Enrollment Strategy Update: What We Have
Learned from Huron
University Academic Senate
Marquette University
November 2014
Agenda for Today





Present an update on enrollment planning
Describe the Huron engagement
Review Huron’s key findings and major
recommendations
Discuss implementation strategies
Ask for feedback
Update on Enrollment Planning





The Huron engagement was one of the
recommendations from the enrollment steering
committee
The strategy was to focus on undergraduate, transfer
and undergraduate international students first
Non-traditional adult student market report has been
developed as a part of CPS program review
Graduate enrollment remains a priority
The VP Enrollment Management search will be reopened in the spring
Three Phases of the Engagement
Market / Capacity
Analysis for Traditional
Freshmen
Market / Capacity Analysis Recommendations
for Transfer and
International Students
What does the freshman class of
the future look like?
What is the demand for an
MU degree among transfer
and international students?
How does MU identify
and recruit best fit
students?
How large should our freshman
class and our undergraduate
population be?
Are there transfer students
we are not reaching?
Does MU have an
effective pipeline and
communications strategy?
What programs are in demand
and will be in demand in the
future?
What should our goals for
international students be?
Does MU have the right
tools to support its
enrollment strategy?
Where is there a demand /
capacity gap?
How much financial aid is
needed?
How does MU improve
student success?
The Process – Data-Driven
External data from IPEDS, NCES, NACUBO and
other sources was analyzed
 Internal data from OIRA, Office of Admissions,
Financial Aid, Office of the Provost was
reviewed
 Huron interviewed over 150 Marquette faculty,
administrators, and staff
 Huron conducted a prospective student survey
and focus groups with current students

The Process – Communication and
Feedback



Preliminary results presented to Enrollment
Tactical Committee, Enrollment Subcommittee,
Deans, UAS, etc.
Meetings with the deans and with the President,
Provost, and the VP Finance to better
understand Marquette’s strategic direction
Data and conclusions vetted by Office of
Admissions, Enrollment Tactical Committee,
OIRA, etc.
The Process – Communication and
Feedback
Separate meetings with the Office of
Admissions and the enrollment subcommittee on
the operational recommendations
 Exit interview with the President, Provost and
VP Finance on campus-wide strategies
 Office of Admissions, Financial Aid, Enrollment
Tactical Committee, Deans and others to vet the
recommendations

Focus of the Study – Traditional Freshmen, Transfer and
International Students
• Market Demand (undergraduate,
transfer and international)
• Labor Demand
• Academic Capacity
• Enrollment Diagnostic
• MU’s Value Proposition
• Academic Technology
Phase I and II:
Data Collection and
Analysis
© 2014 Huron Consulting Group. All Rights Reserved. Proprietary & Confidential.
Phase III:
Option Generation and
Prioritization
• Generate options for enrollment
strategy (types of students and
programs)
• Prioritize options for strategy
• Consider necessary resource
investments
• Create an enrollment framework
to guide enrollment and retention
• Define optimal organizational
structure to support strategy
• Establish metrics to track progress
to goal
Phase III:
Development of Strategic
Enrollment Alignment Plan
8
The Changing Student Profile
Trends
PROSPECTIVE APPLICANT POOL CHARACTERISTICS
1
PRICE SENSITIVITY: Price competition has intensified as information availability has improved, the lingering effects of the
recession continue, and the national conversation regarding rising college costs continues to be scrutinized. More families
are eliminating colleges from their consideration list for being perceived as too expensive1.
2
ETHNIC DIVERSITY: White high school graduates are projected to decline2, Marquette needs to position itself to embrace
and engage a more ethnically diverse student pipeline.
3
RELIGIOUS SHIFTS : Graduates from Catholic elementary and secondary schools are declining, and the Catholic
population is shifting to be more dominantly Hispanic3.
4
GEOGRAPHIC SHIFTS: U.S. high school graduate classes are expected to decrease by 2.1% over the next 10 years.
Significant year by year shifts for high school graduates will occur in MU’s top feeder states.
5
CHANGING ACADEMIC INTERESTS: Marquette must align departmental growth initiatives with trends in applicants’
intended fields of study and labor markets.
6
COLLEGE PREPAREDNESS: Many students are not meeting minimum benchmarks that indicate college readiness (28%
in 2012) and more students will require remedial support in the coming years, taxing university resources4.
Source: 1. Sallie Mae Foundation, “How America Pays for College 2013.” 2. The Western Interstate Commission for Higher Education
4. ACT, “College Readiness Benchmark Attainment.”
© 2014 Huron Consulting Group. All Rights Reserved. Proprietary & Confidential.
3 National
Catholic Education Association, PEW Research
9
Review of the Findings








Acceptance and yield rate since 2003
Academic qualifications as measured by the ACT score,
2011 to 2013
Win / loss to competitors
Economic trends for families
Ethnic diversity and enrollment, 2011 – 2013
Projected high school graduates by state, 2013 to
2024
Programmatic trends, national and for MU
Transfer and international student enrollment peer
comparisons
Historical Acceptance and Yield Rates
Acceptance
and
Yield
Trends
COMPETITIVE LANDSCAPE
Marquette’s Acceptance and Yield Rates1 2003-13
100%
% of Applicants Admitted
90%
80%
67%
70%
70%
67%
Yield Rate
66%
65%
62%
60%
40%
28%
26%
25%
57%
55%
57%
23%
20%
20%
17%
16%
16%
15%
15%
2006
2007
2008
2009
2010
2011
2012
2013
20%
0%
2003
2004
2005
Enrollment Peer’s Acceptance and Yield Rates1 2009-13
% Accepted
100%
80%
60%
40%
20%
0%
Yield %
- Institutions that have decreased acceptance rates while maintaining or increasing yield
Applicant, admission and enrollment totals include both full-time and part-time students, as well as students who began studies during summer
Source: IPEDS Admission Data
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1
11
Marquette has increased the number of test takers enrolling at the average
(26-27), but its ability to yield those scoring higher has declined since 2011.
Enrolled Students by ACT Score (Fall 2011-2013)
450
400
350
300
250
200
150
100
50
0
0-17
18-19
20-21
22-23
24-25
26-27
Fall 2011
Fall 2012
28-29
30-31
32-33
34-35
36
Fall 2013
Source: Data and analysis derived from Enrollment Funnel Data provided by Marquette University
(https://sp.mu.edu/sites/huron/_layouts/15/start.aspx#/Enrollment%20data/Forms/AllItems.aspx?RootFolder=%2Fsites%2Fhuron%2FEnrollment%20data%2FEnrollment%20Data%20File&FolderCTID=0x0120002157536358BADB489
7757DCCC37C08FC&View=%7BDA220D6D%2DD170%2D4863%2D98DF%2D1FFC57F1554A%7D)
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Reserved. Proprietary & Confidential.
12
Marquette’s primary competitors are public institutions as measured by the
1” rates.
high
number
of
cross
applications
and
their
higher
“win
CROSS APPLICATION INSTITUTIONS
Loss1 % for 2013-14 In- State 2013-14 Out-ofMU
Tuition
State Tuition
Top 10 Cross Admit
Schools
# of Cross
Admits
Enrolled at MU
Enrolled at
Listed School
Wisconsin – Madison
3,983
569
3,414
86%
$10,403
$26,653
Illinois – UIUC
2,970
303
2,667
90%
$11,636
$25,778
Minnesota – TC
1,383
206
1,177
85%
$12,060
$18,310
Loyola – Chicago
1,298
336
962
74%
$35,500
$35,500
Saint Louis
1,026
268
758
74%
$36,090
$36,090
Notre Dame
746
47
699
94%
$44,098
$33,098
Iowa
742
131
611
82%
$6,678
$25,548
DePaul
704
149
555
79%
$33,390
$33,390
Dayton
688
196
492
72%
$35,800
$35,800
The majority of Marquette’s top cross application schools charge significantly less than MU and draw
primarily from the Midwest.
1
Win/loss rate is defined as the frequency in which an applicant admitted to both Marquette and a competitor chooses to attend MU (win) or loss (other)
Source: Institutional Common Data Sets, Marquette University 2012 Competition Reports
(https://sp.mu.edu/sites/huron/_layouts/15/start.aspx#/Enrollment%20data/Forms/AllItems.aspx?RootFolder=%2Fsites%2Fhuron%2FEnrollment%20data%2FAccepted%20Freshman%20Survey%20and%20Co
mpetition%20Report&FolderCTID=0x0120002157536358BADB4897757DCCC37C08FC&View=%7BDA220D6D%2DD170%2D4863%2D98DF%2D1FFC57F1554A%7D)
© 2014 Huron Consulting Group. All Rights Reserved. Proprietary & Confidential.
13
Student Demand: The Impact of Pricing
The Financial Reality for Students and Parents
 The 2013 NACUBO Tuition
Discounting Study shows that
price sensitivity is the number
one reason institutions lost
enrollments over the past
three years.
 This sensitivity means that
smaller and smaller amounts
of aid money (as low as
$500) are influencing where
prospective students chose to
attend college.
 The pricing factor actually
outweighs both demographic
changes and demand in the
marketplace as a reason for
lost enrollments.
Perceived Reasons for Loss of Enrollment at Institutions
AY2010-13
70%
57.4%
60%
50%
43.9%
40%
34.5%
30.4%
30%
23.0%
20%
11.5%
14.2%
10%
0%
Price Sensitivity
Changing Decrease in the Falling Demand Institution has Decrease in
Demographics 18-24 Yr Old
Become More Yield Rate of
Population
Selective
Accepted
Students
Other
With more and more students “shopping” around at various institutions, differential pricing and perceived
value are going to be important at private institutions like Marquette.
Source: NACUBO Discounting Study 2013
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14
Enrollment by ethnic groups has remained relatively constant over
the past three years.
Enrollment by Ethnic Group
1,600
1,400
1,200
1,000
800
600
400
200
0
White
Black
Hispanic
Fall 2011
Asian
Fall 2012
American Indian
Pacific Islander
Unknown
Fall 2013
Source: Western Interstate Commission for Higher Education & Data and analysis derived from Enrollment Funnel Data provided by Marquette University
(https://sp.mu.edu/sites/huron/_layouts/15/start.aspx#/Enrollment%20data/Forms/AllItems.aspx?RootFolder=%2Fsites%2Fhuron%2FEnrollment%20data%2FEnrollment%20Data%20File&FolderCTID=0x0120002157536358BADB489
7757DCCC37C08FC&View=%7BDA220D6D%2DD170%2D4863%2D98DF%2D1FFC57F1554A%7D)
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15
The slowing growth in the total number of high school graduates will place
increased pressure on enrollments and will require a more personalized
recruiting approach.
Projected Total High School Graduates (2013–14 to 2023–24)
8.2%
2.9%
3.9%
5.0%
8.9%
10.8%
5.2%
0.3%
States listed represent 86% of 2013 incoming class;
WI & adjoining states represent 75% of 2013 incoming class
-2.8%
-9.6%
Michigan
Illinois
Ohio
Indiana
California
Changing Demographics:
• Projected shift in socio-economic status towards more
middle class families
• Varying levels in degree attainment by all ethnic groups
• Declining White Non-Hispanic and Black Non-Hispanic
population in 25 most populous metropolitan areas
New York
Wisconsin
Missouri
Iowa
Minnesota
Implications & Effects on Marquette University:
• Increased competition for prospective students nationally
• Increased price sensitivity among families
• Increased need to make positive impressions on students
not able to visit campus
Source: The Western Interstate Commission for Higher Education & Data and analysis derived from file "Freshmen Enrollment by State and County" provided by Marquette University
(https://sp.mu.edu/sites/huron/_layouts/15/WopiFrame.aspx?sourcedoc=/sites/huron/Enrollment%20data/Freshman%20Enrollment%20by%20State%20and%20County.xlsx&action=default)
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16
Marquette has enrolled students from a variety of states over the past three
years,
though an applicant’s likelihood to yield decreases when he/she
GEOGRAPHIC DISTRIBUTION FOR ENROLLED FRESHMEN
resides outside of the Midwest.
Number of Enrolled Freshmen Students (Fall 2011-Fall 2013)
Yield by Region
30%
25%
Fall 2011
Fall 2012
Fall 2013
27%27%
22%
20%
15%
12%
10%
8%
11%
11%
9%
8%
9% 9%
5%
5%
0%
Midwest
•
Northeast
South
West
The sharp decline in yield on the West Coast, attributable partially to distance, is negatively associated with
a 43% increase in applications during the same time period
Source: Data and analysis derived from Enrollment Funnel Data provided by Marquette University
(https://sp.mu.edu/sites/huron/_layouts/15/start.aspx#/Enrollment%20data/Forms/AllItems.aspx?RootFolder=%2Fsites%2Fhuron%2FEnrollment%20data%2FEnrollment%20Data%20File&FolderCTID=0x0120002157536358BADB489
7757DCCC37C08FC&View=%7BDA220D6D%2DD170%2D4863%2D98DF%2D1FFC57F1554A%7D)
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17
National trends indicate the biggest increase in interests are
occurring in Health Professions, Business, and Natural Sciences.
Total Change in Degrees Conferred, by Field of Study,
in the United States (2007-12)
60,000
51,962
50,000
44,992
40,000
31,561
30,000
26,374
18,711
20,000
16,399
14,687
11,180
10,000
8,908
3,203
0
47%
19%
1
Health
Other Fields
Professions
9%
23%
Business
Natural
Sciences
7%
18%
18%
Humanities Psychology Engineering
7%
23%
3%
Social
Sciences &
History
Computer
Sciences
Education
Source: NCES Data Table 319.30 - Bachelor's degrees conferred by postsecondary institutions, by field of study and state or jurisdiction: 2011-12
1 Other Fields include agriculture, agricultural operations, and related sciences; natural resources and conservation; architecture and related services; communication, journalism, and related programs; communications
technologies/technicians and support services; family and consumer services/human sciences; legal professions and studies; library science; military technologies and applied sciences; parks, recreation, leisure, and fitness studies;
homeland security, law enforcement, and firefighting; public administration and social service professions; transportation and materials moving; and not classified by field of study.
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18
Arts & Sciences has experienced declines while Business Administration,
Engineering, Nursing, and Health Sciences experienced the offsetting gains
in enrollment.
Historical Incoming Class Enrollments by College/School
Arts and Sciences
Business Administration
Engineering
Health Sciences
Communication
Nursing
Education
800
700
678
678
640
609
603
600
500
400
300
200
355
315
255
329
279258
216
184
93
100
396
335
281
205
111 95
66
390
331
282
333
286
260243
114
107
54
88
178
121
78
0
2009
2010
2011
2012
2013
Varied year-to-year enrollments can create problems for each college due to capacity and staffing issues.
*Totals represent full-time freshmen students and do not include part-time students or transfer totals
Source: Data and analysis derived from file "New Student Enrollment by College and Major" provided by Marquette University
(https://sp.mu.edu/sites/huron/_layouts/15/WopiFrame2.aspx?sourcedoc=/sites/huron/Enrollment%20data/New%20Student%20Enrollment%20by%20College%20and%20Major.xlsx&action=default)
© 2014 Huron Consulting Group. All Rights Reserved. Proprietary & Confidential.
19
For
Marquette’s prospect
interestby
in STEM,
Prospective
Studentpool,
Demand
Majorpre-professional programs and the
ability
to pursue
more than one major is high.
TRADITIONAL
FRESHMEN
Prospective Student Demand
Choice for Major
STEM
25.3%
Pre-Med, Dental or Pharmacy
15.6%
More Than One
13.7%
Students who scored a
9.3%
29+ on the ACT
7.6%
frequently state an
6.2%
intention to major in
3.7%
Double majoring is
STEM
3.5%
feasible is a high
2.2%
interest for
2.1%
prospective students
0.7%
Business
10.0%
Other
Arts, Humanities, Social Sciences
Allied Health/Health Professions
Nursing
Education
Pre-Law
Communications
Interdisciplinary Majors
0%
5%
10%
15%
20%
25%
30%
Source: Huron/Marquette 2014 Prospective Student Survey
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20
For
institutions
with similar
overall undergraduate
enrollments as Marquette, including
Transfer
Student
Enrollment
Comparisons
SLU and Loyola Chicago, transfer student enrollments are notably higher.
REPRESENTATION OF TRANSFER STUDENT POPULATION AT PEER INSTITUTIONS
Transfer-in Degree/Certificate-Seeking Undergraduate Enrollment
(Average Incoming Transfers Per Year - 2010-12)
2,000
1,800
1,600
1,400
1,200
1,000
800
600
400
200
0
1,702
656
DePaul University
578
SLU
Loyola
2010
2011
2012
173
157
Marquette University
University of Dayton
Average
Loyola (24.2%) led the peer group for increasing its transfer population over the past three years; MU’s
transfer population has decreased by -15.3% during the same period of time.
Source: IPEDS Data Center ; field name “Transfer-in degree/certificate-seeking undergraduate enrollment” for 2010-12.
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21
Compared to its primary enrollment peers, Marquette ranks 10th out of 13 for the
International Student Comparisons
proportion of the undergraduate student body that is composed of international
REPRESENTATION OF INTERNATIONAL STUDENTS AT PEER INSTITUTIONS
students.
Undergraduate Percentage of International Students (2012)
18%
16%
14%
12%
10%
8%
6%
4%
2%
0%
16%
14%
11%
9%
9%
7%
7%
6%
3%
3%
2%
2%
2%
Demand for Marquette outside of the US has increased markedly; however, enrollment has remained
relatively constant, highlighting Marquette’s low international percentage relative to its peers.
Source: IPEDS Data Center
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22
Call to Action: The Challenge



Current strategy is to simultaneously increase diversity,
hold steady net tuition revenue, and maintain or
potentially increase quality
Without significant increases in financial resources for
scholarships and student support, MU will not achieve
these goals
The environment will likely continue to become more
competitive

Demographics, need for financial aid, increasing demand
for student services, value proposition
Recommendations: University Wide
Considerations





Integrate enrollment management under the VP Enrollment
Management position
Clearly and consistently articulate the value of a Jesuit
education
Establish a multi-year enrollment plan with a re-investment
strategy
Develop an integrated data warehouse to enable datadriven decisions, especially around recruitment, enrollment,
and student success
Evolve the academic portfolio to respond to student needs
As Enrollment
Marquette shiftsStrategy
to an institutionally-owned
Committee enrollment model, more key
stakeholders
must be involved in critical decisions related to recruiting and its effects
STRUCTURE FOR COLLABORATIVE DECISION-MAKING
on overall student success.
Financial Aid
Retention
Office of Finance
Current Structure
ETC
Deans
Undergraduate
Admissions
Office of Finance
Provost
Representation
from Academic
Leadership
Enrollment
Strategy
Committee
Transfer Students
Undergraduate
Admissions
Undergraduate
International
Admissions
The Enrollment Strategy Committee will serve as the oversight committee for all enrollment decisions until
the Vice Provost of Enrollment has been hired, shifting to an advisory capacity long term.
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25
Strategy Committee Charge
 Develop multi-year enrollment goals with input from the Deans (3-5 year
plans)
 Serve as a leadership group, reporting to VP for Enrollment to make key
recommendations related to class composition and investment in student
success resources
 Surface current gaps in recruiting and student success processes and
practices and work to resolve challenges
 Balance tradeoffs related to demand, capacity, and internal constraints
To differentiate MU’sMU’s
value in
a crowded
market
place and articulate its
Communicating
Distinct
Value
Proposition
value proposition,
Marquette
refine and
RECONCILING
INTERNAL AND
EXTERNALmust
PERSPECTIVES
effectively communicate its
unique value, tailoring its efforts to different audiences.
Internal Perceptions of Value Proposition
(Faculty and Staff Perspective)
Core
Curriculum
Direct
Entry
Service
Learning
Cura
Personalis
External Perceptions of Value Proposition
(Key Differentiators Expressed by
Prospective Students)1
1.
2.
3.
4.
Outcomes
Milwaukee-Based (Location)
Religious Identity2
Personal Touch (As Experienced During
Recruiting Cycle)
Strong Academics
Marquette must also consider how to appeal to
prospective parents, often key stakeholders in the
decision-making process.
A closer partnership between Marquette’s recruiting leaders (Undergraduate Admissions, the deans and
colleges, and OIE) and Office of Marketing and Communications will be essential to communicate MU’s
value proposition in a nuanced manner to multiple audiences.
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27
MU needs to deliver on key differentiators, including both
academic and student development services and support.
Freshmen
Sophomores
Create a first-year experience
program that encourages academic
exploration and enables students to
attach to MU through shared
experiences
Juniors and Seniors
Remove administrative burdens to
allow students to easily double
major across Colleges as this is of
high importance for prospective and Continue formal programs (including
courses) related to career or postcurrent students1
graduation planning
Establish a formal space and
formation program for undecided
Focus on career readiness through
majors and encourage students to
formal programs including adding a Further leverage MU’s alumni network
to connect current students with alumni
pursue multiple pathways related to certificate for career needed skills
working in specific industries
career goals
Shift advising from transactional to
developmental; consider
professional advisors for undecided
students
Consider targeted communications to
parents marketing MU’s support of
structured academic exploration
MU prospects overwhelmingly value “finding a job” as a post-graduation outcome, indicating a need to
communicate more about career readiness preparation and related outcomes1.
1. Huron
Prospective Student Survey
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28
In
the short-term, Marquette
willGrowth
need to consider how to simultaneously grow
Overarching
Goals for
headcount while maintaining or increasing academic quality in an intensely
SEQUENCED STEPS FOR FRESHMEN, TRANSFERS AND INTERNATIONAL STUDENTS
competitive recruitment market.
ENROLLMENT PRIORITIES
PROPOSAL FOR STAGED ENROLLMENT
GROWTH
Increase NTR to Invest in
Student Support Infrastructure
Improve / Sustain Academic
Quality and Diversity
Enhance Academic Quality
and Introduce More Diversity
Longer term goals will focus on total class composition, including increasing academic quality, diversity,
and net tuition revenue.
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29
A
sequenced Growth
growth plan,
Sequenced
Planwith goals for NTR, academic quality, and
diversity
each step,
Marquette with a strong financial
INCREASINGat
HEADCOUNT
ANDwill
NET provide
TUITION REVENUE
foundation to invest in shaping its future class.
Academic
Year
Student Type
2015
2016
2017
2018
Freshmen
Senior
Transfer
19
2019
2020
Junior
Transfer
22
80
80
80
80
46
57
57
57
57
10
10
10
83
83
83
83
83
83
52
65
65
65
65
65
12
12
12
12
International
Freshmen
Sophomore
Transfer
25
90
90
90
90
90
90
90
60
75
75
75
75
75
75
13
13
13
13
13
100
100
100
100
100
100
15
15
15
15
15
15
434
566
590
600
600
600
International
Freshmen
Freshmen
100
2022
80
International
Freshmen
2021
100
Transfer
International
Total New
Headcounts
Total NTR
125
271
$ 2,522,025 $ 5,446,621 $ 8,759,250 $ 11,479,480 $ 12,009,058 $ 12,265,065 $ 12,265,065 $ 12,265,065
New or increased
enrollments
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30
Enhancing Marquette’s “just-in-time” data analytics capabilities will ultimately enable more
University-Wide
Considerations
evidence-based decision making, critical to the institution’s financial bottom line and student
ENHANCED ACCESSIBILITY AND USE OF DATA
success.
Limited integration
and use of
institutional systems
No institutional data
warehouse or data
sharing process
Local shadow
systems employed
Many people
pulling and
reporting on data
CURRENT STATE
Multiple versions of
the truth leads to
uninformed decisionmaking
FUTURE STATE
Build Data Warehouse/Create
More Accessibility to Historical
Enrollment Data
© 2014 Huron Consulting Group. All Rights Reserved. Proprietary & Confidential.
Create Guidelines for Data
Tracked and Reported Out through
CRM
Build Reporting Structure to Enable
Institutional Decision Making
31
Marquette’s academic portfolio should continue to evolve in response to
University-Wide
student
interest, laborConsiderations
market demand, internal capacity, and the unique
ACADEMIC PORTFOLIO
strengths of existing programs.
Genuinely understand
current academic capacity
and constraints
Continually adjust investments in
academic programs to meet
student demand
Consider labor market needs when
creating new programs or sunsetting other programs
Adopt a budget model that
incents innovation and
rewards success
© 2014 Huron Consulting Group. All Rights Reserved. Proprietary & Confidential.
32
What We Learned from Huron




Recruitment, enrollment and student development
should be viewed holistically
We need to articulate our mission and value
proposition with a common voice
Everyone plays a critical role in recruitment,
enrollment, and student development
University enrollment strategies should be
integrated into a single area of responsibility
Call to Action: Traditional Freshmen



Articulate the value proposition of a Jesuit
education and deliver on our promise
Focus on increasing retention and graduation
rates by continuing to invest in student support
systems
Evolve the academic portfolio to meet the
needs of students and parents as well as the
market
Call to Action: Traditional Freshmen


Adopt a more customized approach to finding,
communicating with, and marketing to prospective
students using a Customer Relationship
Management (CRM) system
Strategically expand the recruitment area outside
of Wisconsin and Illinois, engaging alumni and
other connections with MU
 Provided
a list of counties and regions to evaluate
 Recruit alumni to support this effort
Call to Action: Traditional Freshmen

Consider early admissions decisions, coupled
with early financial aid awards, that is, two
applications deadlines
 Engages
more students for whom Marquette is their
first choice

Give financial aid awards at the time of
acceptance, all in one package
Call to Action: Traditional Freshmen

Intentionally build a deeper pipeline, engaging
students at an earlier stage, possibly 7th and 8th
grade
 Offer
summer programs for high school students, invite
students campus events based on their interests, better
utilize alumni, especially outside of the region

Engage deans in a clear and transparent process of
setting and achieving enrollment goals
Key stakeholders at MU could strengthen current partnerships to better coordinate
UNIVERSITY-WIDE
CONSIDERATIONS
enrollment activities,
to focus on student success, and to continually enhance
MU’s academic portfolio.
Strengthened Collaboration
and Evidence-Based Decisions
Focus on Student Success
Continually Evolving
Academic Portfolio
Financial Aid
Office of
Finance
Retention
Representatio
n from
Academic
Leadership
Enrollment
Strategy
Committee
Transfer
Students
Formalized
Student
Development
& Career
Programs
Transition
from
Transactional
to
Developmenta
l Advising
Undergradua
te Admissions
Student
Demand
Institutional
Differentiators
Labor Market
Trends
Improved First Year
Experience
Undergradua
te
International
Admissions
In the long term, Marquette will be able to invest in academic quality and diversity as well as strengthen its
student success model through increased NTR achieved from a larger incoming class.
© 2014 Huron Consulting Group. All Rights Reserved. Proprietary & Confidential.
38
Marquette
can strengthen
recruiting function in the long term
Longer
Term
RecruitingitsStrategies
throughAND
several
approaches
order to
FRESHMEN
INTERNATIONAL
STUDENTin
STRATEGIES
ultimately increase its yield
of “best fit” students.
Implement Two
Application Deadlines
• Two deadlines would enable Marquette to start to shape its class earlier during the Admissions cycle,
therefore creating more predictability
• An early decision deadline would create a “first-mover” advantage for MU as students would attach
sooner to the institution, likely increasing yield for students for whom MU is a first choice
Begin Recruiting
Efforts Sooner
• Utilize on-campus summer programs as a recruiting pipeline
• Determine how to involve current Marquette students and graduates in community outreach programs
to connect with prospective students
• Broaden recruitment markets to new targeted high schools in like-markets
• Reconsider the application scoring system to take persistence factors into account, further
focusing on student success
Further Leverage Data
• Leverage data collected through CRM, market research, and national sources to further
understand yield factors and changes in the student market behavior
• Formalize alumni recruiting roles in target geographic areas
Further Utilize Alumni • Partner with Alumni Association and Advancement to involve alumni in recruiting practices
© 2014 Huron Consulting Group. All Rights Reserved. Proprietary & Confidential.
39
Call to Action: Transfer Students






Invest in targeted marketing efforts for students (and parents)
attending two-year institutions
Continue to build a welcoming environment for transfer
students
Consider multi-channel marketing efforts, including mail,
email, phone calls and social media
Focus messaging on ease of degree completion, benefits of a
Jesuit education, and career preparation opportunities
Consider placing advertisements in Community College
Student Newspapers
Establish relationships with transfer offices at targeted twoyear institutions
Call to Action: Transfer Students





Eliminate additional core in College of Arts & Sciences
to encourage enrollment and better meet the needs of
transfer students
Continue work on initiatives identified through the
Transfer Enrollment Committee and the Office of
Admissions
Implement the use of transfer student ambassadors to
assist in recruitment efforts
Properly resource this effort with a goal of 250
students within 5 years
Centralize admissions and course evaluations
Call to Action: International Students




Incorporate international students into probabilistic
modeling efforts to better assess outcomes throughout
the recruiting cycle
Define roles and responsibilities and reconfigure
business processes to most effectively implement and
utilize CRM system
Refine recruiting strategy to increase international
diversity
Analyze capacity, especially student support services,
for international students
Call to Action: International Students




Lead a discussion with Enrollment Strategy Committee on ideal
size for the undergraduate international student population at
Marquette
If significant growth is agreed-upon for this population,
partnering with an outside firm for recruiting and transitional
assistance (pathway programs) could be considered
Embark on a marketing campaign with accessible, targeted
materials for students from different countries
Partner with international alumni to meet prospective and/or
admitted students either individually or in large group settings
Next Steps




Complete the exit interview with the President,
Provost, VP of Finance
Review the recommendations, getting campus-wide
feedback, especially from the deans and faculty of
the undergraduate colleges
Use the Huron recommendations as the foundation
for an enrollment plan
Work with Deans and Colleges and the Office of
Admissions to prioritize recommendations