Market Research at the University of Bedfordshire

1. Market Research at the University of Bedfordshire Rukeya Suleman

2. Annual Research • Ad hoc Research • SNAP

3. Annual Research • New Student Survey • Who? All EU and Home students • How? Paper feedback form • When? Just completed! At October registration week 161-Bedford, 723-Luton • Why? Capture data to help inform marketing strategy i.e. where to advertise, capture information about our students to better understand their motivations and decision making process, why enrollees selected to attend UoB

4. 2. Prospective Student Survey • Who? Students doing their A-Levels. ~1800 attendees • How? Paper feedback form • When? During the H.E Fair 30th March, Bedford campus, 346 returns (19% response rate). • Why? Understand the motivations and decision making process of this group, what social media are best to advertise with, how to better market to this group of potential students

5. 3. Decliners Survey (Heist) • Who? Applicants who had applied to UoB, but then gone on to decline our offer. 185 returns- 7% response rate • How? E-survey • When? End of September, when students make their final decision on which university they wish to attend • Why? Help with retention and conversion, investigate perceptions of UoB, assess the level of satisfaction with the application process, and explore reasons for declining a place at UoB. • Results: perceptions> location, crime rate. 72% declines stated they would like acknowledgement of their application, level of information received- 6% respondents would have accepted if this was better

6. 4. Open Day Analysis • Who? As many attendees as possible! • How? Paper feedback form • When? During the Open Day, feedback forms sent through post, and as hyperlink in the ‘thank-you’ email • Why? Help improve each Open Day, ensure enquirers/applicants and their families have an enjoyable and welcoming time, show case our facilities the best we can • Results: 19th September 2009- Sports Open Day, Bedford. Average score was 7.9, 80.5% attendees ‘More Likely’ to apply after attending, 58% rated receiving course information as the best aspect of the open day.

7. 5. Prospectus Research (UG) • Who? Sample of students from our feeder colleges • How? In-depth focus groups (5 completed- 2 awaiting) • When? September-October • Why? Test prospectus layout, design, prospectus structure changes rapidly, understand what makes a ‘good’ prospectus, check content/images/look • Results: Feedback on how to improve 2011 prospectus: more signposting, referencing to other pages, Open Day info to be moved to the front of prospectus, location information at front of prospectus (‘setting the scene’ page at the front of prospectus), distinct course descriptions- more facts, USPs for each course to allow students to compare and contrast

8. Ad Hoc Research • A.C.O.R.N >(CACI) In essence is a sophisticated consumer targeting tool, it has enabled us to classify our students into HH types for our UG and PG subjects • How? Coding according to postcode • Results: e.g. Full-Time Students- top 10 coding falling into the ‘Hard Pressed’ and ‘Moderate Means’ category. Top 3 descriptions: a) Multi-Ethnic, Crowded flats, b) Crowded Asian Terraces, c) Low Income Asian Families

9. 2. New Course Development Lloyd Northover- currently ongoing • Objective: to gain an insight into new courses students are demanding, what the competitors are offering in terms of new courses, and what UoB can offer to fit in with the above • How? Multifaceted research approach: using web surveys, focus groups, in-depth interviewing, desk research to help inform new course development. • Four prospective cross-faculty course areas that could be offered: Health and Physical Wellbeing, Public Sector Management, The Children's Workforce, Environment and Sustainability

10. 3. Noteworthy Research (Alumni) • Why? Noteworthy was to be reformulated. Email survey carried out with our Alumni- 526 responses gained • When? May 2009 • How? E-survey • Results: Alumni prefered to have A5 size, biannual publication preferred, content to focus on faculty developments, research, staff, and services offered by UoB

11. 4. English and Theatre Studies • Why? To better market our English and Theatre Studies course, compare and contrast it with other similar courses • When? Completed late September • How? Desk research/online research into similar courses offered at our 5 main competitor institutions • Results: Our course was similar in content and teaching quality, but main difference in course detail provided and how the course was sold, UoB course names could be more clear and obvious, have USPs incorporated with course descriptions so students are more exposed to this information

12. 5. Careers Research Initial stages • Why? Test awareness of the Careers department amongst home students, how it is perceived, how well known it is and if the many services it offers are understood by students • How? Paper survey, opinion analysis

13. Further course research: • Physical Activity and Public Health • UoB Volunteering • Nursing feedback forms • Sport and P.E destination survey data • SNAP • Contact me for any reports!