Enrolment Management Transformation Project

1. Enrolment Management Transformation Project December 3rd 2008 Presentation at Laval University

2. About Concordia • 38,000 students • 4 faculties • Continuing Education • Graduate Studies • Urban Institute • Two campuses

3. Why Make Changes? Initially: • Address concerns raised about internal process efficiency • Insufficient meaningful enrolment data to support management of processes and informed decision making

4. Why Make Changes? Initially: • Improve responsiveness of services to students • Initially examined recruitment, admissions, communication awards and data • Limited internally focused perspective of EM

5. Why Make Changes (Continued…) • Mid-way to ongoing : • Articulate and act upon desirable enrolment profile in terms of quantity, quality, graduation rates and funding • Needed to broaden the focus on student success as a result of better and shared understanding of EM issues based on internal data. Also wanted to address issues of persistence/retention.

6. Four Orientations to EM(D.H. Kalsbeek – DePaul University 2003) Administrative • Focus on process • Goal is efficiency • Looks internal Student-Focused • Focus on person • Goal is engagement • Looks immediate Academic • Focus on programs • Goals is enhancement • Looks long term Market-Centered • Focus on position • Goal is elevation • Looks external

7. Student Enrolment Cycle Enhance Image of the University Develop/Sustain Potential Student Markets Graduate Students Student Success Cultivate Applicants Support Student Success and Persistence Qualify Potential Students Enrol Students Admit Students

8. + - + - + - + - + - + - + - + - + - + - + - + - + - + - + - + - + + - + - + - + - + - + - + - + - + - + - + - + - + - + - + - + - + CognitiveFactors SocialFactors The Student Experience Institutional Factors + - + - + - + - + - + - + - + - + - + - + - + - + - + - + - + - + - + - + The Geometric Model of Student Persistence and AchievementDr. Watson Scott Swail

9. Financial Issues Educational Legacy Attitude Towards Learning Religious Background Maturity Social Coping Skills Communication Skills Attitude Toward Others Cultural Values Expectations Goal Commitment Family Influence Peer Influence Social Lifestyle Academic Rigor Quality of Learning Aptitude Content Knowledge Critical Thinking Ability Technology ability Study skills Learning skills Time Mangement Academic-related extracurricular activities CognitiveFactors SocialFactors The Student Experience Institutional Factors Financial Aid Student Recruitment & Services Admissions Academic Curriculum & Services Instruction The Geometric Model of Student Persistence and AchievementDr. Watson Scott Swail

10. Making the Case for the Institutional Commitment • Because of the initial focus on “internal process efficiency” the Vice- President Services championed the need to address EM issues at the President’s Executive Group • Conducted an enrolment management audit which identified strength-weaknesses and gaps with best practices. Audit conducted by Noel-Levitz. • Needed to better manage significant enrolment growth (30%) realized from 1996 to 2002

11. Enrolment Management Transformation Project Charter and Scope Project Scope • To develop and implement a comprehensive, explicit and integrated institutional strategy to deal with enrolment management including detailed goals and objectives consistent with University wide and Faculty academic plans. • Proceed with SIS development such that appropriate and timely data and information can support enrolment planning and decision-making in a system driven by academic plans and priorities.

12. Enrolment Management Transformation Project Project Scope (Continued…) • Reorient and train staff in relevant units to understand, execute enrolment management strategies and related processes with a view to meet goals. • On approval from the President’s Cabinet, effect changes necessary to support the implementation of an integrated institutional enrolment management framework.

13. Project Organizational Framework President’s Cabinet Project Champion Vice-President, Services Project Leader Associate VP, Enrolment and Student Services Project Leader Associate VP, Instructional and Information Technology (IITS) Project Team Stakeholders Clients • HR Department • Unions • Financial Services • Institutional Research • Recruiters • Feeder Schools • Financial Aid & Awards • Enrolment Management Transformation Team • Chair: Associate Vice President, Enrolment and Student Services • 4 Faculty Enrolment Managers • 1 Registrar • 1 Director, Communication and Services to Students • 1 Manager, Administrative Systems, IITS • Students • Faculties • Deans • Provost • Recruitment Office

14. Major Service Stakeholders in EM Admission Services & Recruitment Registrar Government Reporting & Statistics Enrolment Analysis & Process Control Communication and Services to Students Enrolment Services Provost, Faculties and Academic Departments Institutional Marketing Student & Institutional Success Vice-President, Services IITS Academic Policies Student Services Student Accounts Financial Aid & Awards Support Services Counselling & Development Health Services

15. Role of Noel-Levitz in the Enrolment Management Transformation Project • Conducted EM audit and help the University acknowledged the gaps between current and best practices and de-personalized findings • Helped introduce and promote EM conceptual framework. Yield rates and strategic interventions to improve institutional performance. • Helped maintain pace of development • Acted as consultant/advisor to Project Steering Committee and facilitated process and information sessions • Involvement spanned two years 2- 4 days per month

16. Key Challenges • Transform processes while in production • Balance strategic and operational perspectives • Change culture of “Control” to one of “Service” • Pursue institutional effectiveness and depart from unit/silo perspective • Embrace technology but use it with clear purpose • Introduce changes within a very short window of opportunity

17. Carrying-out the project • Sharing an understanding of the conceptual framework • Information sessions and workshops on EM concepts • Internal media coverage • Presentation President’s Executive Group by Noel-Levitz • Assess stakeholder needs and conduct gap analysis • Focus on present and future needs

18. Carrying-out the project continued Audit existing policies and practices • What and why? • What is the value added of doing it this way? • Business process analysis with input from stakeholders • Develop capacity to generate and disseminate EM data

19. Carrying-out the project continued • Data rich and information starved • Finding meaning, capacity to analyze data • Developing institutional capacity to link data sets • Focused on Raw FTE and not Weighted FTEs (Clarder) • Established an IT team for the EMTP • Developed and piloted process and systems. Roll-out when opportunity presented itself. • Project Team met every two weeks for 24 months

20. Carrying-out the project continued • Project leader gave regular updates to President’s Executive Group • Project leader validated academic policy direction and changes with Provost and decanal team (Academic cabinet) • Provost addressed divergent perspectives among decanal team

21. Results/outputs • Academic plan (Moving Ahead), which was lead by the Provost, provided strategic direction ( Quantity, mix of cycle, international enrolment University wide and faculty basis) • Establishment of functional University wide coordinating groups (Recruitment Planning, Admissions Coordination, Communications, Student Success). Linking other existing and emerging work groups.

22. Results/outputs continued • Institutional Planning contributed significantly to planning process with EM data and information • Web and Portal EM data reports on admissions yield rates through the funnel, FTEs, retention, graduation. Data available institutional wide to program level.

23. Recruitment • Re-aligned Recruitment Function enrolment goals with greater integration with the admissions process. • Introduced mechanism to capture pre-application enquiry information and follow-up communication and applicant cultivation using EZ-Recruit Software • Centralized international student recruitment planning and coordination in matrix delivery environment • Develop international recruitment partnerships with agencies in targeted markets • Introduced Call Centre to cultivate and qualify applicant interest. Shifting to faculty/department based selected calling.

24. Admissions • Developed communication plan throughout admission process (Segmented mass e-mails) • Transformed the admissions process with improved cycle time efficiency as well as improved capacity to monitor production activity. Separated data capturing and adjudication of files. • Automated processing of CEGEP admission applications. Non- Cegep applicants processed in holistic review. 

25. Admissions continued • Created SIMS as distributed access to information system and operating platform with integrated data and image management. • Developed communication plan directed at admitted students to increase awareness level of on campus services as a means of improving acceptance to registration yield rates. • Offer of Entrance Scholarship integrated in admission process. • Pilot use of peer led blogs for admitted international student .

26. Student Success • Introduced CSI test (pilot phase) to triage need and target deploy services to students. Testing student success/attrition predictive modeling tool with CRI-Facts. • Developed New Student Orientation Program with early outreach to admitted students • Use peer support intervention in new student mentor program • Introduced Supplemental Instruction Program in selected academic departments as a result of engaging department chairs in dialogue on means of enhancing student • Success. Student Orientation Program

27. Outcomes • Focus of service sector expanded from mostly operational to strategic. • Greater collaboration and integration of Enrolment Services and Student Services with the Faculties and their respective Student Affairs Offices. • Improved performance of admissions process (Graduate and Undergraduate) • Increased collaboration and integration of service planning and delivery within service sector • Greater appreciation of the value of non-admission levers as a means of influencing enrolments. Student success leads to institutional enrolment goals

28. Lessons Learned • Need to be committed for the long term • Need conceptual framework to frame interventions • Enact short term successes and build conditions favourable for changes in the organizational culture (2 to 4 years) • The more you know about current enrolments the more compelled you are to effect changes to address issues • Reporting of enrolment data has to be both strategic as well as local and actionable. How does it matter at the departmental level? • Need to find ways to engage new academic department chairs in EM paradigm

29. Presenter Roger Côté Associate Vice-President, Enrolment & Student Services E-mail: rcote@alcor.concordia.ca http://www.concordia.ca