The applicant experience strategy – SPA’s work

1. The role of the applicant experience in improving retentionSPA Seminar Northern Ireland - 12 April 2011Annie Doyle, Senior Project Officer, SPA

2. The applicant experience strategy – SPA’s work “I cannot recommend highly enough the excellent work that SPA have produced around Applicant Experience Strategy. It is thoughtful, insightful and gives institutions a clear steer on where efforts need to be focussed to enshrine student success within strategic planning and delivery.” Liam Owens –UK HELOA Chair

3. The applicant experience strategy – what is it? Summary Definition The applicant experience encompasses all the opportunities or points of interaction between higher education and a potential student. Such experience affects whether individual chooses to apply to higher education, whether they then become a higher education student and, crucially, whether they are retained as a higher education student.

4. Discussion – reasons for 1st year drop-out Each group to consider reasons for 1st year drop-out (why students are not retained) Feedback two or three key points.

5. Feedback – reasons for 1st year drop-out Each group to consider reasons for 1st year drop-out (why students are not retained) and feedback two or three key points.

6. The applicant experience: quality IAG “The only thing to do with good advice is pass it on. It is never any use to oneself.” Oscar Wilde

7. The applicant experience funnel Pre-application enquirers potential applicants WP/Outreach Marketing Application study choices Schools’ and Colleges’ Liaison ? Post-application selection; offers accepted applicants unsuccessful applicants ACADEMIC PROVISION Admissions Transition confirmation induction enrolment Teaching & Learning Retention and graduation Student Services

8. The applicant experience: definitions Built under four broad stages Adopted a behavioural view of ‘experience’ Interactive participation and engagement, not a passive journey Accepted that marketing and market forces play a determining role Effective IAG must link and underpin interactive engagement through all pre-entry stages and beyond pre-application application post-application transition

9. The applicant experience: definitions A good applicant experience is mutually beneficial to both the applicant and the higher education provider prepares, informs and provides equality of opportunity to enter higher education should accurately match the student’s aims, abilities and aspirations with the character of the institution. therefore improves student retention and enhances the strategic mission of the institution A poor applicant experience is inherently detrimental to both the applicant and the higher education provider – both lose out perpetuates barriers to entry disengages potential applicants and their advisors risks incongruence between student expectations and institutional character therefore embeds an enrolment strategy leading to unfulfilled potential and increased drop-out

10. Discussion – aspects of policy and process Each group to consider which aspects of admissions policy and process impact upon a good applicant experience and feedback two or three key points.

11. Discussion – aspects of policy and process Each group to consider which aspects of admissions policy and process impact upon a good applicant experience and feedback two or three key points.

12. The Applicant Experience: collaborative strategy institution mission and values strategic aims policies pre-application stage processes application stage processes post-application stage processes transition stage processes measure monitor key interactions linking interactions key interactions linking interactions key interactions linking interactions key interactions IPG integrated practitioner groups / communities IPG integrated practitioner groups / communities IPG integrated practitioner groups / communities IPG integrated practitioner groups / communities IPG integrated practitioner groups / communities IPG integrated practitioner groups / communities IPG integrated practitioner groups / communities enablers (staff; systems; funds)

13. Professionalism and the Applicant Experience • Strategic leadership in admissions is an integral part of an institution’s learning and teaching strategy, management and planning. • SPA’s view is that an applicant experience strategy supports the management and processes of both academic and professional staff. • The benefits for the institution could be • more integrated ways of working, with possible efficiency gains • enhanced staff professionalism and understanding of strategy • improved quality practices and procedures which may give competitive advantage and enhance reputation • ability to take advantage of external changes quickly • The benefits for the applicant: transparency and a better experience

14. The applicant experience: definitions The 1994 Group’s report in 2007, entitled Enhancing the Student Experience, noted that: “A student’s experience of university does not begin at the moment they step onto campus at the beginning of October, and it does not end when they are shaking the hand of the Vice-Chancellor at graduation. The early relationship between student and university is important during the applications and admissions process, in preparing students for university life, and to initiate their engagement with and attitudes towards their university in the best way possible. A student’s experience of university can stretch back even further through effective HE engagement with schools and colleges.”

15. Thank youYour feedback is welcomedMore information from: enquiries@spa.ac.uk or 01242 544891www.spa.ac.uk

16. The Applicant Experience: collaborative strategy define timescales / cycle define budget / resources ensure achievability define objectives / outcomes

17. The Applicant Experience: collaborative strategy WHAT pre-application stage processes application stage processes post-application stage processes transition stage processes

18. The Applicant Experience: collaborative strategy institution mission and values WHY strategic aims policies pre-application stage processes application stage processes post-application stage processes transition stage processes

19. The Applicant Experience: collaborative strategy institution mission and values strategic aims policies pre-application stage processes application stage processes post-application stage processes transition stage processes HOW key interactions linking interactions key interactions linking interactions key interactions linking interactions key interactions

20. The Applicant Experience: collaborative strategy institution mission and values strategic aims policies pre-application stage processes application stage processes post-application stage processes transition stage processes key interactions linking interactions key interactions linking interactions key interactions linking interactions key interactions IPG integrated practitioner groups / communities WHO IPG integrated practitioner groups / communities IPG integrated practitioner groups / communities IPG integrated practitioner groups / communities IPG integrated practitioner groups / communities IPG integrated practitioner groups / communities IPG integrated practitioner groups / communities

21. The Applicant Experience: collaborative strategy institution mission and values strategic aims policies pre-application stage processes application stage processes post-application stage processes transition stage processes key interactions linking interactions key interactions linking interactions key interactions linking interactions key interactions IPG integrated practitioner groups / communities IPG integrated practitioner groups / communities IPG integrated practitioner groups / communities IPG integrated practitioner groups / communities IPG integrated practitioner groups / communities IPG integrated practitioner groups / communities IPG integrated practitioner groups / communities enablers (staff; systems; funds)

22. The Applicant Experience: collaborative strategy institution mission and values strategic aims policies pre-application stage processes application stage processes post-application stage processes transition stage processes measure monitor key interactions linking interactions key interactions linking interactions key interactions linking interactions key interactions IPG integrated practitioner groups / communities IPG integrated practitioner groups / communities IPG integrated practitioner groups / communities IPG integrated practitioner groups / communities IPG integrated practitioner groups / communities IPG integrated practitioner groups / communities IPG integrated practitioner groups / communities enablers (staff; systems; funds)

23. SPA recommendations Pre-application recommendations Engage with learners well in advance of any potential application to initiate and support the applicant experience Utilise experience gained through such engagement to continually inform and improve the applicant experience.

24. SPA recommendations Application recommendations Strive to ensure that learner engagement with the application process maximises the institution’s ability to identify the most suitable Review the quality of applications to measure successful engagement

25. SPA recommendations Post-application recommendations in development, but considering … different aspects of direct vs indirect engagement non-engagement conversion What recommendations do you have for application decision-makers?