CANADIAN SEM SUMMIT - HALIFAX, 2010
Putting the Planning into SEM:
Developing a SEM Plan
Clayton Smith, University of Windsor
Susan Gottheil, Mount Royal University
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CANADIAN SEM SUMMIT - HALIFAX, 2010
SEM Audit
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CANADIAN SEM SUMMIT - HALIFAX, 2010
Introductions
 Why did you sign up for the workshop?
 Does your institution have a SEM plan?
 Is it working well- why or why not ?
 Have you personally been involved in any strategic
planning process before ? If so, in what capacity?
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CANADIAN SEM SUMMIT - HALIFAX, 2010
SEM Planning
 Many institutions have nominally adopted enrolment
management
 renaming of admissions & recruitment functions
 tactics fundamentally marketing activities
 Few institutions have a comprehensive, holistic SEM Plan
 covering all academic & administrative units of the institution
 setting clear goals
 providing optimal alignment of:
 mission & vision
 enrolment
 fiscal health
 changing environment
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CANADIAN SEM SUMMIT - HALIFAX, 2010
Why Develop a SEM Plan?
 Veteran admissions and financial aid professionals have
accumulated years of experience and often act instinctively with
tactical approaches to recruitment and retention
 Student affairs professionals understand the need to connect with
students and frequently initiate new developmental programs to
help them succeed
 Faculty work with teaching & development centres, refining
curriculum & pedagogy to enhance student engagement
 …But putting all of this together, while considering changing
environments, internal realities, and external pressures, requires
thoughtful planning, systems thinking, and careful analysis
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CANADIAN SEM SUMMIT - HALIFAX, 2010
Planning
 Doesn’t ensure results but provides
 Disciplined appraisal
 Goal setting
 Stategizing

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Minimizes failure
Organizes thought processes
A great communication tool
Describes what institution will achieve & how it will
accomplish it
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CANADIAN SEM SUMMIT - HALIFAX, 2010
SEM Planning
 A systematic, ongoing and cyclical process with a built-in




annual reporting cycle
A collaborative process whereby all institutional constituents
are involved in deciding how the institution should respond to
external conditions
Future oriented: 5, 10, 15 year horizon
Tied into strategic, academic & budget plans
Not all strategic plans address enrolment management, BUT
enrolment management cannot work without strategic
planning
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CANADIAN SEM SUMMIT - HALIFAX, 2010
Our Goals Today
 Establish a common understanding of SEM
 Review emerging SEM issues
 Walk through the major components of the SEM planning
model
 Provide resources you can use to help guide your institution in
the development of a SEM plan
 Provide web links to institutional SEM plans and planning
article references that you can use as resources
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CANADIAN SEM SUMMIT - HALIFAX, 2010
What is SEM?
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CANADIAN SEM SUMMIT - HALIFAX, 2010
Prospects
Inquiries
The Classic
Admissions
Funnel
Applicants
Admits
Matrics
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CANADIAN SEM SUMMIT - HALIFAX, 2010
Enrolment Management:
The Classical Definition
Enrollment management is an organizational concept and a
systematic set of activities designed to enable educational institutions
to exert more influence over their student enrollments. Organized
by strategic planning and supported by institutional research,
enrollment management activities concern student college choice,
transition to college, student attrition and retention, and student
outcomes. These processes are studied to guide institutional
practices in the areas of new student recruitment and financial aid,
student support services, curriculum development and other
academic areas that affect enrollments, student persistence and
student outcomes from college.
- Don Hossler, 1990
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CANADIAN SEM SUMMIT - HALIFAX, 2010
SEM is…
…a comprehensive process designed
to help an institution achieve and
maintain optimum enrolment, where
optimum is defined within the
academic context of the institution.
-Michael Dolence (1993)
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CANADIAN SE
SEM SUMMIT - HALIFAX, 2010
Promoting Student Success:
The Student Success Continuum
Recruitment /
Marketing
Orientation
Classroom
experience
Co-curricular
support
Degree/goal
attainment
Student’s college /university career
Admission
Financial
support
Academic
support
Retention
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CANADIAN SE
SEM SUMMIT - HALIFAX, 2010
The Student Success Continuum
Traditional Enrolment Perspective
Recruitment /
Marketing
Orientation
Classroom
experience
Co-curricular
support
Degree/goal
attainment
Student’s college /university career
Admission
Financial
support
Academic
support
Retention
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CANADIAN SEM SUMMIT - HALIFAX, 2010
The Student Success Continuum
The SEM Perspective
Recruitment /
Marketing
Orientation
Classroom
experience
Co-curricular
support
Degree/goal
attainment
Student’s college /university career
Admission
Financial
Aid
Academic
support
Retention
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CANADIAN SEM SUMMIT - HALIFAX, 2010
What is SEM?




The range of activities that influence a student’s initial
& continued enrolment
The programs, policies & processes that impact
institutional enrolment
The organizational framework & structure that
supports institutional & student goals
It is tied into the institutional academic & strategic plan
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CANADIAN SEM SUMMIT - HALIFAX, 2010
Optimal Enrolment
Enrolment
Quantity
Enrolment
Quality
Capacity
Management
Enrolment
Diversity
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CANADIAN SEM SUMMIT - HALIFAX, 2010
The Concept of Optimum Enrolment
Ethnicity
Physical
Capacity
Undergrad/
Grad
Majors
Institutional
Mission
Academic
Profiles
Special
Skills
Residency
Program
Capacity
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CANADIAN SEM SUMMIT - HALIFAX, 2010
All PSEs are NOT the Same


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
Size
Location
Student body
Mission
Accessibility
We can’t be all things to all people.
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CANADIAN SEM SUMMIT - HALIFAX, 2010
Institutional Mission and
Enrolment Goals Are Determined By:
Current
competitive
status
Programs
offered
Range of
influence
Niche
Aspirational
status
Weaknesses
Historical
status
Strengths
Determine your niche, focus on it & deliver on it as well as you possibly
can …
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CANADIAN SEM SUMMIT - HALIFAX, 2010
Think creatively about those niches!
 The obvious . . .
 Tuition rates (colleges vs universities; different provinces)
 Location
 Class-size
 Faculty-full-time vs sessional, TAs
 Admission requirements (open admission, GPA)
 Admission processes
 Special relations with local communities, businesses and
industries
 Immediate work-related skills, co-op opportunities
 And not-so-obvious …
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CANADIAN SEM SUMMIT - HALIFAX, 2010
Discussion
What are the niches or potential niches you
have at your institution?
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CANADIAN SEM SUMMIT - HALIFAX, 2010
SEM is Achieved by…
 Establishing clear goals for the number & types of
students needed to fulfil the institutional mission
 i.e., determining, achieving & maintaining optimum
enrolments
 How many students would be “enough”?
 Promoting student academic success by improving
access, transition, retention, & graduation
 Enabling effective strategic & financial planning
 Supporting the delivery of effective academic programs
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CANADIAN SEM SUMMIT - HALIFAX, 2010
SEM is Achieved by…
 Creating a data-rich environment to inform decisions
& evaluate strategies
 Improving process & organizational efficiency
 Establishing top quality student-centred service
 Strengthening communications & collaboration among
departments across the campus
- Bob Bontrager (2004)
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CANADIAN SEM SUMMIT - HALIFAX, 2010
Myth Busters
Myth
Busters
 SEM plan is not just an enhanced recruitment & marketing plan.
 SEM structure is not just an organizational plan.
 SEM is not separate from the academic mission of the institution.
 SEM is not always about growth.
 SEM is the effective integration of administrative processes,
student services, curriculum planning, and market analysis.
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CANADIAN SEM SUMMIT - HALIFAX, 2010
No One Way
“Myths about enrolment management are
abundant, yet one truism has
emerged…there is no single way to
implement enrollment management.”
-Jim Black (2004)
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CANADIAN SEM SUMMIT - HALIFAX, 2010
When you don’t know where you’re
going, any road will take you there.
- Cheshire Cat, Alice in Wonderland
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CANADIAN SEM SUMMIT - HALIFAX, 2010
The SEM Plan:
A Great Place to Start
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CANADIAN SEM SUMMIT - HALIFAX, 2010
The enrollment plan serves as the road map
for achieving specific institutional goals,
typically connected to student body size,
enrollment mix, and revenue, while also
providing specific indicators on the
effectiveness of the learning environment.
-Janet Ward, 2005
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CANADIAN SEM SUMMIT - HALIFAX, 2010
Before You Begin
 Identify a champion…probably not the enrolment
manager (too much self-interest!)
 Often the chief academic officer/provost
 Sometimes the president
 Someone who can bring the plan to life once it is
developed
Gain commitment to move beyond the “ready, aim, aim”
state.
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CANADIAN SEM SUMMIT - HALIFAX, 2010
A word to the wise
It is so easy to go
straight to “strategies”.
But you should do your
homework first and start
with step one.
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CANADIAN SEM SUMMIT - HALIFAX, 2010
The First Steps
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CANADIAN SEM SUMMIT - HALIFAX, 2010
The Plan to Plan
Starting a planning process is to develop a plan to plan:
 Develop institutional support for strategic planning/SEM
 Establish a planning committee
 Work with the planning committee to design the process
 Establish a timeline to keep everyone on task
 Provide adequate resources for all planning activities
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CANADIAN SEM SUMMIT - HALIFAX, 2010
“The more people involved in decision making, the
greater the commitment to implementing the
decision.”
-Hossler, Bean & Associates, 1990
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CANADIAN SEM SUMMIT - HALIFAX, 2010
Discussion
Have you developed a plan to plan at your
institution?
If so, who is involved?
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CANADIAN SEM SUMMIT - HALIFAX, 2010
Creating a Structure
 Create a structure for planning with regard to five concerns:
 Institutional culture
 Governance structure
 Enabling the institution to review issues, goals and strategies through
these lenses:




administrative processes
student services
curriculum planning
market analysis
 Budget decision cycle and involvement of budget decision-makers
 The dynamics of Change Management.
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CANADIAN SEM SUMMIT - HALIFAX, 2010
Selecting the Right Organizational
Structure for Your Institution


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Committee
Coordinator
Matrix
Division
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CANADIAN SEM SUMMIT - HALIFAX, 2010
Discussion
What are the strengths and weaknesses of
the various structures ?
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CANADIAN SEM SUMMIT - HALIFAX, 2010
DATA AND DECISION MAKING
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CANADIAN SEM SUMMIT - HALIFAX, 2010
“Without data you’re just another
person with an opinion.”
-unknown
“Data is not the plural of anecdote.”
-numerous authors
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CANADIAN SEM SUMMIT - HALIFAX, 2010
Data
 What puts the “S” in “SEM”
 Transactional data
 Recruitment & retention analysis
 Assessment of strategies, services & outcomes (KPIs)
 Meaningful metrics
 How clean is your data ?
 Does everyone understand the definitions?
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CANADIAN SEM SUMMIT - HALIFAX, 2010
Creating a Data-Driven Enrolment Plan
The Enrolment
Data Agenda
Alumni
Research
Placement Data
Graduate Rates
Active
Alumni
Graduated
Engaged,
Satisfied
Retention Data
Student Surveys
Retained
Financial Aid Analysis
Enrolled
Deposited
Yield Data
Admission Statistics
Enrolment Strategies
Alumni
engagement
Graduation/
Career Development
First Year Exp. &
Retention Programs
Yield
Applied/Admitted
Recruitment
Competitive Analysis
Market Research
Prospective Students
Marketing
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CANADIAN SEM SUMMIT - HALIFAX, 2010
Mission
The mission statement is the key to institutional
identity. It is often heralded as the key to strategic
planning. This is fundamentally wrong. The mission
statement defines what your institution is. It is a
measure of the status quo. It establishes the
organizational framework under which you operate,
it does not provide direction, it defines the present.
The mission statement simply states what business
you are in, why you exist and who you serve.
The mission clarifies the institution’s purpose
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CANADIAN SEM SUMMIT - HALIFAX, 2010
A Clear Vision…
 Sets the tone
 Articulates what institution will look like when it fulfills its

mission
Guides institutional decision making and the setting of
priorities
 Inspires all constituents
 It is ambitious
 Is consistent with institutional history, values & culture
 Inspires enthusiasm & commitment, motivates
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CANADIAN SEM SUMMIT - HALIFAX, 2010
When the waterhole dries up,
the animals start looking at
each other differently.
-African
Proverb
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Is Your Mission Changing ?

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Programs
Student demographics
Convenience & flexibility
Community profile
Market conditions
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CANADIAN SEM SUMMIT - HALIFAX, 2010
Discussion
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CANADIAN SEM SUMMIT - HALIFAX, 2010
Changing Environment
 Constrained resources, tuition dependency, rising fees

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& increased student debt loads
Increasing competition for students
Changing demographics
Increased accountability
Focus on student success & retention as well as
recruitment
Increased use of merit aid/decrease in needs-based aid
Uneven population growth across geographic regions
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CANADIAN SEM SUMMIT - HALIFAX, 2010
Changing Environment (cont'd.)
 Economy
 Increasing number of part-time students & students


working longer hours
Increase in on-line learning: implications for
support services & academic success
Pressure for public accountability
 Emergence of KPI’s & surveys
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CANADIAN SEM SUMMIT - HALIFAX, 2010
S.W.O.T.
Strengths
Internal
Weaknesses
Opportunities
Environmental
Scan
External
Threats
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CANADIAN SEM SUMMIT - HALIFAX, 2010
Environmental Scanning Elements
 Student enrolment behaviour
 enrolment patterns (full-time vs part-time)
 enrolment preferences (time of day, day of week, instructional
delivery)
 enrolment goals (degree, certificate, PD, personal enrichment)
 enrolment choices (institutional type, size, location, programs, etc.)
 Competition analysis







curricula
admission requirements
apprenticeships/internships/co-ops
class size
job placement rates
inquiry response time, frequency of prospective students contacts
recruitment & marketing strategies
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CANADIAN SEM SUMMIT - HALIFAX, 2010
Environmental Scanning Elements
(Cont’d)
 Demographic trends
 Shifts in gender, ethnicity, age
 PSE participation & graduation rates
 Technology trends
 Use to select institution
 Interactions with faculty & peers
 On-line service support delivery
 Labour market trends
 Emerging areas ?
 Political trends
 Provincial /Federal funding
 Financial aid
 Economic trends
-Jim Black
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Discussion
What else should we pay attention to in a
SWOT analysis ?
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CANADIAN SEM SUMMIT - HALIFAX, 2010
Sample S.W.O.T., University of Regina
Strengths/Opportunities
Weaknesses/Threats
Regina, and to a lesser extent
Saskatoon, will experience modest
population rate growth in their
respective CMAs.
A significant portion of adults in
Saskatchewan do not possess a
university degree or certificate
University programs experiencing
growth between 2000 and 2005 included
humanities, social and behavioural
sciences, law, business and public
management, health, parks and
recreation and fitness.
The economy in Saskatchewan is
relatively strong with low
unemployment rates and reasonably
high participation and employment
rates as compared to Canada as a
whole.
Competition with four-year
universities, community colleges, for
profits and other educational providers
will escalate as the need for student
enrolment revenue increases. The U of
R must continuously ramp up
marketing and recruitment efforts to
maintain and possibly increase market
share.
The number of students enrolled in
Saskatchewan universities decreased
by 4.3% between 2000 and 2005,
while increasing 19.3% at Canadian
universities during the same period.
University programs experiencing
declines between 2000 and 2005
included mathematics, computer
information science, agriculture,
natural resources and conservation.
Though the rapidly advancing skill
demands of the workforce will compel
many to pursue a university degree,
the uncertainty of the job market in
areas such as computer science will
cause some students to pursue degrees
in other areas than their first choice
program.
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CANADIAN SEM SUMMIT - HALIFAX, 2010
Identify Issues
 An issue is a challenge that affects (or may affect) an
institution’s mission & ability to achieve its strategic goals
 Issues may have been clarified during the SWOT analysis
as barriers & opportunities & may touch on:






Demographic trends
Labor market trends
Economic trends
Social & lifestyle trends
Education trends
Competition trends
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CANADIAN SEM SUMMIT - HALIFAX, 2010
Issues
• Can also be identified by assessing existing practices
–
–
–
–
–
–
–
–
–
–
–
–
–
Marketing & communications
Outreach strategies
Recruitment events & activities
Campus visit experience
Financial aid
Retention
Student services
Enrolment processes, workflow, response time
Organizational structure, staffing levels & skills
Use of technology
Space utilization, scheduling of classes
Learning outcomes
Ability to collect, analyze & use data
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Example
 Value of a University Education vs. Costs of Attendance:
Many first generation students are said to underestimate the
value of a university education, while overestimating the
costs. This results in some students not attending university
and others dropping out in first year. This is particularly
true for students where parental income is low. An
opportunity exists to increase the commitment of those who
choose to attend the University (a retention lever) and to
increase awareness in our region regarding the importance of
obtaining a university education.
-University of Windsor
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CANADIAN SEM SUMMIT,
SUMMIT - HALIFAX, 2010
Sample Issues
 High school enrolments are declining at
 Our diversity enrolment is below that of
a rate of 3% per year in our service
area.
Regional employment rate has
improved and we are enrolling fewer
full-time adults.
Our College’s Strategic Plan identifies
growth in health professions programs
as a goal
Our high cost programs have the lowest
enrolments and we cannot seem to
develop new programs that could
attract higher enrolments at lower cost.
Student Survey indicates dissatisfaction
with access to tutoring, library &
computer labs
our district’s demographic profile.
A recent survey indicates that 85% of
local high school seniors use the web for
their college search yet we still rely on
printed material for recruitment.
Our financial aid awarding process
takes 8 weeks and most students do not
know their award status until after the
payment deadline.
A new university campus is being built
in our district/a new manufacturing
plant is being located in our district.

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CANADIAN SEM SUMMIT - HALIFAX, 2010
Let’s name some issues
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CANADIAN SEM SUMMIT - HALIFAX, 2010
Identify the Topical Areas
 SEM plans focus on:
 Marketing and recruitment
 Analysis of key market areas, institutional position, and targeted and segmented
recruitment strategies, on-campus initiatives, print & e-marketing
 Pricing strategies and financial aid
 Including econometric analyses of the demand curve at various rates of discounting and
need/merit-based financial aid policies
 Academic programs
 Articulating “niche” programs, conducting a demand analysis of current programs and
identifying competitors’ successful programs, curriculum transformation
 Retention

Understanding where and why your institution retains and loses students (including
“special population groups” and identifying weaknesses which must be addressed to
improve retention. Includes classroom pedagogy & campus-wide activities
 Advising

Articulating how students are guided through the maze of curricular and career choices
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CANADIAN SEM SUMMIT - HALIFAX, 2010
Identify the Topical Areas (Cont.)
 Admissions

Policies & processes
 Academic Assistance
 Identifying student needs for tutoring and the structures to meet demands
 Co-curricular programs
 Taking inventory of the planning and support provided to student organizations to
engage them in the life of the institution beyond the classroom and assessing the
effectiveness of these programs in terms of lifetime affiliation
 Data and Technology
 Identifying what trends need to be understood at the institution to better serve students
and to meet students’ expectations in a timely fashion
 Budget
 Specifying the resources you need to accomplish institutional objectives in each area
and identifying funding priorities and sources
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CANADIAN SEM SUMMIT - HALIFAX, 2010
Responding to Issues

Respond to those issues:



Key leverage initiatives
Very important initiatives
Relatively simple initiatives

….The possibility of low-hanging fruit
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CANADIAN SEM SUMMIT - HALIFAX, 2010
Key Initiatives
 What does it take to make (leverage) a real difference?
• “We will double the number of scholarship awards”
•
•
Affects access
Affects retention
• Creates an institutional image
• Addresses diversity goals
• “We will refocus on working adults who need online
access and flexible scheduling.”
•
•
Utilizes current distance options
Engages deans and faculty in reformatting some classes for
higher enrollment
• Attracts new students
• Improves student satisfaction
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CANADIAN SEM SUMMIT - HALIFAX, 2010
More on Key Initiatives (cont.)
 “We will create six new partnerships with middle and
high schools with large multicultural populations.”





Focuses recruitment where a difference can be made
Links with scholarship awards
Builds a stream over many years
Includes adults in the families who might enroll themselves
Enhances high school relations
 We will analyze each instructional program in terms of
an income and expenditure model, engage in viability
studies, and identify programs where the addition of
“just a few more students” could make the difference –
as well as other transformations.



Focuses attention on financial models
Focuses recruitment and retention efforts
Involves all sectors of the college in planning
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Goals
Mission
Vision
Goal 1
Goal 2
Goal n
Goals are the major initiatives that lead to the vision.
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CANADIAN SEM SUMMIT - HALIFAX, 2010
Setting Goals
 Enrolment goals should address:






Student quantity
Student quality
Student diversity
Capacity management
Student persistence
… and sometimes net revenue
 Should be data-based & data- driven
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CANADIAN SEM SUMMIT - HALIFAX, 2010
Examples of Goal Statements
University of Saskatchewan
Goal 1 (overall size): The University of Saskatchewan will take a selective approach to
growth, focused on strategic interests and contingent on having resources adequate to
manage planned increases in student numbers. This will mean by 2010, the University will
be at an overall size of 21,000 students (undergraduate and graduate) or 18,000 FTE, a level
it should expect to sustain for the second decade of the 21st century.
Goal 2 (graduate students): The graduate student body will be expected to increase from an
average headcount of approximately of 1,790 students to 2,500 or 2,100 FTE. In addition to
ensure that the University of Saskatchewan continues to be included as a major doctoralgranting institution, greater attention will be placed on recruiting students into doctoral
programs. Funding priority and faculty recruitment will be placed here.
Goal 3 (undergraduate students): Undergraduate enrolment will increase ,in selective areas,
by approximately 2,600 students, from an average headcount of 15,900 students to 18,500 or
approximately 15,800 FTE by 2010, and measures will be taken to sustain that enrolment for
the period beyond 2010. to accomplish this goal, the University will place primary emphasis
on the academic preparedness of students (from Saskatchewan and elsewhere) , establish
aggressive recruitment policies for the best Saskatchewan and Canadian students and
increase its admission average to direct entry colleges from the currently advertised 65% to
70% by 2005 and to 79% by the end of the decade.
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CANADIAN SEM SUMMIT - HALIFAX, 2010
Examples of Goal Statements
Mohawk College
Goal 1 (financial viability): Mohawk will grow postsecondary and apprenticeship
enrolment in each year for the next five years.
Goal 2 (funding diversification): Broaden the distribution of College enrolment
across other student types in order to reduce the College’s dependency on
postsecondary (funded) enrolment.
Goal 3 (competitive positioning): Increase Mohawk’s market share by becoming
more competitive within the traditional (regional) market as well as expanding
beyond the traditional market.
Goal 4 (student-community diversification): Diversify the student population to
enhance the learning environment and overall student experience at Mohawk
College by focusing enrolment growth on specific demographic groups.
Goal 5 (program quality and currency): Offer high quality programs that are in
demand and are financially viable through sustainable enrolment, and align with
the economic development of the Region and the Province.
Goal 6 (flexible learning and teaching environment): Create and E-learning
environment that supports a flexible alternative for the delivery of services and
learning that enhances the learning environment of Mohawk College for all
students of Mohawk College.
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CANADIAN SEM SUMMIT - HALIFAX, 2010
CAN
Enrolment Goals: Size
 Is the goal to grow or remain same size?
 Is growth from increasing student headcount &/or


increasing FLE/FTE &/or improving retention of currently
enrolled students?
% of full-time vs. part-time students?
Do these goals impact other units of institution?
 i.e., What other institutional factors need to be considered when
determining whether or not to grow enrolment?
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CANADIAN SEM SUMMIT - HALIFAX, 2010
Enrolment Goals: Student Profile
 % of students direct from high school?
 % of transfer students?
 Intended programs of study?
 Impacts course scheduling, advising
 Gender, ethnicity, age, geographic draw, financial profile
 Incoming quality
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Nontraditional Enrollment Goals by
the Numbers
Current
Enrollment
2009
2010
2011
2012
Aviation
Technology
40 men
8 women
40 men
10 women
41 men
12 women
42 men
14 women
42 men
17 women
Nursing
50 women
10 men
51 women
12 men
50 women
14 men
50 women
17 men
50 women
20 men
Elementary
Education
30 women
15 men
29 women
18 men
28 women
22 men
27 women
26 men
28 women
28 men
(parity)
Automotive
Technology
35 men
0 women
35 men
2 women
36 men
3 women
37 men
4 women
38 men
5 women
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CANADIAN SEM SUMMIT - HALIFAX, 2010
Enrolment Goals: Student Success
 Attrition/retention (by term, year)
 i.e., persistence rates by cohort & program






Graduate rates
Credentials awarded by program
Time to degree completion (number of terms)
Student debt load at graduation
Student default rate
Student employment rate
 6 months after graduation
 2 years after graduation
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CANADIAN SEM SUMMIT - HALIFAX, 2010
Not one goal, but many…
Recruitment
Retention
Transfers
Headcount
enrolment
Gender
Existing
markets
New markets
Your goal here
Nonresident
Courses
Age
First year
students
Dual enrolment
Race / ethnicity
Target high
schools
Programs
FTE
Resident
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CANADIAN SEM SUMMIT - HALIFAX, 2010
Objectives
Mission
Vision
Goal 1
Objective
Objective
Goal 2
Objective
Objective
Goal n
Objective
Objective
What are the steps that will be undertaken to achieve the goal? Objectives start to
operationally define the goal – the beginning of the action plan. They should be
measurable.
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CANADIAN SEM SUMMIT - HALIFAX, 2010
Sample Objectives
 Increase enrollment of recent high school graduates by 3%
from Fall 2009 to Fall 2010.
 Increase the number of courses available online by 35%
from Fall 2009 to Fall 2010.
 Increase the number of hybrid courses by 35% from Fall
2009 to Fall 2011.
 Offer two new degree programs in the health professions by
Fall 2009.
 Define and aggressively market existing evening and online
courses and degrees toward working adults.
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CANADIAN SEM SUMMIT - HALIFAX, 2010
Objectives: Examples
Brock University
Goal: Expansion and diversification of graduate programming
Objective 1:
Expand graduate programming commensurate with the University’s
areas of research strength, particularly at the PhD level.
Objective 2:
Expand the number of applied programs at the graduate level in response
to University research strengths and demonstrated social need.
Objective 3:
Increase the proportion of graduate students to 10% of the FTE
population by 2014.
Objective 4:
Increase graduate endowments to support both entrance fellowships and
“top-up” scholarships in order to attract and retain excellent graduate
students.
Objective 5:
Diversity international recruitment and increase the proportion of
international graduate students to 30% of the FTE by 2014
Objective 6:
Extend minimum guaranteed funding to full-time graduate students in all
Faculties at competitive levels.
Objective 7:
Expand professional development opportunities for graduate students
through professional training, internships and related community
engagement activities.
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CANADIAN SEM SUMMIT - HALIFAX, 2010
Objectives: Examples
Comosun College
Goal: Enhance recruitment effectiveness
Objective 1:
Develops and implements and integrated strategy that incorporates the
responsibilities and functions of CCR, Student Services and the Schools
CSEE in helping potential candidates acquire the information they need
to make educational decisions.
Objective 2:
Review and refine our institutional advising model including enhancing
on-line services, to ensure that prospective students are helped to make
the best possible decisions with respect to their educational goals and
that registered students are able to access the relevant level of
information and support when needed.
Objective 3:
Explore flexible entry practices and capacity.
Objective 4:
Review and enhance student preparedness/readiness assessment
processes.
Objective 5:
Explore ways of enhancing career planning and guidance and student
employment services including potential on-line resources.
Objective 6:
Review our policies, procedures and supports and services for students
interested in entering over-subscribed programs.
Objective 7:
Develop processes for assessment of students for entry into our applied
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CANADIAN SEM SUMMIT - HALIFAX, 2010
Objectives: Examples
York University
Goal: Overall size and enrolment planning
Objective 1:
Complete adjustment to recent growth.
Objective 2:
Adapt to changes resulting from reforms of secondary school education.
Objective 3:
Maintain and extend quality in terms of the student experience,
admissions and academic standards.
Objective 4:
Support selective rebalancing of enrolments into priority areas, including
graduate studies and professional programs.
Objective 5:
Retain commitments to accessible education.
Objective 6:
Improve supports for students in need of additional support, and
students for whom English and French are second languages.
Objective 7:
Enhance accommodations for students with disabilities.
Objective 8:
Promote learning through the use of technology where appropriate.
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CANADIAN SEM SUMMIT - HALIFAX, 2010
Objectives: Examples
Alberta College of Art & Design
Goal: Increase student retention.
Objective 1:
Establish and Enrolment Management Plan.
Objective 2:
Develop benchmark student success rates and develop areas of
improvement.
Objective 3:
Continue implementation of the Banner schools interface being
developed through SunGuard.
Objective 4:
Establish a coordinated student advising structure.
Objective 5:
Continue expansion of student support services, especially related to
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CANADIAN SEM SUMMIT - HALIFAX, 2010
Objectives: Examples
Athabasca University
Goal: Increase student enrolments by 11% between 2007-08 and 2010-11.
Objective 1:
Continue growth of out-of-province students.
Objective 2:
Increase participation of Alberta students.
Objective 3:
Meet specific enrolment targets for programs that have received
conditional accessibility funding.
Objective 4:
Continue development of new programs to meet the demonstrated
demand in Alberta for additional programs.
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CANADIAN SEM SUMMIT - HALIFAX, 2010
Objectives: Examples
Laurentian University
Goal: Increase student enrolments by several hundred more students starting as early as 2009.
Objective 1:
Set aside a fixed amount in the next operating budget as a reserve for
recruitment-related investments designed to stimulate the revenue side of
our operations.
Objective 2:
Enhance outreach activities in a variety of areas.
Objective 3:
Reinforce outreach with a much-improved Web-based marketing and
communications approach aimed at principals, guidance counsellors, and
directly to students, through Web optimization techniques and by adding
more interactive elements to our Web site.
Objective 4:
Invest some funds in targeted promotion and advertising campaign.
Objective 5:
Selectively increase our student incentives through Francophone
bursaries and renewable scholarships.
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CANADIAN SEM SUMMIT - HALIFAX, 2010
Objectives: Examples
Trent University
Goal: Strategic recruitment and retention of undergraduate students, both full and part-time.
Objective 1:
Support an undergraduate enrolment of 8,000 students, of whom
approximately 80% will be full-time.
Objective 2:
Review and possibly redesign the scholarships/bursary program to
address the requirements of students for entrance and ongoing support.
Objective 3:
Improve support to students and enhance student life programs.
Objective 4:
Enhance opportunities for student government and associations , and
student-initiated activities, for all students, whether full-or part-time,
undergraduate or graduate.
Objective 5:
Report on student retention through the Consortium on Student
Retention Exchange (CSRDE).
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CANADIAN SEM SUMMIT - HALIFAX, 2010
Objectives: Examples
University of Windsor
Goal: To support the development of a learning-centred campus.
Objective 1:
Establish common student services environments.
Objective 2:
Establish a centralized student advising centre.
Objective 3:
Develop a learning commons.
Objective 4:
Develop a strong ethos of service quality.
Objective 5:
Enhance experiential learning outcomes.
Objective 6:
Create a Student Life Group to improve coordination of student life
programming.
Objective 7:
Develop learning outcomes and related assessment methods or all Centre
for Career Education programs.
Objective 8:
Enhance academic administrative support.
Objective 9:
Enhance academic integrity services.
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CANADIAN SEM SUMMIT - HALIFAX, 2010
Strategies…they operationalize everything
Mission
Vision
Goal 1
Goal 2
Goal n
Objective
Objective
Objective
Objective
Objective
Objective
Strategy 1
Strategy 1
Strategy 1
Strategy 1
Strategy 1
Strategy 1
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CANADIAN SEM SUMMIT - HALIFAX, 2010
ANATOMY OF A RETENTION ACTION
PLAN
Chapman University College
• GOAL: To improve retention of continuing students at a retention rate
of 74% from session to session. To increase our gab score on the Student
Satisfaction Survey by at least .05.
• KEY STRATEGY: To increase awareness of
future course
offerings to empower student persistence to degree completion. Students
will have the ability to schedule their entire degree program from start to
finish, enabling them to “fit” school into their lives and plan accordingly.
• DESCRIPTION/EXPLANATION: Create and maintain
two year annual schedule. Increase schedule visibility using web-site;
class visits and advising sessions.
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CANADIAN SEM SUMMIT - HALIFAX, 2010
A Retention Plan- continued
STEPS
RESPONSIBILITY
COMPLETION DATE
Establish meetings with all
constitutes to discuss
schedule
Campus Director
Ongoing
Develop draft based on
input from all; with
attention given to past
schedules, roll-out of new
programs, and online
offerings
Faculty/Advisors/Campus
Director
Per Session
Schedule will be updated in
the 3rd week of each session
Draft out for review
All
Per session
Final Review
All
Per session
Schedule distributed;
available in lobby; web-site;
new student orientation
All
Per session
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CANADIAN SEM SUMMIT - HALIFAX, 2010
Table Discussion
Select an issue and develop one of the
following:
• Goal
• Objective
• Strategy
• Metric
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CANADIAN SEM SUMMIT - HALIFAX, 2010
SEM Plan –
Accountability and Measurement

Establish accountability



Who does what and when?
How is progress measured and documented?
Include Measurements/ Key Performance Indicators


Most goals should be measurable
Know your baseline data, and measure against it
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CANADIAN SEM SUMMIT - HALIFAX, 2010
Metrics – Recruitment
 # & characteristics of prospects, inquiries, applicants,


admits, deposits, enrolled students
% of students moving from one stage to another
# & % of students for each identified target group (ethnic
groups, ability, particular high schools/industry partners,
geographic areas)
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CANADIAN SEM SUMMIT - HALIFAX, 2010
Metrics - Marketing
 % increase in recruitment activity in targeted marketing


areas
Results based on type of marketing initiative (e.g.,
newspaper, radio, flyers)
Market share: % of potential students in target market
who enrol
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CANADIAN SEM SUMMIT - HALIFAX, 2010
Metrics - Retention
 % of students persisting from 1 class level to next
 Graduation rates after 2, 3, 4, 5, 6 years
 Credential progress & completion for each identified



target group
% of students on academic probation
Persistence rates by target group
Persistence rates by program
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CANADIAN SEM SUMMIT - HALIFAX, 2010
Actual
2002
2003
2004
Projection/Goals
2005
2006
5-Yr
10-Yr
15-Yr
Size – New Students, Fall Headcount
HS Grads
Transfers
Mature Students
Total
Annual Growth Rate
Student Quality
HS GPA (avg)
Student Outcomes
Persistence to 2nd Yr (%)
Persistence to 3rd Yr (%)
Graduation Rate, 6-Yr (%)
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CANADIAN SEM SUMMIT - HALIFAX, 2010
Operationalizing and Monitoring Strategic Goals
Strategic Goal:
Objectives
Strategies
Timeframe
Person (s)
Responsible
Additional
Resources
Cost
Performance
Indicators
Date
Completed
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CANADIAN SEM SUMMIT - HALIFAX, 2010
Outline of a SEM Plan
Executive Overview
Institutional Overview
Situational Analysis
Planning Assumptions
• Provide a summary of the key findings of your plan and the benefits to the
organization (money talks)
• Mission, Vision, Mandate, Values, Background
• Current State
• Date, environmental scan, target markets…
• What you know that impacts the development of the plan
Issues Analysis
• Summary of main issues affecting your institution and your institution in
comparison with key competitors
Enrolment Goals & Strategies
• Desired state
• Clearly articulated goals that are measurable and achievable; backed up
with strategies that include timelines, individuals responsible, resources,
evaluation measurements
Proposed Organizational Structure & Support
Conclusion
• Necessary if there are impacts to organizational structure and supports
• Summary of the plan
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CANADIAN SEM SUMMIT - HALIFAX, 2010
EXECUTION OF THE PLAN
 There’s no shortage of enrolment strategies
 The problem: inability to execute
 We’re no different than other organizations
 9 out of 10 fail to implement their plans
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CANADIAN SEM SUMMIT - HALIFAX, 2010
“Plans are only good intentions unless
they immediately degenerate into hard
work.”
-Peter Drucker
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CANADIAN SEM SUMMIT - HALIFAX, 2010
Why Do Plans Fail ?
 Unclear vision/vague directions
 People responsible for executing strategies don’t understand the
big picture & how they contribute/fit in
 Unmotivated people
 No reason to change behaviour/culture
 Unfocused leadership
 Fire fighting instead of managing strategically
 No accountability
 Disconnected resource allocation
-Tim Copeland, 2009
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CANADIAN SEM SUMMIT - HALIFAX, 2010
SEM – Follow-up

Follow-up on assessment of the KPIs.

Update often – this is not a long range plan...it is a
strategic plan. Be strategic!

Assure continuous
communication with
appropriate and interested
parties.
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CANADIAN SEM SUMMIT - HALIFAX, 2010
You have the key!
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CANADIAN SEM SUMMIT - HALIFAX, 2010
The Next Steps
 The first steps depend on your institutional culture and
executive leadership buy-in, and, well, ~leadership~. You
may find yourself driving the:
 The 2009 Lexus RX 400h version
 Large fanfare, deep resources, lots of buy-in. An efficient
hybrid powerhouse. Embraces SEM.
 The 1967 VW Bug version
 Ambivalent interest, lack of large structure. Takes incremental
steps.
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CANADIAN SEM SUMMIT - HALIFAX, 2010
To use the Roadmap and
Journey metaphors, be
prepared to
 Switch gears
 Speed up
 Break down
 Run out of gas
 Exceed the limit
 Go in circles
 Yield
Ask “Are we there yet?”
 Open the moon-roof
It’s an
Interesting
Ride!
 Be prepared to find the
challenges of enrollment
management large and
complex.
 Be prepared to experience a
lack of consensus and
involvement.
 Be prepared to proceed in fits
and starts.
Find the fork in the road
Take the road less
traveled
 Be prepared to “Just do it.”
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CANADIAN SEM SUMMIT - HALIFAX, 2010
In Summary …
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The SEM Plan- Components
1. Define relationship to the institutions strategic & academic
plan(s)
2. Produce an environmental scan
3. Collect data: informs everything (goal-setting,
tactics/strategies, assessment)









Enrolment: totals, demographics, 5-year trends, etc.
Promotion & marketing
Admissions & entry process
Image & reputation
Retention
Market surveys, competitor analysis
Financial aid
Course offerings: capacity, scheduling, waitlists
Budget: income streams, expenditures
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CANADIAN SEM SUMMIT - HALIFAX, 2010
The SEM Plan - Components
4. Identify key enrolment-related issues
5. Identify how to respond to those issues
6. Set goals: enrolment targets, diversity, program mix,
program delivery, persistence/graduation rates, services,
income targets
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CANADIAN SEM SUMMIT - HALIFAX, 2010
The SEM Plan – Components
7. Suggest strategies
 Recruitment
 Marketing
 Program mix
 Policies and procedures
 Retention
 Financial Aid
8. Establish accountability
 Who does what and when?
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CANADIAN SEM SUMMIT - HALIFAX, 2010
The SEM Plan - Components
9.
Include measurements/ key performance indicators
(KPIs)
 Most goals should be measurable
 Know your baseline data, and measure against it
10. Be sure the process is on-going:
 Follow-up on assessment of the KPIs
 Update often – this is not a long range plan...it is a strategic plan.
Be strategic!
 Ensure continuous communication with campus
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A Final Word…A Few Tips
•
•
•
•
•
Organize around a compelling purpose
Focus on what’s important – be vision centered
Be careful to build trust and secure by-in
Constantly assess the environment
Keep your goals and objectives manageable and to the
point
• Constantly evaluate your progress
• Communicate successes to your community
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CANADIAN SEM SUMMIT - HALIFAX, 2010
Revising Your Plan
 A plan is not forever…






The environment changes.
Your issues change.
Your strategic Plan is tweaked.
You have new leadership.
Your metrics are not working.
You have learned how to do it better.
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CANADIAN SEM SUMMIT - HALIFAX, 2010
Review, Revision, Renewal
 How can you help the institution stay strategic?




Annual environmental scan
Regular data tracking
Regular consultation
Continuously engage knowledgeable stakeholders or ongoing
committee members
 Built in accountability process
 Who does this ????
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CANADIAN SEM SUMMIT - HALIFAX, 2010
Doing it Better the Second Time





Adjust your issues.
Clean up your data collection and analysis
Shorten the Plan.
Re-think (or strengthen) your structure.
Re-write and gain buy-in.
and keep on going….
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Your toolkit
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CANADIAN SEM SUMMIT - HALIFAX, 2010
SEM Audit: Section 1: Institutional
Readiness
A. Institutional Mission
•Is the institution mission clear and focused?
•Does the mission statement reflect the institutions’ commitment to attracting and retaining
students ? Does everyone in the institution support and enact the mission?
B. Institutional Climate
•Does a SEM culture exist? What is proven and working well in the institution? Who
supports the SEM endeavors? Are there the appropriate human, financial, technological
and other resources available?
C. Institutional
Planning
•Is SEM coordinated with other institutional planning (academic, financial, space, etc.)? Are
there “optimum enrolment” goals which take into account the number and types of
students needed to meet the mission?
D. S.W.O.T.
(Strengths/Weaknesses/
Opportunities/Threats)
•What does the enrolment horizon look like? What are the current and future
concerns? What does the institution do best?
E. Student Satisfaction
•What is the current level of student satisfaction? What is currently assessed? How
frequently are the assessments conducted? What value do the assessments bring?
What follow up (if any) is conducted?
F. Institutional
Excellence
•Is there an understanding and action plan for institutional excellence to support
enrolment goals (Service to students and those who support them? Teaching
excellence? Incentives? Etc.)
Source: Kachan & Ivan, 2009
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SEM Audit: Section 2: Attraction
A. Application and
Enrolment Data
•Which students enrol; why? Which do not enrol; why? Which enrol and leave before
classes commence? “Slice and dice” data against geo-demographic data¹
B. Competitive
Share
•What is the rate of public graduation by region/census data? Is your institution achieving a
competitive share of the target markets such as athletes, IB/AP learners etc?
C. Institutional
Marketing
•Does the institution enact a plan to attract to the institution as well as to individual
programs, schools & faculties? Does the plan consider new markets and is it consistent
with the institution’s enrolment goals and overall mission? Is the marketing plan targeted
and audited regularly? Has input been sought from a wide variety of stakeholders?
D. Admission &
Enrolment Policy
•Do the policies align with the mission? Is it understood how the policies support or
detract from the optimum enrolment goals? Are the practitioners in sync with the
mission and goals?
¹
Geo-demographic data:
-Age, gender, ethnicity, geographic location and region, socio-economic status, financial need, high school average, individual course
marks, educational objectives, first generation learner, etc.
-By program, by school/faculty, across the institution
Source: Kachan & Ivan, 2009
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CANADIAN SEM SUMMIT - HALIFAX, 2010
Sample Marketing Audit
How do the marketing activities correspond to the institutional mission?
How do the marketing activities correspond to the SEM plan or enrolment goals?
What institutional research is used to know the market, publics, competition, geodemographics, etc?
What are the current marketing challenges and issues?
What are the current marketing methods (list and tabulate with target markets)
What is the effectiveness of each of the current marketing methods?
Source: Kachan & Ivan, 2009
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CANADIAN SEM SUMMIT - HALIFAX, 2010
Sample Admission Audit
How do the admission activities correspond to the institutional mission?
How do the admission activities correspond to the SEM plan or enrolment goals?
What research is used to understand admissions?
What are the current admission challenges and issues?
What are the current admission methods? (list and tabulate)
What is the effectiveness of each of the current admission methods?
Source: Kachan & Ivan, 2009
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CANADIAN SEM SUMMIT - HALIFAX, 2010
Sample Recruitment Audit
How do the recruitment activities correspond to the institutional mission?
How do the recruitment activities correspond to the SEM plan or enrolment goals?
What research is used to know where to recruit?
What are the current recruitment challenges and issues?
What are the current recruitment methods? (list and tabulate)
What is the effectiveness of each of the current recruitment methods?
Source: Kachan & Ivan, 2009
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CANADIAN SEM SUMMIT - HALIFAX, 2010
SEM Audit: Section 2: Attraction,
con’t.
E. Admission &
Enrolment Process
• Is the institution competitive in its decision making timelines and overall
processes? Are there gaps in the current system? Are services “just in
time” or readily and easily available?
F. Recruitment and PreAdmission Programs
• Are the practices and programs aligned with the mission and optimum
enrolment goals? Are the practitioners in sync wit the mission and goals?
G. Transfer Articulations
• Are the appropriate articulations in place to support the mission and
optimum enrolment goals? Are the processes aligned with other
institutional processes for seamless articulation?
H. Institutional Excellence
Program
• Relates to 1F
I. Financial Aid and
Awards
•Is there a comprehensive program to support the mission and optimum enrolment
goals? Are the processes aligned with other institutional processes for seamless
enrolment? Is the institution competitive in the marketplace?
Source: Kachan & Ivan, 2009
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CANADIAN SEM SUMMIT - HALIFAX, 2010
SEM Audit: Section 3: Retention
A. Retention Data
•Which students leave; why? When do they leave? Where do they go? Attributes of
students who leave versus attributes of graduates. Enrolment trends; course success and
failure rates; Course utilization and availability, etc. Does the data support that the
institution is meeting its optimum enrolment goals?
B. Policy and
Practice
•Do the academic and student policies meet the need so the optimum enrolment goals?
C. Special
Programming
•What types of special “programs” are available to assist students? Are these formed on
best practice? What data exists regarding the success of these programs? Do the special
programs support the optimum enrolment goals?
Source: Kachan & Ivan, 2009
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CANADIAN SEM SUMMIT - HALIFAX, 2010
SEM Audit: Retention, Con’t.
D. Academic
Programming
•What is the satisfaction with academic programs? What evaluation and follow up is
done? Do programs support or complete with one another or is there conflict or
duplication? Is there a necessary connection between special programming and
academic programming are the two disparate? Do the academic programs support
the optimum enrolment goals and align with the mission?
E. Institutional
Excellence Program
•Relates to 1F
F. Advisement
•Are the appropriate academic and other (personal, special population, advisement
programs in place to support students?
G. Financial aid and
awards
•Do the aid and awards programs support students throughout their enrolment?
Source: Kachan & Ivan, 2009
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CANADIAN SEM SUMMIT - HALIFAX, 2010
SEM Plans on the Web – Canadian
Academic Plans
Brock University, Academic Development Plan, http://www.brocku.ca/webfm_send/848
Camosun College, Education Plan 2010-2011, http://camosun.ca/about/educationplan/_documents/education-plan-approved.pdf
Lambton College, Academic & Student Success Plan 2010-2011,
http://www.lambton.on.ca/documents/Academic_Plan_1011.pdf
Royal Roads University, Academic Plan: 2006-10, http://www.royalroads.ca/NR/rdonlyres/64546F1F86F6-4F51-9ED2-8A9E44D60B06/0/AcademicPlan.pdf
Trinity College of the University of Toronto, Academic Plan for 2010-2015,
http://www.trinity.utoronto.ca/About_Trinity/academic_plan_10_15.htm
York University, University Academic Plan 2005-2010, http://www.yorku50.ca/future/UAP%2020052010%20For%20Web.pdf
Business Plans
Alberta College of Art & Design, Business Plan 2009-2-13,
http://www.acad.ab.ca/assets/pdf/AboutACAD/ACAD_business_plan_2009_2013.pdf
Athabasca University, Business Plan 2007-2011,
http://www2.athabascau.ca/aboutau/documents/businessplans/07_2011_Plan.pdf
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CANADIAN SEM SUMMIT - HALIFAX, 2010
SEM Plans on the Web – Canadian
Enrolment Plans
Mohawk College of Applied Arts & Technology, Five Year Strategic Enrolment Plan 2008-09 to 201213, http://www2.mohawkcollege.ca/dept/library/mocomotion/MohawkCollege-5YearPlan%20%20mocomotion%20PDF%20Version1.pdf
University of Regina, Enrollment Management Plan (environmental scan),
http://uwindsor.ca/sem/sites/www.uwindsor.ca.sem/files/enrolment-management-plan-regina.pdf
University of Saskatchewan, The University of Saskatchewan Enrolment Plan: Bridging to 2010,
http://www.usask.ca/ip/inst_planning/docs/new_EPlanFINAL.pdf
Strategic Plans
Laurentian University, A Plan for Regaining Sustainability at Laurentian University,
http://www.laurentian.ca/NR/rdonlyres/8FB5EF3A-B845-4C09-B27AF4FD94D4FB6E/31980/FullReportE.pdf
Trent University, A Strategy for Trent 2007-2014,
http://www.trentu.ca/oirsp/documents/AStrategyforTrentUniversity20072014.pdf
Student Services Plans
University of Windsor, Student & Academic Services Five-Year Plan 2006-2011,
http://web4.uwindsor.ca/units/sas/fiveyear.nsf
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CANADIAN SEM SUMMIT - HALIFAX, 2010
CANADI
SEM Plans on the Web – U.S.

Central Connecticut State University, Establishing a Strategic Direction for Continuing
Education/Enrollment Center at CCSU, February 1004.
http://www.ccsu.edu/AcadAffairs/strategicplan/Enrollment.htm

Chesapeake College, Strategic Plan 2004-2008: Fostering a Community of Learners,
http://www.chesapeake.edu/generalinfo/StratPlan_ent_03.pdf

DePaul University, Enrollment Management, http://www.depaul.edu/em/different.asp

Oklahoma State University- System, Oklahoma State University – Stillwater Enrollment
Management Plan, http://system.okstate.edu/planning/plans/stw_emm_AreaPlanEnrollmentManagement.php
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Slippery Rock University of Pennsylvania, Strategic Enrollment Management Plan,
http://www.sru.edu/pages/9312.asp
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The Pennsylvania State University, Enrollment Management and Administration Strategic Plan
2005-2008, February 2005, http://www.psu.edu/admissions/ema/emasp2005_08.pdf
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University of Northern Iowa, 2004-2009 UNI Strategic Plan, 2004. http://www.uni.edu/pres/20042009strategicplan/
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University of Scranton, A Community of Scholars — A Culture of Excellence
Strategic Plan 2000-2005,
http://academic.scranton.edu/department/planning/PAGES/enrollment_management.shtml.
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SEM PlanningPublications
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Black, J. “Enrollment Management: A Systems Approach” SEMWorks White Paper.
Blanchard, B. (1985). Applying Marketing Concepts to Higher Education:
Development of an Enrollment Management Plan for the Off-Campus Program.
(ERIC Document Reproduction Service No. ED 271 151)
Bontrager, B. (2004). Enrollment Management: An Introduction to Concepts and
Structures. College and University, 79(3), 11-16.
Copeland, T. (2009). The Recruitment & Outreach Scorecard: Moving From a
Tactically-Driven to a Strategy-Focused Enrolment Office, “College and University,
84(3).
Goff, J. & Lane, J. (2007). “Building a SEM organization: The Internal Consultant
Approach”, pre-conference paper, AACRAO SEM Conference.
Henderson, S. E. (2005). Refocusing Enrollment Management: Losing Structure
and Finding the Academic Context. College and University, 80(3), 308.
Massa, R. J. (2001). Developing a SEM Plan. In J. Black (Ed.), Strategic
Enrollment Management Revolution. Washington, D.C.: American Association of
Collegiate Registrars and Admissions Officers.
McLendon, S. F. (1992). The Development of a Retention Plan for Use at Sue
Bennett College. (ERIC Document Reproduction Service 346 930)
Paxton, B. & Perez-Greene, M. (2001). A Transformational Enrollment
Management Plan. Community College Journal, 72 (1), 49-51.
Romero, D. T. (2000). San Bernardino Valley College Strategic Enrollment
Management Plan: Recruitment and Retention, 2000-2002. (ERIC Document
Reproduction Service 445 718)
Seidman, A. (1995). Parkland College Enrollment Management Model. (ERIC
Document Reproduction Service No. ED 384375)
Ward, J. (2005). Enrollment Management: Key Elements for Building and
Implementing an Enrollment Plan. College and University, 80(4), 7-12.
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Canadian SEM Bibliography
Association of Universities and Colleges of Canada (2007). Trends in Higher
Education: Volume 1 – Enrolment. Ottawa, ON: The Association of Universities and
Colleges of Canada.
Auclair et al. (2008). First-Generation Students: A Promising Concept? Transitions –
Research Paper 2, Number 39, Canada Millennium Scholarship Foundation.
Baldwin, N., and A. Parkin (2007). The Canadian Student Financial Aid System: The
Case for Modernization. Policy Options, November.
Berger, J. ‘Why Access Matters’ Revisited: A review of the latest Research.
Millennium Research Note #6. Canadian Millennium Scholarship Foundation.
Berger, Joseph; A. Motte & A. Parkin (eds.) (2009) The Price of Knowledge: Access &
Student Finance in Canada-Fourth edition. Montreal: The Canada Millennium
Scholarship Foundation.
Berger, J., and A. Motte (2007). “Mind the Access Gap: Breaking Down Barriers to
Post-Secondary Education”. Policy Options, November.
Berger, J., A. Motte, and A. Parkin (2007). The Price of Knowledge 2006-07: Chapter 1
- Why Access Matters. Montreal, PQ: Canadian Millennium Scholarship Foundation.
Canadian Council on Learning (2009). Post-secondary Education in Canada: Meeting
Our Needs? 3rd Annual Report, Ottawa, ON.
Canadian Millennium Scholarship Foundation (2008). Ten Things You need to Know
About Financial Support for Post-Secondary Students in Canada. Montreal, PQ:
Canadian Millennium Scholarship Foundation.
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Canadian SEM Bibliography
Canadian Millennium Scholarship Foundation (2006). The Impact of Bursaries: Debt
and Student Persistence in Post-Secondary Education. Millennium Research Note #4.
Montreal, PQ: Canadian Millennium Scholarship Foundation.
Chemin, Matthieu (2009) Does Student Financial Aid Cause More Participation In and
Graduation From University? Evidence from the Quebec Student Aid Reform. A
MESA Project Research Paper. Toronto, ON: Educational Policy Institute.
Dooley, Martin D.; Payne, A. Abigail; Robb, A. Leslie (2009) University Participation and
Income Differences: An analysis of application by Ontario Secondary School Students.
Toronto: Higher Education Quality Council of Ontario.
Drolet, M. Canada. Statistics Canada (2005). Participation in Post-Secondary
Education in Canada: Has the Role of Parental Income and Education Changed Over
the 1990's? Analytical Studies Branch Research Paper Series, No. 243. Ottawa, ON.
Finnie, R., E. Lascelles, and A. Sweetman. Canada. Statistics Canada (2005). Who
Goes? The Direct and Indirect Effects of Family Background on Access to PostSecondary Education. Analytical Studies Branch Research Paper Series, No. 237.
Ottawa, ON.
Finnie, R., and R.E. Mueller (2008). The Effects of Family Income, Parental Education
and Other Background Factors on Access to Post-Secondary Education in Canada:
Evidence from the YITS. A MESA Project Research Paper. Toronto, ON: Educational
Policy Institute.
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Canadian SEM Bibliography
Fenette, Marc (2008) “Career Goals in High School: Do Students Know What It Takes
to Reach Them and Does It Matter?” Statistics Canada, Analytical Studies Branch
Research Paper Series 11F0019M No. 320.
Fenette, M. (2008) “Why Are Youth from Lower-income Families Less Likely to Attend
University?”, Statistics Canada.
Finnie, R. and R. E. Mueller (2009) Access to Post-Secondary Education in Canada
Among the Children of Canadian Immigrants. A MESA Project Research Paper.
Toronto, ON: Educational Policy Institute.
Holmes, D. (2006). Redressing the Balance: Canadian University Programs in Support
of Aboriginal Students. Ottawa: AUCC.
Johnson, D. (2008). University Tuition and Access: An Inter-Provincial Comparison. A
MESA Project Research Paper. Toronto, ON: Educational Policy Institute.
Junor, S. & A. Usher (2007). The End of Need-Based Student Financial Aid in
Canada? Toronto, ON: Educational Policy Institute.
Junor. S, M. Kramer & A. Usher (2006). Apples to Apples: Towards a Pan-Canadian
Common University Data Set. Toronto, ON: Educational Policy Institute.
Looker, E. Dianne (2009) Regional Differences in Canadian Rural-urban Participation
Rates in Post-Secondary Education. A MESA Project Research Paper. Toronto, ON:
Educational Policy Institute.
128
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Canadian SEM Bibliography
Malatest, R.A. and Associates Ltd. (2008). Foundations for Success: Early
Implementation Report. Montreal, PQ: Canada Millennium Scholarship Foundation.
Malatest, R.A. and Associates Ltd. (2009). Foundations for Success: Short-Term
Impacts Report. Montreal, PQ: Canada Millennium Scholarship Foundation.
Malatest, R.A. and Associates Ltd. and B. Stonechild (2008). Factors Affecting the Use
of Student Financial Assistance by First Nations Youth. Montreal, PQ: Canada
Millennium Scholarship Foundation.
Mueller, R. R. (2008). Access and Persistence of Students from Low-Income
Backgrounds in Canadian Post-Secondary Education: A Revieew of the Literature. A
MESA Project Research Paper. Toronto, ON: Educational Policy Institute.
Neill, C. (2007). Canada’s Tuition and Education Tax Credits. Montreal: PQ:
Canadian Millennium Scholarship Foundation, Montreal.
Parkin, A. and Baldwin, N. (2009). Persistence in Post-secondary Education in
Canada: The Latest Research. Research Note #8. Montreal, PQ: Canada Millennium
Scholarship Foundation.
Rae, R K. (2005). Ontario: a Leader in Learning. Toronto, ON.
Richards, J. (2008) “Closing the Aboriginal/Non-Aboriginal Education Gaps”, CD Howe
Institute.
Smith, C. and S. Gottheil (2008). Enrollment or Enrolment: Strategic Enrollment
Management in the U.S. and Canada. College & University, 84(2).
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Canadian SEM Bibliography
Smith, C. and S. Gottheil (2006). Enrollment or Enrolment: The Emergence of SEM in
Canada. SEM Source. Available at:
http://www.aacrao.org/sem/index.cfm?fa=view&id=3270.
Social Research and Demonstration Corporation (2009) Future to Discover: Interim
Impacts Report, Ottawa: The Canada Millennium Scholarship Foundation.
"The Economics of Access: the Fiscal Reality of Post-Secondary Education Costs for
Low-Income Families." CAUT Education Review 8 (2006).
The Educational Policy Institute (2008). Access, Persistence, and Barriers in
Postsecondary Education: A Literature Review and Outline of Future Research.
Toronto: Higher Education Quality Council of Ontario.
The Educational Policy Institute (2008). Institutional Student Financial Grants in
Ontario. Toronto: Higher Education Quality Council of Ontario.
Usher, A, and P. Duncan (2008). Beyond the Sticker Shock: A Closer Look at
Canadian Tuition Fees. Toronto, ON: Educational Policy Institute.
Usher, A. (2005). A Little Knowledge is a Dangerous Thing: How Perceptions of Costs
and Benefits Affect Access to Education. Toronto: Educational Policy Institute.
Wallace-Hulecki, L. (2009). Creating a Sense of Belonging: Strategies for Enhancing
Student Diversity and Success. Available at http://www.semworks.net/papers/wp.
Wright, A. et. al. (2008). Institutional Strategy and Practice: Increasing the Odds of
Access and Success at the Post-secondary Level for Under-represented Students.
Montreal, PQ: The Canada Millennium Scholarship Foundation. Available at
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http://www.neitheramoment.com/_documents/StrategyPractice-en.pdf.
CANADIAN SEM SUMMIT - HALIFAX, 2010
Contact Us @
Susan Gottheil
sgottheil@mtroyal.ca
Clayton Smith
csmith@uwindsor.ca
Canadian SEM Website:
www.uwindsor.ca/sem
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