxonomy. Utilizing ordinary least squares (OLS) regression analysis and a two-sample t-test, a quasi-experimental design comprising of 95 students from a higher education institution in Hong Kong was employed. The results found that among students in the class with controlled motivation from the instructors, there was a negative relationship between watching pre-recorded videos and performance on questions related to the knowledge and comprehension levels in the final examination. This negative relationship highlights the core aspect of cognitive overload, suggesting that over-engagement with video content may hinder rather than help learning. However, neither the pre-recorded videos nor the online exercises correlated with performance on questions at the application level. This outcome emphasizes the need to tailor the design of flipped classroom materials to accommodate cultural learning styles and cognitive development goals, particularly in diverse educational environments. The present study contributes to the flipped classroom literature by enhancing understanding of its impact on academic performance across the knowledge, comprehension, and application levels under Bloom’s taxonomy, and suggests practical guidelines for the use of pre-recorded videos in the flipped classroom. It also highlights the intricate balance required between student engagement strategies, the cognitive demands of learning materials, and the cultural context of learners.
Purpose
Embedded in higher educational settings, work-integrated learning (WIL) is a key reflection to students' perceived employability. The purpose of this study is to explore the antecedents of internal and external perceived employability. The research attempts to test a theoretical model examining the relationships among human capital, work values, career self-management, internal perceived employability and external perceived employability.
Design/methodology/approach
Data were collected from 588 students who have internship experience from two self-financing higher education institutions in Hong Kong. We adopted structural equation modelling (SEM) to test the proposed research hypotheses.
Findings
Results support the idea that human capital and intrinsic work values are significant antecedents of perceived employability. Furthermore, this relationship is fully mediated by career self-management. The implications of the findings for understanding the process through which psychological variables affect an individual's perceived employability are discussed.
Originality/value
Previous studies have extensively examined the effectiveness of WIL in increasing graduates' employability. However, unclear focus has been given to examine psychological attributes, such as human capital, work values and career self-management in WIL. In addition, few researchers have empirically examined the linkages among human capital, work values, career self-management and employability through internships or WIL experiences. Therefore, to bridge these gaps, the present study examines the effect of human capital, work values and career self-management on students' perceived employability when gaining internships or WIL experiences in a higher education setting.
Purpose
The purpose of this paper is to develop a conceptual model to examine key employability skills that match workplace requirements and foster employability.
Design/methodology/approach
This research comprises a cross-sectional study from self-financing institutions in Hong Kong. The current study adopted structural equation modeling to examine key employability skills that match workplace requirements and foster employability.
Findings
Based on the empirical findings, the acquired employability skills of young graduates are entrepreneurship, professional development, work with others, self-management, communication and problem solving. Moreover, higher education institutions should work closely with industry stakeholders to get employers engaged with the work-integrating learning (WIL) programs and subsequently equip young graduates for better employability opportunities. In connection with employer engagement, employability skills of communication, problem solving and self-management would be improved. Furthermore, entrepreneurship and problem-solving skills could further be developed for young graduating students working in SME organizations during WIL.
Originality/value
As a notable gap exists in the current literature to examine young graduates' key employability skills in the context and content of Hong Kong self-financing tertiary education, this research explores key employability skills of self-financed young graduates and the relative importance of employability skills across company size using a quantitative approach.
This empirical study presents a thematic analysis of the Strategic Enrollment Management (SEM) framework from the perspectives of senior managers and program manager in Hong Kong. Data were collected from 25 in-depth interviews with self-financing institutions in Hong Kong. They were processed qualitatively through thematic analysis. The study has found uncovered attributes of (1) campus environment and facilities (2) peer and teacher influence (3) career opportunity (4) program design and (5) teacher quality and effectiveness in the enrollment stage of the SEM process from both senior and program management perspectives. A new insightful SEM framework has been developed. The results can be useful at the management level within Hong Kong’s higher education institutions as they seek to improve their institutions’ strategic and marketing plans by incorporating SEM as a means of increasing student enrollment and retention, enhancing institutional revenues.
The purpose of this research was to obtain information about effectiveness level of blended learning program implementation on SMA Negeri 1 Ubud through evaluation result evaluated from the component of system assessment, program planning, program implementation, program improvement, program certification by using CSE-UCLA model based on Glickman quadrant aided by visual application. Besides, this study also aims to obtain information about the constraints found in the implementation of blended learning program on SMA Negeri 1 Ubud. The approach used in this research was qualitative with an evaluative method. The evaluation design used in this research was the CSE-UCLA model, which consists of five evaluation components, such as system assessment, program planning, program implementation, program improvement, and program certification. Subjects involved in this research, consist of head of school, head of computer laboratory, and two Information technology teams, all subjects involved during the interview. The activity to obtain data from questionnaire distribution results, it involves five teachers and ten students. Determination of all research subjects using purposive sampling technique. The results showed good category on the effectiveness of blended learning program implementation on SMA Negeri 1 Ubud. Those statement reinforced by an evaluation based on the Glickman quadrant aided by visual application, where the evaluation results lie in the ‘Good’ quadrant, which is indicated by a combination of + + +-+ values for each evaluation components.
Ever since the beginning of the Great Recession, higher education has braced for the impending age of austerity and changing demographics. Now a reality, these conditions threaten the ability of institutions of higher education to remain competitive in an ever growing global marketplace. This article presents several core SEM strategies that can be implemented for four-year public colleges and universities in weathering these times of economic uncertainty and greater accountability. The authors weave in strategic recommendations for enrollment management leaders designed to more effectively expand the admissions funnel and engage in effective financial aid leveraging. Special attention is placed on how econometrics and elasticity of demand play in crafting an effective SEM response to fiscal exigency at their institutions of higher education.
Work-integrated learning (WIL) is widely considered instrumental in equipping new graduates with the required employability skills to function effectively in the work environment. Evaluation of WIL programs in enhancing skill development remains predominantly outcomes-focused with little attention to the process of what, how and from whom students acquire essential skills during work placement. This paper investigates best practice in the classroom and placement activities which develop employability skills and identifies factors impeding skill performance during WIL, based on survey data from 131 undergraduates across different disciplines in an Australian university. What students actually experienced during placement, or what they felt was important to their learning, broadly aligns with best practice principles for WIL programs and problems experienced in performing certain skills during placement can be largely attributed to poor design. Implications for academic and professional practitioners are discussed.
The research for this paper, the first of its nature in Bangladesh, has been carried out through desk study, document review, interview, questionnaire and observation. Earlier findings had revealed that the community perceived education to be a social and public product. Significant changes to the perception of students and providers have been made recently. More recently, students and education providers have come to understand education as a commodity. However, although most academics fight against this change of attitude, they have failed to retain the traditional philosophy of education due to the privatization of education. Moreover, there are insufficient policies in place to regulate the marketing activities of private education institutions.
We, as educators, expect students to connect the dots and experience our institutions through a variety of lenses; we must organize ourselves in a way that places synergy, collaboration, and data-driven decisions at the center of our operations. Over the past three years, Ramapo College has worked diligently to ensure that strategy drives the structure of a student's experience by placing student success at its core. This work has been successful only because of the collaboration and connections that exist between the divisions of Enrollment Management, Academic Affairs, and the faculty. In those three years, the college has implemented a mandatory advisement system involving faculty and staff, expanded student-academic affairs partnerships in a first-year seminar course, instituted a new early alert program with 77% faculty participation and ultimately maintained and grown slightly its enrollment outcomes while increasing the diversity of its incoming class. This article will describe the partnerships and processes that facilitated these changes and offer suggestions to inform other institutions moving toward a more institutional approach to student success.
University campuses continue to see an increase in the number of helicopter parents, those parents who are hovering about the campus, ready to swoop down and rescue their children at the first sign of distress (Cartmell and McCullough 2014). Retention personnel on campus questioned whether it would be possible to develop initiatives that would intentionally guide parents in ways that help increase freshman retention rates. Research has been done and shown that students’ parents can serve as a safety net for their freshmen, increasing the students’ willingness to take on greater academic and social challenges (Kalsner and Pistole 2003). The difficulty for college campuses is how to capitalize on the untapped resource and determine whether it aids in greater retention and success of freshman students.
Attachment theory is the basis for an innovative retention initiative that was developed at The University of Tennessee at Martin, which seeks to provide a landing pad for helicopter parents who want to be involved during their students’ first year. Incoming freshman parents are encouraged to take advantage of an online parent portal that contains academic resources and information about their child's college performance. The information provided on the portal is intended to help parents begin conversations with their students about how to succeed in the college arena. To measure the effectiveness of the initiative, a sample of 300 first‐time, full‐time freshmen from the fall 2012 entering freshman class was analyzed. Data were evaluated looking for student retention differences, as well as differences in the end‐of‐first‐year grade point averages. Correlations were found between parent involvement and freshman retention, as well as grade point averages. Interestingly, the research also showed that there appears to be a point of diminishing returns associated to the amount of parental involvement.
Purpose
– The purpose of this paper is to investigate whether Royal Institution of Chartered Surveyors (RICS) accredited real estate courses in the UK have equipped real estate graduates with sufficient relevant employability skills to embark on a career in the profession. This paper considers the perspectives of four stakeholders – employers, human resource managers, graduates and course directors of RICS-accredited real estate courses – in the UK.
Design/methodology/approach
– The results of a mixed-methods study, involving two online surveys with real estate employers and recent graduates of RICS-accredited real estate courses, and two sets of interviews with human resource managers of real estate surveying firms and course directors of RICS-accredited real estate courses, are presented.
Findings
– The employers and graduates of the RICS-accredited real estate courses do not think the courses sufficiently equip graduates’ with employability skills. On the other hand, the human resource managers are very impressed with graduates’ technical skills but have concerns about their soft skills and attributes. Human resource managers and course directors of RICS real estate courses commented that commercial awareness is an important employability skill but graduates are not well developed in this area. Course directors also noted that practical experience is vital to employability, commenting that students can only obtain real-life practical experience if employers offer them opportunities.
Originality/value
– This paper makes an original contribution to the existing literature on employability skills for real estate graduates. It describes pioneering research considering the perspectives of four types of stakeholders and evaluates whether real estate courses sufficiently develop graduates’ employability skills.
Enrolment management is a comprehensive process designed to help achieve and maintain optimum student enrolment through recruitment, retention and graduation rates. Its goal is to manage the overall size and shape of the university, stimulate future enrolment growth and support the development of students, using a coherent and well-planned participation strategy that supports the university's mission, ethos and strategic academic, financial, student development and equity. This study aims to examine well-planned strategies and tactics that shape the enrollment management at the University of the Western Cape (UWC) to meet the institutional established goals. The study was based on a documentation method. Information used was obtained from various sources which included literature review, journal articles, magazines and official reports. The findings suggest that the critical relationship between enrolment policy and fiscal management to ensure long-term institutional success was not well understood. While UWC become increasingly sophisticated and proactive in managing its enrolment outcomes, administrators in different departments continued to set goals and pursue objectives without reference to a broader strategy that acknowledged the underlying interconnectedness.
The authors provide an overview of recent developments in professional counseling as related to schools, career counseling, and community services in Hong Kong. The strategic position of counseling professionals, counseling associations, and counselor certification is discussed. The future development of counseling in Hong Kong is also considered.
In March 2013, the US Department of Education issued guidance to institutions on how to attain approval for competency-based programs under the current title IV, Higher Education Act (HEA) regulations on direct assessment programs. This article considers the graduate enrollment futures of colleges and universities that have chosen and will elect to adopt and deliver competency-based programs, and the potential role that strategic enrollment management (SEM) will play in advancing program enrollment and enhancing learner success. This SEM exploration originates at the founding institution, and subsequently emerges in the “academic context” before coming to rest at a liminal zone in the competency-based learning frontier. Between the borders of student and academic SEM orientations, competency-based learning figures and grounds the development of a learner-centered SEM orientation and approach that is aligned with extant initiatives to advance graduate enrollments.
This chapter introduces a 4 Ps framework for student retention strategies—profile, progress, process, and promise. This framework provides a comprehensive approach to focusing retention research and strategies in ways that can improve institutional retention and completion rates.
The paper hypothesises that student learning about sustainable development (SD) might usefully be configured within a broad framework combining formal, informal and campus curriculum. Student learning about sustainable development is a form of education for sustainable development (ESD), a term which has many definitions and interpretations. In this paper we refer to both student learning about SD (referring to multiple influences, actions and levels of engagement) and ESD as an overarching formal term (in our work based upon the UNESCO framework for ESD). The term campus sustainability is used when the focus of learning and engagement is based upon or designed around campus‐focused projects and activities. We discuss why we believe our broad framework approach is useful and illustrate the practical development of some of these ideas through the early work of our institutional Ecoversity project. Our approach requires bringing together and meshing widely disparate institutional processes and drivers to support wide and multiple levels of student learning about SD. Such institution‐wide engagement requires that a number of key ‘enablers’ are developed, including: academic policy of ESD and SD; academic school engagement with ESD and SD including staff development and training; strategically focused processes and projects around the informal curriculum; and campus management practises and processes that support open and transparent decision‐making processes and treat all campus projects as educational opportunities. We describe some of the early achievements from our cross institutional ESD projects and reflect on some key learning points.
Over the last decade, policymakers, educators, and researchers have increasingly sought to understand community college policies and practices that promote students' success. This effort has been partly driven by an increased emphasis on outcome accountability, but it has also promoted a productive discussion about improving institutional performance. The research reported here has two related goals. One goal is to work towards strengthening the ability to assess and compare institutional performance. We thus have developed a model that can be used to adjust simple graduation rates for institutional characteristics, such as student composition, college resources, size, and location, all of which might influence those rates. Our long-term goal is to understand how to improve student outcomes, so the paper also uses the model to measure the effect of those institutional characteristics on graduation rates. We use data from the Integrated Postsecondary Education Data System (IPEDS) surveys, applying a weighted least-squares procedure for grouped data to estimate an institutional-completion rates model. This analysis confirms several hypotheses about institutional determinants of graduation rates at community colleges. Our results indicate a consistent negative relationship between enrollment size and completion. Additionally, colleges with high shares of minority students, part-time students, and women have lower graduation rates. A final significant finding among institutional characteristics is that greater instructional expenditures are related to a greater likelihood of graduation. The method developed here can be used to better assess the performance of community colleges. (Contains 1 figure and 3 tables.)
Enrollment management is a comprehensive approach requiring the integration of related functions to achieve the optimum recruitment, retention, and graduation of students. Criteria for evaluating enrollment management programs as they evolve into strategic, comprehensive efforts are established, synthesized from 16 independent and 6 public enrollment management programs.(MLW)
The book provides an examination of research and practice related to enrollment management at institutions of higher education. Part 1 describes enrollment management in the context of strategic planning and presents four organizational approaches. Part 2 focuses on marketing and student recruitment, while Part 3 considers student retention. Finally, part 4 discusses building comprehensive enrollment management systems. Chapters have the following titles and authors: "Principles and Objectives" (Don Hossler and John Bean); "Strategic Planning and Enrollment Management" (Bean); "Organizational Approaches" (Hossler); "How Students Choose Colleges" (John Braxton); "Marketing in Nonprofit Organizations" (Catherine Clark, Hossler); "Doing Effective Market Research" (Braxton);"Applying Marketing Strategies in Student Recruitment" (Thomas Abrahamson, Hossler); "Case Studies of Successful Marketing in Two Institutions" (Trudy Bers et al.); "Why Students Leave: Insights from Research" (Bean); "Using Retention Research in Enrollment Management" (Bean); "Programs and Activities for Improved Retention" (Robert Thomas); "Successful Retention Programs at Two Institutions" (Faye Plascak-Craig et al.); "Understanding and Designing Information Systems" (Nick Vesper); "Case Study: How Information Systems Support Enrollment Management" (Mariea Noblitt); "Enrollment Management in Action" (Barry Abrams et al.); and "Tailoring Enrollment Management to Institutional Needs: Advice to Campus Leaders" (Bean and Hossler). Includes approximately 180 references. (DB)
This digest presents principles of enrollment management for institutions of higher education. It reviews the three decades since the introduction of the term "enrollment management," noting the goals of: (1) defining the institution's nature and characteristics for appropriate marketing; (2) incorporating all relevant campus constituencies into marketing plans and activities; (3) making strategic decisions about the role and amount of financial aid for students and the institution; and (4) making appropriate commitments of human, fiscal, and technical resources. The need for enrollment management is thought to stem from two situations: first, the decline in the number of high school graduates and, second, the general public's erosion of trust in all types of public institutions. The importance of enrollment management in assisting institutions toward attaining stated goals and remaining financially viable is stressed. Various models for administering enrollment management are also reviewed, as are the professional education and development of enrollment managers. The use of such enrollment management tools as predictive modeling, outcomes-based research and retention programs, and evaluation of student satisfaction is encouraged. (DB)
A survey of 385 higher education institutions, public and private, investigated the state of enrollment management operations, including their organizational composition, reporting structure, reasons for reconfiguration, and results of implementation. Findings indicated different reporting structures in private and public colleges. Motivation for change was to increase enrollment. Retention outcomes have not met expectations. Most report the model could be improved. (MSE)
Enrollment management as a concept is reaching maturity. There are four basic models and many variations.
Who bears the responsibility for ensuring that graduates are prepared to enter the job market? This chapter explores the issues surrounding the employability of graduates.
The strategic use of campus-based financial aid has become an integral part of enrollment management strategies. This chapter examines how colleges and universities are using financial aid to achieve enrollment and financial objectives.
Research indicates that for many multinational companies, the global skills shortage has made it difficult to attract competent workers to some international locations. In developing economies, business leaders often cite poor business acumen and little real-world experience as serious shortcomings in the domestic pool of applicants. In addition to the skills shortage, businesses are currently confronting a global economic crisis, which has seen many economies slump into recession. Despite this economic downturn, Australia has continued to thrive as a destination of choice for international students. As the reputation of Australia's work-integrated learning (WIL) expertise grows, so too does its international following. Offering some of the more robust project-based learning experiences, Australian universities have become the first choice for many international students seeking to enhance their workplace readiness. Two Australian institutions attracting attention for their approaches to WIL are Griffith University, with its flagship Industrial Affiliates Program (IAP), and Queensland University of Technology (QUT), which has funded an in-depth learning and teaching project designed to facilitate the embedding of authentic real-world learning experiences across the entire curriculum. This paper uses a case study approach to highlight the experiences of Griffith University's IAP students and considers QUT's current research projects. It also explores the implications for Australian tertiary institutions seeking to work with organisations to produce graduates who can respond to the changing economic circumstances and who can add value to global organisations in periods of uncertainty. Yes Yes
Contenido: Parte I.Cuestiones conceptuales en la investigación cualitativa: Naturaleza de la investigación cualitativa; Temas estratégicos en la investigación cualitativa; Diversidad en la investigación cualitativa: orientaciones teóricas; Aplicaciones cualitativas particulares. Parte II. Diseños cualitativos y recolección de datos: Estudios de diseños cualitativos; Estrategias de trabajo de campo y métodos de observación; Entrevistas cualitativas. Parte III. Análisis, interpretación e informe: Análisis cualitativo e interpretación; Incrementar la calidad y la credibilidad del análisis cualitativo.
Strategic enrollment management: Core strategies and best practices
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Anticipatory enrollment management: Another level of enrollment management
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SEM: A culture change agent
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