Enrollment Management Consulting Services
RFP # 12406
Technical Proposal
TABLE OF CONTENTS
Part 1:
Transmittal Letter
3
Part 2:
Vendor Information
5
Part 3:
Qualifications
7

Project Team
7

Organizational Chart
15

Partial Client List
16
Part 4:
Timeline
17
Part 5:
Methodology : Scope of the Work and Executive Summary
23
Phase 1
Trend Analysis
23
Geo-demographic Analysis
25
Part A: Analysis of Enrollment Management Operations
29
Part B: Marketing and Recruitment Plan
36
Part C: Recruitment Scholarships and Financial Aid
42
Phase 2
Retention Program
44
Part 6:
References
53
Part 7:
Technical Literature
59
Part 8:
Contact Information
60
2
PART 1: TRANSMITTAL LETTER
Dear Committee:
Thank you for the opportunity to offer SEM WORKS’ enrollment management solutions
for Emporia State University (ESU).
Today’s undergraduate and graduate students, whether traditional, nontraditional, are
savvy shoppers with high expectations when it comes to their university selection.
They expect excellent teaching, available faculty, student-friendly services, and of
course, a highly competitive financial aid package. We understand today’s students—
what makes them enroll and persist. To meet these needs, exceed expectations, and
retain students through graduation, today’s universities must have recruitment,
marketing and retention plans that are student-focused, strategic, and endorsed by
the institutions’ faculty, administration, and service providers. Partnering with ESU,
SEM WORKS will enable the University to deliver its promise of an education “that
provides every student with instant opportunities for growth, involvement and
leadership.”
We are SEM WORKS, and as our name suggests, strategic enrollment
management is what we do best. We are highly skilled at identifying enrollment,
marketing, and recruiting processes, structures, and strategies that impede or enable
new student enrollment growth and retention.
Our approach is collaborative as we
mobilize and inspire faculty and staff to participate in recruitment, marketing, and
retention strategies that fit for ESU.
After all, our team has over 400 years of
experience working with over 300 undergraduate and graduate colleges and
universities. Most of all, SEM WORKS will team with ESU to deliver increased new and
returning student enrollment.
If the committee has questions or needs clarification, we will be happy to schedule an
appointment at your earliest convenience.
Thank you for considering our proposal.
Sincerely,
Peter E. Lindsey
Director of Business Development
3
PART 1: TRANSMITTAL LETTER
Transmittal Letter Compliance Statements
(a) SEM WORKS is the prime contractor and we will not use any
subcontractors. Note: SEM WORKS has an ongoing strategic alliance
with Academic Group, Inc. to conduct geo-demographic research. Mr.
Oded VanHam from the Academica Group will conduct the geodemographic research for this project.
(b) SEM WORKS is a Limited Liability Company (LLC);
(c) SEM WORKS has not attempted and will attempt to induce any
other person or firm to submit or not to submit a proposal;
(d) SEM WORKS does not discriminate in employment practices with
regard to race, color, religion, age
(except as provided by law),
sex, marital status, political affiliation, national origin or disability;
(e) SEM WORKS has not included cost or pricing information in the
transmittal letter or the Technical Proposal;
(f) SEM WORKS presently has no interest, direct or indirect, which
would conflict with the performance of services under this contract
and shall not employ, in the performance of this contract, any
person having a conflict;
(g) The person signing the proposal is authorized to make decisions as
to pricing quoted and has not participated, and will not participate,
in any action contrary to the above-statements;
(h) SEM WORKS is not and will not be associated with any parent,
affiliate or subsidiary organization, either formally or informally, in
supplying any service or furnishing any supplies or equipment
which would relate to the performance of this contract;
(i) SEM WORKS has not been retained, nor has it retained a person to
solicit or secure a state contract on an agreement or understanding
for a commission, percentage, brokerage or contingent fee, except
for retention of bona fide employees or bona fide established
commercial selling agencies maintained by the vendor for the
purpose of securing business.
4
PART 2: VENDOR INFORMATION
Jim Black and Associates, Inc., converted to SEM WORKS in February of 2004
as an LLC. Prior to February 2004, Jim Black and Associates, Inc., had been
working and performing services in the higher education consulting industry
for ten years. SEM WORKS was founded by Dr. Jim Black and is grounded in
a long history of higher education clients through consulting and professional
development. The SEM WORKS team has four-hundred years of combined
experience with more than 300 higher education clients from five countries.
SEM WORKS’ staff has experience with four-year public and private
institutions, college and university systems, graduate and professional
schools, community colleges, technical colleges, proprietary schools, and
nonprofit and for-profit organizations.
The SEM WORKS staff is comprised of twenty-seven individuals, primarily
current
or
former
practitioners
in
the
field
and
creative
services
professionals. Including Dr. Black, your lead consultant, there are nine SEM
WORKS consultants—each with their unique specialty areas. In addition to
the consulting group, SEM WORKS employs a director of technology services,
a director of market research, a director of educational research, a research
analyst, a director of marketing and customer relations, a director of
business development, a conference director, two account representatives, a
director of operations, team of Web designers, three graphic designers, a
copywriter, and an editor. A consulting team will be assigned to ESU based
on your needs, campus type, and distinctive culture including.

Dr. Jim Black, (24 yrs.), Lead Consultant, (enrollment management and
retention audits, environmental scan, competitor analysis, retention plan,
scholarship
and
financial
aid
analysis,
attrition
causation
survey,
recruitment seminar and retention seminar)

Lynda-Wallace
Hulecki,
(31
yrs.),
Senior
Consultant,
(enrollment
management audit, and project manager)

Dr. Sarah Carrigan, (22 yrs.) Research Analyst, (scholarship and financial
aid analysis)

Dr. Bryant Hutson, (15 yrs.) Director of Educational Research (attrition
causation survey)

Oded VanHam, (10yrs.) Market Researcher, (geo-demographic analysis)
5
PART 2: VENDOR INFORMATION

John Becker, (11 yrs.) Director of Market Research, (market demand
analysis, if requested)

Peter Lindsey, (32 yrs.), Director of Business Development, (proposal
writer)
While our core business is consulting, we also provide some of the best
conferences, technology services, on-site training opportunities, market
research, and creative services in the industry. SEM WORKS offers solutions
designed to improve enrollment outcomes and the image of our clients
without overtaxing resources such as budgets, staffing, and IT support.
SEM WORKS provides consulting services to colleges and universities needing
to assess existing operations and develop related plans. Areas of consulting
include:
Enrollment Management
Marketing
Branding
Student Recruitment
Student Retention
Customer Service
Student Services
Institutional Positioning
Market Research
Organizational Structure
Organizational Change
Web Development
Graphic Design/Publications Development
Electronic Communications
Staff biographies are included on the following pages. Full resumes
are included unbound.
6
PART 3: QUALIFICATIONS—PROJECT TEAM
Jim Black, Ph.D., SEM WORKS President and CEO
Project Responsibilities: Lead consultant
The president and CEO of SEM WORKS, Dr. Jim Black,
is the founder of the National Conference on Student
Retention in Small Colleges and cofounder of the
National Small College Admissions Conference and the
National Small College Enrollment Conference. He
formerly served as the director of AACRAO’s Strategic
Enrollment Management Conference. Dr. Black has
published a monograph titled, Navigating Change in the
New Millennium: Strategies for Enrollment Leaders, and
three books, The Strategic Enrollment Management
Revolution,
considered
to
be
a
groundbreaking
publication for the enrollment management profession, Gen Xers Return to
College, and Essentials of Enrollment Management: Cases in the Field.
Among his other published works are numerous articles and book chapters
including a feature article in College & University, “Creating Customer
Delight”; a chapter, “Creating a Student-Centered Culture,” for a book on
best practices in student services published by SCUP and sponsored by IBM;
a chapter on enrollment management in a Jossey-Bass book on student
academic services; as well as a bimonthly feature in The Greentree Gazette.
Black was honored as the recipient of the 2005 AACRAO Distinguished
Service Award. He has been interviewed by publications such as The
Chronicle
of
Higher
Education,
Converge
Magazine,
The
Enrollment
Management Report, The Lawlor Review, and was interviewed for AACRAO’s
Data Dispenser. Black also was featured in an international teleconference on
enrollment management sponsored by The Center for the Freshman Year
Experience at the University of South Carolina, and a PBS broadcast on
“Blending High Tech and High Touch Student Services.” Since 1999, Jim
Black has been an IBM Best Practices Partner, one of only twenty-three in
the world. He was invited by The College Board to Heidelberg, Germany, to
evaluate the APIEL Exam and most recently was invited to lead conferences
on enrollment management and student services in the United Kingdom and
the Netherlands.
7
PART 3: QUALIFICATIONS—PROJECT TEAM
Dr. Black has served on the boards of several technology companies and has
consulted with companies such as Microsoft, Blackboard, and the SAS
Institute. Higher education clients have included two-year, four-year, public,
and private institutions. Jim earned a B.A. in English education and M.A. in
higher education administration from the University of South Carolina, as
well as a Ph.D. in higher education curriculum and teaching from The
University of North Carolina at Greensboro.
8
PART 3: QUALIFICATIONS—PROJECT TEAM
Bryant L. Hutson, Ph.D., Director of Education Research
Project Responsibilities: Attrition causation survey
Bryant holds a Ph.D. in Higher Education Administration with a concentration
in educational research, measurement, and evaluation. He has served as
Associate Director for Student Academic Services at the University of North
Carolina at Greensboro, where he coordinated first-year experience and
retention programming, and led program evaluation and research efforts. He
has also been a research associate at the Center for Educational Research
and Evaluation in Greensboro, NC. Dr. Hutson has authored several refereed
articles and book chapters on student retention, first-year experience, and
program evaluation in higher education.
9
PART 3: QUALIFICATIONS—PROJECT TEAM
John Becker, Director of Market Research
Project Responsibilities: Market demand analysis (if requested)
John joined the SEM WORKS team in 2005. In his
role as Director of Market Research, he has
conducted
market
research
for
colleges
and
universities throughout North America. In addition,
he has conducted national student enrollment and
marketing studies on SEM WORKS’ behalf. Prior to
joining
SEM
WORKS,
John
marketing
positions
at
companies
including
NCR,
worked
several
in
senior
Fortune
Mead
500
Corporation,
Technitrol, PNC Bank, and Oberg Industries. He spearheaded market
research projects at these companies, including numerous surveys,
new product research, focus groups, demographic analysis, and
more. He also managed several multimillion-dollar product lines,
including product development, pricing, distribution, and promotion
activities.
John’s
educational
background
includes
a
bachelor’s
degree
in
business administration from Duquesne University and a master of
international
management
from
Thunderbird
(a.k.a.
American
Graduate School of International Management).
10
PART 3: QUALIFICATIONS—PROJECT TEAM
Lynda Wallace-Hulecki, Senior Consultant
Project
Responsibilities:
Enrollment
management
audit
and
project management
Lynda is a seasoned professional with over thirty
years experience in higher education. Lynda has an
extensive
track
advancing
a
record
strategic
of
accomplishments
approach
to
in
enrollment
management, in facilitating an integrated approach
to academic and enrollment planning, in managing
change, and in developing systems for enrollment
performance
management,
assessment,
and
accountability. Lynda has held a variety of leadership
positions at both a research-intensive university and
a four-year comprehensive college in Canada. For twenty-three years of
her career, Lynda served as the director of an institutional analysis and
planning office─a position for which she was awarded a distinguished
administrator award.
Lynda has served on both provincial and federal committees related to
inter-provincial student mobility and higher education accountability
systems in Canada. She is an active member of numerous professional
organizations (e.g., AACRAO, ARUCC, NASPA, AIR, SCUP, EDUCAUSE) at
which she has been both a presenter and a presentation reviewer. In
2000, she participated in Harvard’s Institute for Management and
Leadership in Education (MLE).
Lynda holds a Bachelor of Science degree in the mathematical sciences
from
the
University
of
Manitoba,
and
a
Master
of
Educational
Administration degree in higher education from the University of
Nebraska-Lincoln.
She is currently completing a doctoral degree in
Educational Leadership and Higher Education at the University of
Nebraska-Lincoln. Her graduate research has focused on the evolving field
of SEM, and on the application of learned concepts in leading change and
in building shared responsibility for enrollment outcomes with the campus
community through an integrated approach to academic and enrollment
planning.
11
PART 3: QUALIFICATIONS—PROJECT TEAM
Oded VanHam
Project Responsibilities: Geo-demographic research
Oded has spent more than 10 years in consulting, market research and
project management. His clients benefit from an expertise in data collection
and analysis, gaining knowledge from data. He also brings personal
knowledge of academia, having taught undergraduate business and worked
as a Business Development Manager at the Chinese University of Hong Kong.
Mr. VanHam holds an MBA with a concentration in marketing from the Ivey
School of Business, an MSc from the University of Western Ontario, and a
BSc from the University of Waterloo.
His combination of business and
scientific background allows him to go beyond data analysis to understand
the business drivers, their impact and significance, and to then make
practical recommendations.
Oded has developed novel approaches to analyzing applicant trends based on
geography that allow detailed recommendations regarding the allocation of
recruitment resources. He continues to look for new ways to view data for
greater insight on behalf of our clients.
12
PART 3: QUALIFICATIONS—PROJECT TEAM
Sarah Carrigan, Ph.D., Assistant Vice Chancellor and Director of
Institutional Research, The University of North Carolina at
Greensboro
Project Responsibility: Scholarship and financial aid analysis
Sarah holds a B.A. in psychology from DePauw
University
(1985),
an
M.S.
in
college
student
personnel from Indiana State University (1987), and
a Ph.D. in higher education from the University of
Kentucky (1995).
She has over nineteen years of
experience in higher education and is currently
assistant vice chancellor and director of institutional
research at The University of North Carolina at
Greensboro. Dr. Carrigan came to UNCG in February 1998 as a
planning and institutional research analyst, and was appointed
assistant director in June 2000. She became interim director of
institutional research in October 2003, was appointed director in April
2004, and most recently was promoted to assistant vice chancellor in
July 2005.
Prior to coming to UNCG, Sarah was the coordinator of institutional
studies at Auburn University-Montgomery. She has also worked at
Auburn University main campus, the University of Kentucky, and
Midway College.
Sarah has held the offices of president, vice president, and treasurer
of the North Carolina Association of Institutional Research (NCAIR).
She has also served as executive director of the Transition Task Force
for the Association for Institutional Research (AIR). Some of her recent
presentations include, “Institutional Research and IRBs” (SAIR);
“Traditional Research Design and Institutional Research” (SAIR); “The
Effectiveness of Institutional Effectiveness: Doing an Institutional
Effectiveness Survey on the Web” (AIR); and “A Management Analysis
of
the
Student
Recruitment
and
Development
Programs
at
Independent Colleges: a Study of Costs, Activities and Yield” (AIR).
13
PART 3: QUALIFICATIONS—PROJECT TEAM
Pete Lindsey, Director of Business Development
Project Responsibilities: Proposal writer
Pete has over thirty years of experience in higher
education, twenty-two years with private colleges
and over nine years in the North Carolina public
university system. Prior to joining the SEM WORKS
team,
he
served
as
director
of
the
Evening
University at The University of North Carolina at
Greensboro,
managing
fifty-seven
evening
programs
and
serving
an
enrollment of over 5,300 evening students, both undergraduate and
graduate.
He
development,
was
and
responsible
marketing
for
for
recruitment,
retention,
all on-campus evening
program
degree
and
certificate programs. While at UNCG, Pete also served as Director of
Undergraduate
Admissions
where
he
managed
a
staff
of
thirty-four
professionals.
Pete has also developed a deep understanding of the needs and concerns of
private four-year colleges and community colleges. At St. John Fisher
College, he was director of undergraduate admissions for six years before
being promoted to dean of admissions and financial aid for another six years.
He was instrumental in developing The College’s financial aid leveraging
system as well as Undergraduate Admissions publications that received
twelve national awards. Prior to arriving at St. John Fisher College, he was
associate director of admissions and transfer counselor at LeMoyne College,
and
assistant
director
of
admissions
and
transfer
counselor
at
St.
Bonaventure University.
Lindsey has been an active member of AACRAO, NACAC, and most recently
has served on the Board of the North Carolina Adult Education Association.
He has authored articles on Total Quality Management for Recruitment &
Retention in Higher Education and TQM in Higher Education as well as a
chapter, “Needs and Expectations of Gen Xers,” for Gen Xers Return to
College. Lindsey presented “The Role of Admissions in Strategic Enrollment
Management”
at
the
1998
Strategic
Enrollment
Management
(SEM)
Conference. He holds an undergraduate degree in business administration,
B.B.A., with a social science concentration.
14
PART 3: QUALIFICATIONS—ORGANIZATIONAL CHART
President/CEO
VP Operations
Senior
Dir. Bus. Dev.
Dir. Web
Consultant
Services
Public Rel/Media
Conference Mgr.
Web Team
Dir. Market. Res.
Dir. of Marketing
Brand Consult.
MooU Sales
Art
Mgr/Designer
Editor
Retention
Consult.
Marketing
Consult.
Process Reengin.
RFP Sales
Copywriter
Graphic Designer
Graphic Designer
Recruit/Retention
Enroll. Consult.
Enroll. Consult.
Enroll. Consult.
Enroll. Consult.
15
PART 3: QUALIFICATIONS—PARTIAL CLIENT LIST
Adams State College
Slippery Rock University
Alice Lloyd College
Southeast Missouri State
Arkansas State University
Belmont University
Buffalo State College
University
Southern New Hampshire
University
Carson-Newman College
Spalding University
Clayton State University
St. Francis University
East Stroudsburg University
Sunderland University (England)
Eastern Oregon University
Francis Marion University
East-West University
University of California at Santa
Fayetteville State University
Cruz
Ferris State University
University of Idaho
Fort Lewis College
University of Maine at Fort Kent
Franklin University
University of Maine at Machias
Indiana University Purdue
University of Maryland—Eastern
University Indianapolis
Ithaca College
Johnson State College
Kettering University
Lincoln University
Medical University of South
Carolina
Shore
University of Missouri—Kansas
City
University of North Carolina at
Greensboro
University of Regina (Canada)
University of Texas at Dallas
Meredith College
University of Texas at El Paso
North Carolina Central University
University of Vermont
Northwestern Michigan College
University of West Florida
Pacific Graduate School of
University of Victoria (Canada)
Psychology
Villanova University
Paisley University (Scotland)
William Paterson University
Seventh Day Adventist University
Winona State University
16
PART 4: TIMELINE
The following summary describes a suggested timeline for the completion of
work. This timeline may be revised by mutual consent between SEM WORKS
and Emporia State University.
Phase 1: (Part A) Enrollment Management Assessment, October
2009–February 2010
October 2009, week 1
October, week 2
Estimated date of awarded contract.
Conference call and e-mail exchanges with
Dr. Black, Mr. VanHam, Mr. Becker, Ms.
Wallace-Hulecki, and Ms. Lara Eddy (or her
designee) to understand the University’s
expectations for meeting the scope of the
work, discuss the market demand analysis,
geo-demographic analysis, and establish a
detailed project plan and consulting agenda.
October, week 2
Dr. Black and Ms. Wallace-Hulecki begin offsite review of
enrollment and recruitment
plans; and retention data, related research,
satisfaction
surveys,
goals,
structures,
reporting relationships, and staffing, etc. in
preparation
for
management
the
audit,
four-day
and
the
enrollment
three-day
retention audit.
October, week 4
Mr.
VanHam
conducts
geo-demographic
analysis.
October, week 4
Dr. Black and Ms. Wallace-Hulecki conduct a
four-day enrollment management audit and
offer an on-site summary of findings and
prioritized recommendations to the campus
community that will have an immediate
impact on the next semester.
17
PART 4: TIMELINE
October, week 4
Submit first draft of the market demand
analysis.
October, week 4
SEM WORKS conducts environmental scan.
October, week 4
SEM WORKS conducts competitor analysis of
five competitors.
November, week 2
Administer the market demand analysis.
December, week 2
SEM WORKS submits environmental scan
report.
December, week 2
SEM WORKS submits competitor analysis
report.
December, week 3
SEM
WORKS
submits first
draft of the
enrollment audit report.
December, week 4
Analyze and synthesize results from the
market demand analysis.
January, week 3
SEM WORKS submits final draft of the
enrollment audit report including feedback
that does not compromise the integrity of
the report.
January, week 3
Submit final report from the market demand
analysis.
Phase1: (Parts B & C) Marketing and Recruitment plan, and
Scholarship and Financial Aid Analysis, January 2010–
May 2010 (Note: Retention plan is delivered in phase 2.)
January, 2010,
week 2
Conference call and e-mail exchange with
Dr. Black, Ms. Wallace-Hulecki, and Ms. Lara
18
PART 4: TIMELINE
Eddy (or her designee) to discuss marketing
recruitment, and retention planning process.
January, week 2
Conference call and e-mail exchange with
Dr.
Black,
Ms.
Wallace-Hulecki
and
Dr.
Carrigan, and ESU’s Director of Financial Aid
to discuss the scholarship and financial aid
analysis.
January, week 3
ESU sends scholarship information, plans,
and financial aid data to SEM WORKS.
February, week 4
Dr. Carrigan and Dr. Black conduct review of
scholarships, and financial aid, and submit
written report.
March, week 1
Dr. Black conducts a two-day planning
retreat: establish marketing, recruitment,
and
retention
planning
model;
identify
enrollment targets; review findings from the
enrollment
teams
for
audit
and
marketing
establish
and
strategy
recruitment,
retention, and scholarships and financial aid.
March, week 3
Dr. Black conducts a recruitment seminar for
key constituents.
March, week 3
Dr. Black conducts first two-day strategy
session: kick off planning process; work
with
marketing,
scholarships
and
recruitment,
financial
aid
and
strategy
development teams to respond to identified
strategic opportunities; provide feedback and
ongoing coaching; and assist in development
of KPIs and metrics.
April, week 2
Dr. Black conducts second and final twoday strategy session to continue work with
strategy development teams.
19
PART 4: TIMELINE
April, week 2
Dr. Black conducts a three-day retention
audit including focus groups and meetings
and offers an on-site summary of findings
and prioritized recommendations that will
have an immediate impact on the next
semester.
May, week 2
Dr. Black submits marketing and recruitment
plan.
(Note:
final
retention
plan
to
be
developed in phase 2.)
May, week 4
Dr. Black conducts first, two-day session
for
facilitation
with
implementation;
conducts
formative
evaluation
strategic
planning
process,
deliverables,
and
early
of
the
related
stages
of
implementation; submits brief reports at the
conclusion of each visit; and provides ongoing feedback and coaching.
June, week 1
Dr. Black conducts second and final, twoday
session
for
facilitation
with
implementation.
Phase 2: Data-driven Retention Plan, August 2010–December 2010
June 2010,
week 1
Conference call and email exchanges with
Dr.
Black,
leadership
Dr.
to
Hutson,
discuss
and
retention
attrition
causation
survey (e.g., objectives, structure, sampling
strategy, and deliverables), and Student
Retention Theory and Practice workshop.
June, week 3
Submit first draft of the attrition causation
20
PART 4: TIMELINE
survey and sampling strategy, and retention
workshop agenda.
June, week 4
Submit final drafts of the attrition causation
survey and retention workshop agenda that
reflects feedback.
September, week 1
October, week 2
Administer attrition causation survey.
Analyze
and
synthesize
data
from
the
attrition causation survey.
October, week 2
SEM WORKS submits first draft of retention
audit report.
October, week 3
SEM WORKS submits final retention audit
report that reflects feedback and does not
compromise the integrity of the report.
October, week 4
Present first draft of the attrition causation
survey report.
November, week 1
Submit final attrition causation survey report
reflecting requested revisions that will not
compromise the integrity of the report.
November, week 2
Dr. Black conducts a two-day retention
strategy
planning
strategy
session:
process;
kick
work
development
off
retention
with
retention
team;
provide
feedback and ongoing coaching; and assist
in
development
of
retention
KPIs
and
metrics.
December, week 2
Dr. Black submits a written retention plan
and conducts Student Retention Theory and
Practice workshop.
21
PART 4: TIMELINE
January, 2011,
week 1
Dr. Black conducts first, two-day retention
session
for
implementation;
facilitation
conducts
with
formative
evaluation of the strategic planning process,
related deliverables, and early stages of
implementation; submits brief reports at the
conclusion of each visit; and provides ongoing feedback and coaching.
January, week 4
Dr. Black conducts second and final, twoday retention session for facilitation
with implementation.
22
PART 5: METHODOLOGY—SCOPE OF THE WORK AND
EXECUTIVE SUMMARY
Executive Summary of Work Phase 1: Trend Analysis
Study historical trends of admission inquires, applicants and enrollees by
initial contact, grade level, high school, academic area(s) of interest, level of
academic preparedness etc. with Specific attention on the identification of
unmet demand in the international educational marketplace.
SEM WORKS’ Response:
a. Conduct a four-day enrollment management audit (shown in part A).
b. Conduct an analysis of inquiry, applicant, and enrolled student trends
with comparisons to peer and competitor institutions using IPEDS data
(http://nces.ed.gov/ipeds/datacenter/Snapshotx.aspx?unitId=acb0abacae
b1) to determine if ESU’s data are consistent with national comparisons or
not, and to identify gaps. This analysis and report will guide strategy and
resource allocations for the recruitment and enrollment efforts.
c. Conduct a yield analysis by source code of initial contact, grade level,
high school, academic area(s) of interest, academic preparedness, and
other variables deemed significant to improve yield rates. SEM WORKS’
report will identify the areas/populations where yield is incongruent with
national norms. Our findings, related recommendations, and report will
guide strategy and resource allocations for recruitment and enrollment
plans.
d. Conduct an international student enrollment trend analysis to identify
where inquiries, applicants, and enrolled students are currently coming
from, the programs they are seeking at ESU, and the yield by country,
etc.
e. Conduct an environmental scan of targeted countries to measure
unmet demand. This analysis would include: educational attainment, outof country migration patterns, ability to pay for higher education,
programs of interest in comparison to programs offered by ESU, ease of
access to US higher education, barriers to enrolling at ESU, competitors in
the market, etc. The environmental scan will consist of a trend analysis
and SWOT analysis. This environmental scan will offer ESU insights into
23
PART 5: METHODOLOGY—SCOPE OF THE WORK AND
EXECUTIVE SUMMARY
strategic
challenges
opportunities,
facing
the
current
and
University
in
emerging
the
market
trends,
international
and
educational
marketplace. It is intended to provide a context for future planning and
institutional decision-making, and the development of the integrated
recruitment and enrollment management plan. We will evaluate the
strengths and/or weakness of each trend and/or opportunity and make
recommendations
for
implementing
new
recruiting
and
marketing
approaches to grow enrollment, increase awareness, and focus the
University’s value proposition.
The trend analysis reveals global and
national trends where data are available and relevant. Data and
information sources will be selected that offer insights into undergraduate
and graduate international student preferences for study in the US.
Analyzed trends consist of technology, social values and lifestyles, labor
force, education, economic, and demographics. The SWOT analysis
provides a synthesis of information from these sources as well as the
enrollment audit findings, and the environmental scan. Such a summary
does not offer the supporting information and context—simply a high-level
view of internal strengths, weaknesses, external opportunities, and
threats. The SWOT analysis could be used as an executive summary with
groups and individuals who do not need the contextual information.
f. SEM WORKS will map the aforementioned environmental scan to the
international student enrollment trend data to identify specific market
opportunities for the unmet international demand analysis.
24
PART 5: METHODOLOGY—SCOPE OF THE WORK AND
EXECUTIVE SUMMARY
Phase 1: Geo-demographic Research
Conduct geo-demographic research including a combination of geography
and demographics that will enable ESU to identify specific geographic
markets (within and outside the state of Kansas and internationally) that
have high enrollment productivity. This analysis will allow the University to
determine, which current and future recruitment markets warrant the
increased focus and which by virtue of their past performance with the
University, should receive cursory recruitment information and limited
attention. As a result, ESU will have information to assist in expanding
current enrollment market and achieving long-term enrollment goals.
25
PART 5: METHODOLOGY—SCOPE OF THE WORK AND
EXECUTIVE SUMMARY
SEM WORKS’ Response
Geo-demographic Research
For strategic enrollment management to be most effective, marketing and
recruitment
resources
must
be
geographically
focused.
Recruitment
activities targeting regions deemed most promising, results in the most cost
effective use of limited resources.
The project’s geo-demographic research will score regions across the United
States as to the promise they hold for recruiting. The result will allow ESU to
fine tune their recruitment in existing regions and confidently expand into
new ones.
Phase 1
Based on current ESU enrollment and retention data, SEM WORKS will profile
the ideal ESU target applicant. Criteria will be assembled that will be used to
identify promising target enrollment markets. Criteria will be selected from a
list, provided by SEM WORKS, of those that are available.
These criteria
might include, but are not limited to: age, household income, average
household expenditure on education, proportion with a college education.
The scope of the geographic analysis will be established in consultation with
ESU—breadth and depth. The regions that are to be analyzed will be defined,
e.g. whether it will focus on central US or the entire country. The most
appropriate depth of analysis must also be defined, e.g. state, metropolitan
area, county, or census tract. These must be balanced so that they result in
the most actionable level of detail, appropriate to ESU’s ability to target
them.
Phase 2
Having established the analysis criteria and region scope in Phase 1, SEM
WORKS will score regions for their potential. Each criterion will be rated as
low, moderate, or high within each region. Using these, the region will be
given a score that represents the region’s overall potential. The deliverable
will be a table similar to, but larger than the one below. It will be organized
geographically and sorted by the regions’ scores. In addition, maps will be
26
PART 5: METHODOLOGY—SCOPE OF THE WORK AND
EXECUTIVE SUMMARY
provided as visual references for each criterion.
The proposed geo-demographic analysis is limited to the United States where
it is felt that it would be cost effective.
Table 1 – Sample, partial regions summary table
Region
Region 1
Region 2
Region 3
Region 4
Region 5
Region...
Criterion
A
High
High
Low
Moderate
Moderate
Criterion
B
High
Low
Moderate
Moderate
Low
Criterion
C
Moderate
Moderate
High
Low
Low
Criterion
D
High
High
High
Moderate
Moderate
Criterion
E
Moderate
Moderate
Moderate
High
High
Score
8
6
6
5
4
27
PART 5: METHODOLOGY—SCOPE OF THE WORK AND
EXECUTIVE SUMMARY
Figure 1 - Sample map of a criterion at county level
28
PART 5: METHODOLOGY—SCOPE OF THE WORK AND
EXECUTIVE SUMMARY
Executive Summary of Work Phase 1: (Part A)
Conduct an analysis of Emporia State University’s
enrollment
management operations to determine effectiveness and efficiency
SEM WORKS’ Response:

Conduct a four-day enrollment management audit

On-site
preliminary
summary
of
audit
findings
and
presentation to the campus community

Final written audit report
29
PART 5: METHODOLOGY—PHASE 1: (PART A) ANALYSIS OF
ENROLLMENT MANAGEMENT OPERATIONS
Four-day Enrollment Management Audit
SEM WORKS will conduct an analysis of ESU’s enrollment management
operations to determine effectiveness and efficiency.
This will include, but
not limited to, a review of materials, policies, procedures, plans, and staffing
associated with enrollment practices and focus groups and interviews with
key constituents. Deliverables will include but not be limited to written
documentation of aspects of ESU’s enrollment management program that
speak to the University’s effectiveness and efficiency in fostering enrollment
growth as well as aspects that are identified as weaknesses and/or missing in
the effective management of ESU enrollment growth.
Dr. Jim Black, your lead consultant, and Ms. Lynda Wallace-Hulecki, Senior
Consultant, will conduct a four-day review of ESU’s enrollment operations.
This review will consist of:

A pre-visit situational assessment, involving an examination of existing
institutional plans, related research, recruitment and marketing materials,
staffing, environmental assessments, governance and decision structures,
and related documents.

A four-day site visit including meetings with a broad representation of
campus constituents, and executive summary and presentation of findings
and prioritized recommendations to the campus community.

A first draft of a written report with recommendations within 4-5
weeks of the site visit.

A
final
written
report
inclusive
of
observations
and
related
recommendations prioritized as mission critical, essential, or desired.
Pre-Visit Review
In preparation for the four-day on-site visit, a preliminary examination of
the following types of information and materials will be undertaken:
Institutional Plans:

ESU Strategic Action Plan 2006-2008 (mission, vision,
values, strategic development directions)

Academic development plan and priorities

Enrollment management goals, plans, benchmarks, and
strategies

Marketing goals, plans and strategies
30
PART 5: METHODOLOGY—PHASE 1: (PART A) ANALYSIS OF
ENROLLMENT MANAGEMENT OPERATIONS
Organization & Governance Structures:

Organizational charts and staffing

University governance and decision structures

SEM Committee (if applicable)
SEM Operations:

Enrollment operations infrastructure (organizational
structures, staffing, budgets) and resources that support
the SEM planning and implementation process

Administrative policies and related documents
Environmental Analyses:

Environmental scan

Research: market demand analysis, campus climate (if
available)

Competitor analysis
Enrollment Trends and Related Research:

Inquiry, application, admit, and enrollment trends and
yields by key student segments

Enrollment and student flow trends and analyses

ESU geo-demographic profile

Student survey research: recruitment and applicant yield
studies, student satisfaction surveys, student engagement
studies, completions/graduations studies
On-site Visit
Over a four-day period, Dr. Black and Ms. Wallace-Hulecki will facilitate a
series of meetings with a broad representation of campus constituents for
purposes of identifying the following:

Academic planning priorities, associated enrollment goals, and desired
outcomes of the review.

Distinctive areas of academic excellence, internal strengths and
weaknesses, and external opportunities and threats impacting enrollment.

Strategic opportunities to improve interdepartmental and cross-functional
31
PART 5: METHODOLOGY—PHASE 1: (PART A) ANALYSIS OF
ENROLLMENT MANAGEMENT OPERATIONS
planning coordination.

Gaps in existing institutional plans relative to the core elements of a
comprehensive SEM plan.

Strategies for optimizing institutional resources to advance the realization
of academic and enrollment goals.
Emphasis will be given to ESU’s processes associated with the following:

Marketing, recruitment, scholarships and financial aid associated
with prospects, inquiries, applicants, admits, and enrolled students;

Development of enrollment targets at the institutional level, by
school, as well as in relation to select target student segments at both
the undergraduate and graduate levels;

Coordination and integration of academic and enrollment planning
processes, including a review of the cycles and systems associated with
academic program development, approval, and implementation in relation
to those associated with effective enrollment management;

Interdepartmental and cross-functional planning coordination,
including the involvement of SEM committees, Institutional Research,
Graduate School, Undergraduate Admissions, Continuing Education,
Financial Aid, Student Services, IT Services, Registrar and Enrollment
Services;

Strategies for optimizing the use of institutional resources
(organizational structures, systems, policies and practices);

Strategic opportunities to realize academic and enrollment goals
within the context of the trend analysis, geo-demographic and related
research, and internal environmental conditions and constraints (e.g.,
organizational structures, technology/systems, space).
Report with Recommendations
At the conclusion of the visit, Dr. Black and Ms. Wallace-Hulecki will provide
32
PART 5: METHODOLOGY—PHASE 1: (PART A) ANALYSIS OF
ENROLLMENT MANAGEMENT OPERATIONS
an on-site executive briefing to the campus community of the findings
stemming from the review. This briefing will highlight strategic gaps and
opportunities,
recommended
actions
for
the
development
and
implementation of SEM plan, and associated antecedents for producing
sustainable and positive results. Typical areas that will be addressed include
opportunities for improving:

The effectiveness and efficiency of ESU’s enrollment management
program including mitigating weaknesses and/or adding missing
elements.

The quality, mix, size, and/or diversity of student enrollment at both the
undergraduate and graduate levels.

The image and appeal of ESU to achieve competitive advantage.

The application of best practices in cultivating positive relationships with
prospects, inquiries, applicants, admits, and enrolled students.

Innovations in program and instructional delivery that are in keeping with
the changing environmental context and diversity of student needs.

Coordination of academic and enrollment planning processes for sustained
success.
This oral executive briefing to the campus will inform the written final report
that will be prepared within 4-5 weeks after the site visit. The final report will
highlight recommended changes that will lead ESU to maximum return on
investment (ROI). Recommendations will be prioritized as mission critical
(MC), essential (E), and desirable (D). The report will also include associated
antecedents for the success of the recommended actions, and relevant key
performance indicators and other evaluative metrics.
Feedback on a draft final report will be solicited via e-mail, or if deemed
necessary, by conference calls. The final report will reflect changes that do
not compromise the integrity of the overall findings and recommendations.
A draft agenda for the site visit may include the following meetings and focus
groups.
Of course the final agenda will be developed in consultation with
ESU.
33
PART 5: METHODOLOGY—PHASE 1: (PART A) ANALYSIS OF
ENROLLMENT MANAGEMENT OPERATIONS
Day One
8:00 – 8:45
Meet with the Project Sponsor(s) to refine scope and
identify critical needs
9:00 – 10:00
Meet with ESU Officers (President, Provost/VP for Academic
Affairs, VP for Administration & Fiscal Affairs, and VP for
Strategic Partnerships and Student Life to discuss goals,
Strategic Action Plan 2006-2008, desired outcomes and
deliverables of the SEM Plan
10:00 – 11:00
11:00– 12:00
12:00 – 1:00
Director of Admissions
Registrar
Lunch with President Lane
1:00 – 3:00
Marketing staff
3:30 – 5:30
Institutional Research (Lynda W-H)
3:30 – 5:30
Student Focus Group, undergraduates, traditional and
nontraditional (Jim Black)
Day Two
8:30 – 10:30
Concurrent Meetings with Student Recruitment Staff (Jim
Black), and School of Business (Lynda W-H)
10:30 – 12:30
Concurrent Meetings with a representative group involved
with the off-site Distance Education (Jim Black), and
School of Liberal Arts and Sciences (Lynda W-H)
12:30 – 1:30
1:30 – 3:30
Lunch with Provost/VP for Academic Affairs
Concurrent Meetings with Director of Financial Aid (Jim
Black), and School of Library and Infor mation
management (Lynda W-H)
3:30 – 5:30
Teachers College (Lynda W-H)
3:30 – 5:30
Student Focus Group, graduate students, traditional and
nontraditional (Jim Black)
Day Three
8:30 – 10:30
Concurrent Meetings with those involved in campus life
and residence hall programming, and career services (Jim
Black), and Graduate and Doctoral programs (Lynda W-H)
10:30 – 12:30
Meeting with the Office of the Registrar Staff
34
PART 5: METHODOLOGY—PHASE 1: (PART A) ANALYSIS OF
ENROLLMENT MANAGMENT OPERATIONS
12:30 – 1:30
Lunch with those involved in financial planning and
budgeting
1:30 – 3:30
Concurrent Meetings with those involved with recruitment
of international students (Jim Black), and Certifications
and Non-degree Programs (Lynda W-H)
3:30 – 5:30
3:30–5:30
University Advancement (Lynda W-H)
Focus Group, distance education undergraduate and
graduate students (Jim Black)
Day Four
8:30 – 10:30
Representative Group of faculty academic advisors
10:30- 12:30
Academic Technology and Business Planning and those
involved in supporting curriculum planning and
instructional development
12:30 –2:30
2:30 – 4:30
Briefing preparation (consultants only)
Presentation of the audit report to the campus
community.
35
PART 5: METHODOLOGY—PHASE 1: (PART B)
MARKETING AND RECRUITMENT PLAN
Executive Summary of Work
Phase 1: (Part B)
Provide assistance in the development of an annual marketing and
recruitment plan for undergraduate and graduate populations to facilitate
Emporia State University’s enrollment goals. This would include but is not
limited to establishing clear and realistic annual enrollment goals and
operation benchmarks, a realistic enrollment management implementation
strategy and schedule, as well as analyze all recruitment functions associated
with prospects, inquiries, applicants, admits, and enrolled students. Further,
this will include an assessment of the staffing necessary to support the
organizational structure necessary to create the recruitment plan as well as
the necessary training to facilitate the plan.
SEM WORKS’ Response:
Informed by the enrollment management audit, trend analysis, and
geo-demographic research, SEM WORKS will:

Conduct a two-day marketing, recruitment and retention
planning retreat.

Conduct 2 two-day strategy sessions to address marketing,
recruitment, and scholarships and financial aid, strategic
opportunities.

Deliver
a
marketing
scholarships
and
and
financial
recruitment
aid
plan
strategies.
including
(NOTE:
the
retention plan will be developed in phase 2).

Conduct
2
two-day
sessions
for
facilitation
with
implementation of plans.

Offer a full-day recruitment seminar.
36
PART 5: METHODOLOGY—PHASE 1: (PART B)
MARKETING AND RECRUITMENT PLAN
Marketing and Recruitment Planning
Marketing and Recruitment Retreat
Dr. Black will conduct a two-day retreat to kick off the marketing,
recruitment, and retention planning process. The composition of workshop
participants will be determined through consultation with ESU’s senior
leadership. The quantitative and qualitative data gleaned from the enrollment
management audit, trend analysis, and geo-demographic research will inform
the development of ESU’s annual marketing and recruitment plan.
Retreat, Day One
Morning Session
1. Overview of Workshop Agenda and Purpose
2. Marketing, Recruiting, Retention, and Scholarship/Financial Aid
Concepts and Planning Models (see graphic on next page)
3. Key Findings from the Enrollment Management Audit, Trend Analysis,
and Geo-demographic research
4. Establishment of Framework for Identifying ESU’s Undergraduate and
Graduate Enrollment and Retention Targets
Afternoon Session
1. Identification and Prioritization of Strategic Opportunities for,
Marketing, Recruitment, Retention, and Scholarships/Financial Aid and
other Strategic Opportunities
2. Identification of Key Performance Indicators and Metrics
3. Discussion of Strategy Development Teams
4. Next Steps
Deliverables:

A planning construct

Enrollment and retention targets and benchmarks

High priority strategic opportunities

Key performance indicators for each strategic opportunity

Metrics for each key performance indicator

Strategy development teams assigned to each strategic opportunity
37
PART 5: METHODOLOGY—PHASE 1: (PART B)
MARKETING AND RECRUITMENT PLAN
Planning Direction
Environmental
Factors
Strategic
Opportunity
Filters
QualityFocused
Recruitment
Results
Retention
Results
StudentCentered
ESU Current
Reality
Strategies
Action
Steps
PromiseOriented
MarketDriven
38
PART 5: METHODOLOGY—PHASE 1: (PART B)
MARKETING AND RECRUITMENT PLAN
Marketing and Recruitment Planning (cont.)
Retreat, Day Two
Work with senior leadership to:
1. Identify the Composition of Strategy Teams
2. Develop the Charge for Each Strategy Team
3. Outline Next Steps in the Process
4. Prepare for Next Meetings
Conduct 2, two-day strategy sessions with strategy development
teams
1. Kick off the strategic planning process working with each strategy
development team (e.g., marketing, recruitment, scholarship/financial
aid, etc.) to create strategies and tactics that respond to high priority
strategic opportunities.
2. Provide feedback as parts of the plans are rolled out and ongoing
coaching to the marketing, recruitment, and financial aid staffs, etc.
3. Assist in the identification of key performance indicators and other
evaluative metrics.
The marketing and recruitment plan will include recommendations related
to staffing, clear and realistic enrollment goals and operational benchmarks,
enrollment
management
implementation
strategy
and
schedule,
and
recommendations for improved conversions of inquiries, applicants, admits
and enrolled students including the strategic use of scholarships and financial
aid. Plans will be presented in easy-to-read tables like the following:

Prospective student tables will present information for: enrollment
stage;
communication;
audience;
delivery
method;
timeline;
objective; and effectiveness measure.

Constituent group tables (e.g., parents, counselors, etc.) will
feature: audience; communication; call to action; delivery method;
timeline; and effectiveness measure. These tables will offer a
comprehensive view of the integrated marketing and recruitment plan
that is clear and concise; facilitates cooperation; holds staff
39
PART 5: METHODOLOGY—PHASE 1: (PART B)
MARKETING AND RECRUITMENT PLAN
accountable; and ensures the accomplishment of objectives.

Communication strategy tables will show columns for: audience;
communication; call to action; owner; timeline; and effectiveness
measure.
SEM WORKS will provide an integrated, multichannel approach to
marketing with multiple authors and through multiple mediums.

We will recommend both pull and push strategies that are the most
effective with ESU’s undergraduate and graduate target audiences.

A
marketing
schedule
with
media
and
marketing
selections
presented in an easy-to-read calendar.
Conduct 2 two-day sessions for facilitation with implementation
1. Conduct a formative analysis of the planning process, related
deliverables, and the early stages of implementation as shown in
consulting progress status reports that include columns for activity
and status.
2. An internal plan rollout chart including audience, communication,
call to action, owner, timeline, and effectiveness measure.
3. An implementation timeline chart that includes columns for goal,
deliverables, start date, end date, duration in days, and months for
project activity.
4. A brief report at the conclusion of each site visit outlining the progress
to date, recommended midcourse adjustments, and related
implementation strategies.
5. Ongoing feedback and coaching.
40
PART 5: METHODOLOGY—PHASE 1: (PART B)
MARKETING AND RECRUITMENT PLAN
Dr. Black will conduct a one-day recruitment seminar for the departments of
undergraduate admissions, off-site and distance education, graduate studies,
and other faculty, administration, and volunteers involved in the student
recruitment process. Attendance is unlimited.
Recruitment Seminar Agenda
9:00 am – 9:15 am
Welcome Remarks by Laura Eddy, Director of Admissions
9:15 am – 10:00 am
The Nature of Today’s Students
10:00 am – 10:30 am
A Student Recruitment Construct (Part I)
10:30 am – 10:45 am
Break
10:45 am – 12:00 noon A Student Recruitment Construct (Part II)
12:00 noon – 1:00 pm
Lunch
1:15 pm – 2:30 pm
Student Recruitment Strategies (Part I)
2:30m – 2:45 pm
Break
2:45 pm – 3:15 pm
Student Recruitment Strategies (Part II)
3:15 pm – 3:45 pm
Building Relationships with Parents
3:45 pm – 4:15 pm
Building Relationships with School Counselors
4:15 pm – 4:30 pm
Closing Remarks by Laura Eddy
41
PART 5: METHODOLOGY—PHASE 1: (PART C)
RECRUITMENT SCHOLARSHIPS AND FINANCIAL AID
Executive Summary of Work
Phase 1: (Part C)
Provide review of current strategies related to recruitment scholarships and
financial aid strategies. This will include, but not be limited to an evaluation
of ESU’s scholarship program and the associated services and best practices
related to the leveraging of financial aid as a recruitment and retention tool.
SEM WORKS’ Response:

Strategy development will be included in the sessions for the
aforementioned marketing and recruitment planning.

Dr. Black and Dr. Carrigan will conduct an analysis of
recruitment scholarships and financial aid strategies.

Submit a recruitment scholarships and financial aid report.
42
PART 5: METHODOLOGY—PHASE 1: (PART C)
RECRUITMENT SCHOLARSHIPS AND FINANCIAL AID
SEM WORKS’ Response
Financial Aid and Scholarship Analysis
Dr. Carrigan and Dr. Black will work with representatives of the Financial Aid
Office to assess three to five years of financial aid and scholarship data as
well as analyze packaging objectives and related strategies and outcomes.
Emphasis will be placed on: optimal aid (the tipping point) for accepted
undergraduate freshmen and transfers, graduate students, as well as
returning students; the appropriate mix of scholarships as well as other aid
sources to meet the demographic profile of ESU’s students; and institutional
budget required to achieve the University’s recruitment and retention goals.
Using a dataset provided by ESU, the following student identifiers will be
analyzed to assess the effectiveness of existing financial aid and scholarship
procedures: student ID, year of enrollment, application type (new student or
transfer, graduate or undergraduate ), admitted status, enrolled status, oneyear retention status, gender, ethnicity, state residence, nationality, ACT
sub-scores and composite score, SAT/ACT scores and sub-scores, GRE scores
TSWE, Web application, high school GPA, college GPA, ACT computed HS
GPA, housing, college choice, college distance from home, tuition discount
recipient, Expected Family Contribution, and financial aid offer and accepted
amounts for graduate assistantships and waivers, Pell Grants, other federal
grants, state grants, institutional grants, athletic scholarships, performance
grants,
foundation
grants,
and
loans.
The
analysis
will
inform
recommendations regarding optimal use of existing funds as well as areas
where the investment of new dollars will yield a higher net revenue.
Assuming historical data are available for enrolling as well as non-enrolling
students, SEM WORKS will provide a leveraging matrix that estimates ability
to pay alongside willingness to pay using financial need and academic
variables to predict the optimal amount and type of aid required to influence
enrollment decisions. Informed by the enrollment audit and financial aid
analysis, SEM WORKS will recommend improvements to aid delivery
processes, implementation guidance to staff, and aid strategies to accomplish
ESU’s new and returning student enrollment goals.
43
PART 5: METHODOLOGY—PHASE 2: RETENTION
PROGRAM
Executive Summary of Work
Phase 2:
Provide assistance in the development of a data-driven retention program
that engages the campus community and maximizes student success.
SEM WORKS’ Response:
Informed by the enrollment management audit, ESU Trend analysis,
and aforementioned marketing, recruitment and retention retreat, SEM
WORKS will:

Conduct a three-day retention audit including:

nine focus groups with undergraduate and
graduate students (current and withdrawn/stopped
out)

meetings with key faculty, staff, and administrators

on-site summary of audit findings

written retention audit report

Conduct an attrition causation survey.

Conduct 1 two-day retention strategy session.

Deliver a written retention plan.

Conduct
2
two-day
sessions
for
facilitation
with
implementation.

Conduct a half-day workshop titled Student Retention
Theory and Practice for the campus community.
44
PART 5: METHODOLOGY—PHASE 2: RETENTION
PROGRAM
Three-day Retention Audit
Dr. Black will evaluate current retention goals, structures, reporting
relationships, processes, budgets, student services, and staffing patterns
that could be barriers to student retention. Student and administrative
services processes will be assessed to determine student satisfaction and
opportunities for continuous improvement.
Existing retention data and
satisfaction surveys will be examined in aggregated and disaggregated form,
across ESU’s varied student cohorts and student types. SEM WORKS will
collaborate with ESU’s faculty and staff who will be asked to share their
perspectives on retention data needs, the array and quality of student and
administrative services, faculty and student interactions, goals, structures,
and reporting relationships that will improve student retention, satisfaction
and achievement and to identify at risk student populations and related root
causes for attrition.
limited
to:
Retention factors considered may include, but not be
pre-entry
attributes;
student
goals
and
commitments;
organizational variables; academic and social integration; and external
commitments, etc.
Dr. Black will conduct nine (9) focus groups with
students who are currently enrolled or have dropped-out or stopped-out to
identify the University’s strengths and weaknesses.
Ideally, each focus
group will consist of eight to twelve participants. To achieve this participation
rate, we recommend that ESU invite approximately twenty students to
participate in each group. Incentives will not be necessary.
SEM WORKS will collaborate with ESU for final selections, but recommends
the following focus groups:

Undergraduate freshmen (1) including traditional and nontraditional

Graduate freshmen (1) including traditional and nontraditional

Undergraduate transfers (1) including traditional and nontraditional

Undergraduate sophomores and juniors (1)

Graduate students (1) second year

Undergraduates, withdrawn or stopped out (2)

Graduate students, withdrawn or stopped out (2)
At the conclusion of the audit Dr. Black will synthesize findings from the offsite assessment, student focus groups and faculty/staff meetings, and
45
PART
5:
METHODOLOGY—PHASE
2:
RETENTION
PROGRAM
provide an on-site summary of recommendations that require immediate
attention in order to have an impact on next semester’s retention.
Within
approximately five weeks, Dr. Black will submit a comprehensive written
report for review and the final report will reflect changes that do not
compromise the integrity of the report. The report will include an executive
summary and recommendations presented in easy-to-read tables with
strategies designated as mission critical (MC), essential (E), and desired (D).
At a minimum the report will include observations and recommendations
related to:

Retention goals, structures, and reporting relationships that enable
or impede student retention

Data needed to monitor and impact a comprehensive retention
program

Faculty and staff roles, activities, and responsibilities associated
with student retention

Proactive interventions inside and outside the classroom to enhance
student persistence, performance, and completion. (This should be
part of the retention audit and not included here.)

Leadership focus and support

Types of students who are exit prone and related root causes for
attrition

Training needed to mobilize retention agents and groups

Improved
student
streamline
and
services
clarify,
(e.g.,
eliminate
re-engineering
and
redundancies,
reallocation
opportunities, maximize the use of technology, etc.)
Based on best practices and Dr. Black’s extensive experience, he will
recommend tools (e.g., Education Systems, EMAS Retention

Software, and dashboard solutions such as SAS and iStrategy) that
will enable an ongoing assessment of retention.
46
PART
5:
METHODOLOGY—PHASE
2:
RETENTION
PROGRAM
Sample Agenda for the Three-day Retention Audit
Of course, the final agenda will be developed in consultation with ESU.
Day 1
8:30 – 10:30 A.M.
Meeting with Departments that Provide Academic
Support Services
10:45 – 12:00 Noon
Representative Group of Student Service Providers
12:15 – 1:45 P.M.
2:00 – 4:00 P.M.
Lunch with Dean of Students
Meeting with Departments that Provide Nonacademic Support Services (e.g., Counseling,
Health Services, Residence Life, Student Activities)
4:15 – 5:15 P.M.
5:30 – 6:30 P.M.
Student Focus Group 1
Student Focus Group 2
Day 2
8:30 – 9:30 A.M.
Financial Aid Staff
9:45 – 10:45 A.M.
12:45 – 2:15 P.M.
2:30 – 3:30 P.M.
3:45 – 4:45 P.M.
5:00 – 6:00 P.M.
Representative Group of Academic Department
Heads
Representative Group of Faculty and Staff that
Support Retention Efforts
Lunch and Meeting with Academic Deans
Student Focus Group 3
Student Focus Group 4
Student Focus Group 5
Day 3
8:30 – 9:30 A.M.
9:45 – 10:45 A.M.
11:00 – 12:00 Noon
12:15 – 1:15 P.M.
1:30 – 3:15 P.M.
3:30 – 5:00 P.M.
Student Focus Group 6
Student Focus Group 7
Student Focus Group 8
Student Focus Group 9
Briefing Preparation Time for the Consultant
Briefing Session with Campus Community
11:00 – 12:30 Noon
47
PART
5:
METHODOLOGY—PHASE
2:
RETENTION
PROGRAM
Attrition Causation Survey
SEM WORKS’ research at a number of institutions has shown that many
factors play an important role in student satisfaction levels and influence
enrollment and retention decisions. We know the challenges and solutions to
providing the right mix of academic and student services, academic
programs, and environment to meet the needs of students. SEM WORKS will
conduct an online Attrition causation Survey of current ESU students, stopout students, and drop-out students to determine student needs and related
reasons for attrition and retention.
The draft survey will be available for review by ESU both online and in hard
copy form. SEM WORKS will ask respondents to provide demographic data
(e.g., gender, age, ethnicity, hometown, etc. ), pre-entry attributes (e.g.,
high school and college GPA, GRE, SAT/ACT scores, class rank, major at the
time of application, and high school, etc.), current or former ESU major,
class year, and GPA, etc., and total of grants and scholarships from all
sources. The ESU team will recommend changes to the draft survey, which
will be implemented prior to the University’s final approval of the survey
instrument. ESU will provide a list of current students and those students
who have dropped out or stopped out.
Appropriate survey sample size is dependent on the required accuracy of the
survey results and availability of data. Since ESU proposes to take significant
action based on the survey results, we recommend targeting an approximate
margin of error of +/- 5–10% at a 90% confidence level.
Attracting
potential
respondents
to
online
surveys
requires
two
key
elements: incentives and communications. We propose to establish a
scholarship and cash award incentive system to attract respondents. We
have implemented such programs to successfully generate survey responses
for similar projects around the country.
48
PART
5:
METHODOLOGY—PHASE
2:
RETENTION
PROGRAM
All winners will be chosen through a random selection of all respondents. The
incentive program will consist of the following awards:
ESU Students Who Have Dropped Out or Stopped Out: $1000
scholarship to an institution of their choice
Current ESU Students: $500 scholarship to ESU
The attrition causation survey will: identify factors that influence enrollment;
root causes for students who drop out or stop out; assess why students
leave; and identify opportunities to improve student retention.
Survey variables
Respondents will rate both their awareness/usage and satisfaction with
academic and student services and academic offerings, and internal and
external environmental factors that impact persistence and attrition.
Variables will be discussed with ESU and may include the following:
Satisfaction with Academic Offerings—Respondents rate their
overall satisfaction with the University’s academic offerings (e.g.,
their
academic
program,
other
academic
program
options,
internships, and curriculum, etc.).
Satisfaction with Internal Environmental Factors—Respondents
rate
their
overall
environmental
satisfaction
factors
(e.g.,
with
the
student
University’s
internal
services,
social,
extracurricular, cultural, and facilities, financial aid package, etc.).
External Environmental Factors—Respondents identify external
factors (e.g., work, family, finances, and personal reasons, etc.)
that impact their persistence at or attrition from the University.
Intention to Continue Studies at ESU—Current students will
indicate the likelihood of completing their studies at ESU. Stopped
out and dropped out students will be asked the likelihood that they
will return to the University.
Barriers—Current students will identify specific factors, if any, that
may prevent them from completing their studies at ESU.
Reasons for leaving—Stop-out and drop-out students will identify
specific reasons for leaving. SEM WORKS will analyze survey results
49
PART 5: METHODOLOGY—PHASE 2: RETENTION
PROGRAM
and compare the responses to the above variables for current ESU
students and those who have discontinued their studies. This will
provide a powerful indirect method to determine which variables are
correlated to students’ intentions to continue at the University. SEM
WORKS recommends this indirect approach as a supplement to the
student focus groups during the retention audit in order to identify
issues that are “below the surface.”
Results Presentation
A written report and PowerPoint presentation will be provided in both
electronic and hardcopy formats. The reports will include an executive
summary, detailed review of results, conclusions, and recommendations for
ESU
to
develop
its
academic
and
administrative
services,
academic
programs, facilities, and address internal and external environmental factors
with a retention plan as part of the integrated enrollment management plan.
Deliverables
a. Identify factors that influence student attrition and retention.
b. Develop a profile of students who stop out or drop out.
c. Assess why students leave ESU, or go elsewhere to complete
their education.
d. Measure and report on appropriate steps and processes to
improve student retention.
50
PART 5: METHODOLOGY—PHASE 2: RETENTION
PROGRAM
Informed by the enrollment audit, retention audit, and attrition causation
survey, Dr. Black will:

Conduct a two-day retention strategy session to kick off
retention
planning
process;
work
with
retention
strategy
development team; provide feedback and ongoing coaching; and
assist in development of retention KPIs and metrics.

Submit a written retention plan that includes retention:

causation and related strategies to improve retention;

goals, KPIs, and metrics;

antecedents
to
success
including,
but
not
limited
to
structures and reporting relationships; and


faculty and staff roles, activities, and responsibilities.
Conduct a Student Retention Theory and Practice Workshop
In consultation with the Retention Strategy Team, SEM WORKS
will create a customized half-day workshop titled Student
Retention Theory and Practice. The new ESU retention plan and
workshop will be delivered by your lead consultant, Dr. Black.
Attendance is unlimited.
Workshop Goals:

Educate faculty and staff about student retention and their
involvement

Review the process that generated the new retention plan

Gather feedback related to the new retention plan

Generate university-wide buy-in for the new retention plan
Proposed Workshop Agenda
A. Welcome and Introductions of Retention Strategy
Team
B. Student Retention Context at ESU
C. Retention Theory and Best Practices
51
PART 5: METHODOLOGY—PHASE 2: RETENTION
PROGRAM

Retention Models

High-risk Students

High-risk Experiences

Retention Strategies and Plan

Faculty and Staff as Retention Agents
D. Emporia State University Retention Plan
E. Next Steps
F. Q&A Luncheon

Conduct 2 two-day retention sessions for facilitation
with implementation including a formative evaluation of
the strategic planning process, related deliverables, and
early
stages
conclusion
of
of
implementation;
each
visit;
and
brief
on-going
reports
at
the
feedback
and
coaching.
52
PART 6: REFERENCES
Arkansas State University, 2005–2007, two years
Rick Stripling, Vice Chancellor
PO Box 189
Jonesboro, Arkansas 72467
ricks@astate.edu or 870/972-2048
Jim Black, president of SEM WORKS, facilitated the development of an
enrollment management plan and branding strategy at Arkansas State
University in Jonesboro, Arkansas. Dr. Black worked directly with a planning
group at the University to identify objectives, a planning construct, a
process, and timeline. An audit of existing enrollment management
operations was preceded by a review of institutional trend data, competitor
information, survey data, publications and Web sites, strategic plans,
enrollment plans, organizational charts, and related documents. The site
visit included direct observations of operations, interviews with staff and
those they serve, along with focus groups with students. Ongoing consulting
assistance with planning and implementation led to a 214 student increase
in the entering class.
E-mail campaign technology and strategy were provided by SEM WORKS are
already yielding significant results. ASU has had more visitors to campus this
fall than ever before.
"There are a lot of consultants. We needed someone to understand
our institution’s mission and purpose. Jim Black's knowledge of the
enrollment process and higher education marketing greatly helped
our institution focus on enrollment and marketing efforts that
matter. We have seen an increase in our freshman class for the
second straight year. Freshman enrollment has increased 27 percent
for the past two years, and this year's class represents the largest
freshman class that we have seen in eight years. Our spring to
spring enrollment increase is the largest in at least fourteen years
and the second highest spring semester enrollment in history. SEM
WORKS and Jim Black delivered!"
Rick Stripling, Vice Chancellor
Recognition: ASU’s “Powering Minds” branding campaign won the first
place Gold Level Grand Award in the category “Institutional Identity
Programs” at the District IV CASE conference in Dallas.
53
PART 6: REFERENCES
Arkansas State University, 2007
Rick Stripling, Vice Chancellor
PO Box 189
Jonesboro, Arkansas 72467
ricks@astate.edu or 870/972-2048
SEM WORKS conducted a financial aid analysis for ASU including an
assessment
of
processes
and
budgets,
and
delivery
of
strategic
recommendations on how to achieve objectives, impact enrollment, and
maximize return on investment.
"SEM WORKS' financial aid analysis has been invaluable to ASU. The
detailed and thorough analysis of our aid budgets, aid objectives, and
allocation strategies has positioned us to package aid for the
greatest return on investment. The SEM WORKS financial aid analysis
has enabled us to maximize the use of existing funds, caused us to
redefine our packaging strategies and even make a case for
additional aid dollars that have yielded higher net revenue. Thanks to
SEM WORKS, I know that our aid packaging strategies will help us to
shape our incoming classes and continue our rapid enrollment
growth."
Enrollment Results:

Fall 2008 headcount represents a 6.3% increase over fall 2007 and
exceeds the record enrollment of 1992.

The fall 2008 freshman class is up 9.1% over last year and it exceeds
the record enrollment set in 1983.
54
PART 6: REFERENCES
Ferris State University, 2003, 2005, and 2007
Craig Westman, Ph.D.
Associate Vice Provost University College
University of Texas at El Paso
ASB Room 102
500 West University Avenue
El Paso, TX 79968
cewestman@utep.edu or 915/747-5000
An enrollment capacity audit and enrollment planning consulting were
provided. Key concepts such as branding, marketing, the relationship
continuum, integration, the enrollment funnel, student recruitment, student
retention, and student services were addressed.
"Ferris State University has had Jim Black to campus several times.
Each time Jim has brought institutional focus to enrollment
management and how enrollment management is an institutional
imperative, not a singular unit's job. Jim has aided Ferris in
realigning its recruitment activities to place them into a firm
strategic enrollment management context. About every two years,
Jim comes to campus to get our batteries recharged—to look
critically and strategically at how we are doing our recruiting. Jim's
guidance has allowed Ferris to embark on successful e-Recruitment
and print campaigns. Jim's guidance has been instrumental in the
past several years of Ferris's success—a 15.63% growth in
enrollment!”
Craig Westman, Ph.D., Former Associate Dean of Enrollment Services
and Director of Admissions and Records, Ferris State University
Enrollment Success:

15.63% increase in enrollment between 2002 and 2006, second
highest among public institutions in Michigan.

Including fall 2007, the highest enrollment growth among public
institutions in Michigan.
55
PART 6: REFERENCES
Confederation College, 2007-2008
Kathy Kimpton
Director of Student Success / Registrar
Box 398, 1450 Nakina Drive
Thunder Bay, Ontario, Canada P7C 4W1
807/475-6364 or kkimpton@confederationc.on.ca
SEM WORKS conducted a comprehensive four-day on-site enrollment audit,
SWOT analysis, a competitive analysis with mystery shopping, market gap
analysis survey; ongoing consulting assistance in the development and
implementation of the enrollment master plan; consulting services to support
the execution of the SEM master plan including ongoing training, coaching,
culture change management, evaluation, feedback, and adjustment of the
implementation; and provision of tools, resource material, etc., required to
complete projects; project management assistance, etc.
“I have followed Jim Black’s work for many years and have turned
into one of his biggest fans. Although Jim is from the US, he clearly
understands how enrollment
management works in the Canadian
community college system. And now, not to my surprise, Jim has
assembled an exceptional and diverse team of professionals at SEM
WORKS.
Confederation College benefited not only from Jim’s
experience, but also from the expertise of Dr. Waterbury for process
mapping, Dr. Norris’ knowledge of data management and planning
tools, and Mr. Becker’s insightful market research.
consultants
Like Jim, his
listened, assessed our needs, and then
delivered.
Thanks to SEM WORKS we have a comprehensive, research-based
strategic enrollment
plan that has support and buy-in across the
campus. SEM WORKS has been a Godsend!”
Kathy Kimpton, Director of Student Success / Registrar
Enrollment Success:

First time fall 2008 enrollment has increased 10.4% compared to
fall 2007.

Fall 2009 applications are up 14.3% and of those the first choice
applications are up 19.5%.

Fall 2009 application increase is the highest in the system.
56
PART 6: REFERENCES
Community College of Baltimore County Maryland, 2006–2007
Theresa Carr
Dean of Enrollment Management
7201 Rossville Blvd.
Baltimore, MD 21237
410/238-4635 or tcarr@ccbcmcd.edu
SEM WORKS conducted a comprehensive four-day audit for the areas of
enrollment management and student services. Following these audits, SEM
WORKS facilitated the development of a comprehensive enrollment plan, the
creation of a back office processing center, and one-stop student services at
each of CCBC’s three campuses and two extension centers. The consultancy
also included a high level analysis of the College’s Web site and facilitation
regarding how to best structure information for student services and
marketing purposes.
“Jim Black and the SEM WORKS team have done an excellent job
assisting
us
throughout
our
enrollment
management
planning
process. Jim is a consummate professional who has unquestionable
expertise in the area of strategic enrollment management.
He has
been a tremendous help to us crafting an enrollment plan that
already is producing positive returns.
insightful
PowerPoint
presentation
to
His comprehensive and
the
entire
CCBC
college
community has won the respect and buy-in from everyone. He has
not only produced an excellent plan for us, but also assisted us with
our one-stop shop and shared service center layout as well as our
new organizational structure. In simple terms, he knows his stuff,
and the SEM WORKS team gets the job done!”
Theresa Carr, Dean of Enrollment Management
57
PART 6: REFERENCES
University of Vermont, 2004–05
Donald M. Honeman, Dean of Admissions & Enrollment Planning
Currently: Associate Vice Chancellor for Enrollment Services
University of Massachusetts at Dartmouth
285 Old Westport
North Dartmouth, MA 02747
508/999-8041 or dhoneman@umass.edu
Dr.
Black
conducted
a
comprehensive
enrollment
management
audit
including an assessment of existing marketing, enrollment management and
retention plans, review of UVM’s scholarship leveraging model, institutional
trend data, competitor information, survey data, publications and Web sites,
marketing plans, communication plans, strategic plans, enrollment plans,
organizational charts, direct observations of operations, and interviews with
staff, focus groups with students.
“Because
of
the
work
of
SEM
WORKS,
strategic
enrollment
management at the University of Vermont has become focused,
purposeful, and comprehensive. When SEM WORKS first engaged
with our enrollment team, UVM was on the cusp of a remarkable
growth in application volume and a consequent rise in selectivity, but
was badly in need of a more centered approach to managing its
enrollment with a university-wide perspective. Jim Black served as
educator, facilitator, and cheerleader in the effort to develop a more
coherent approach to our enrollment efforts. The net result of Jim’s
work
has
been
the
establishment
Management Council with
four
of
a
Strategic
ongoing task
Enrollment
forces that
now
coordinate the work associated with student recruitment, marketing,
retention, and data analysis/evaluation. Thanks to SEM WORKS'
guidance, the entire University of Vermont community is fully
engaged in achieving the enrollment goals associated with our
institutional strategic vision.”
Donald M. Honeman, Former Dean of Admissions & Enrollment
Planning
UVM Enrollment Success:
Since SEM WORKS began consulting for UVM, freshman applications have
increased 11.3%, acceptance rates have been reduced by 3.8%, and
enrollment has increased 16.9%.
58
PART 7: TECHNICAL LITERATURE
This is not applicable for our proposal.
59
PART 8: CONTACT INFORMATION
Emporia State University’s key contacts at SEM WORKS are listed below. Dr.
Jim Black will be your lead consultant, Pete Lindsey your primary contact.
SEM WORKS
Dr. Jim Black, President/CEO
407 Pebble Ridge Court
Greensboro, NC 27455
E-mail: jblack@semworks.net
Toll Free: 800/494-3710
Fax: 336/644-7393
www.semworks.net
Primary Contact
Pete Lindsey, Director of Business Development
E-mail: plindsey@semworks.net
Toll Free: 800/494-3710
Direct: 336/339-3571
Fax: 336/644-7393
60