4 Historically, over the last 40 years… As a concept, Enrollment Management was born in the early s at Boston College.
5 EM in the 1980s was marked by… The growing research & theories of student departure (retention).The 1980s enrollment crisis in higher education.The emerging sensitivity to marketing in student recruitment & in higher education generally.A focus on the traditional full-time undergraduate students
6 EM in the 1990s was marked by… An emphasis on integrating financial aid, pricing, and net revenue planningInclusion of adult, part-time, & graduate enrollmentsThe explosion of information technologyIncreasing and changing competitionA mushrooming consulting industry
7 Merging Theory (1980s) and Practice (1990s)… As a professional literature, Enrollment Management emerged in the 1980sAs a professional practice, Enrollment Management evolved in the mid-1990sIn the new millennium, Enrollment Management will evolve as a strategic component of institutional planning….
8 Enrollment Management is just now coming of age…. Over the first 10 years of the new millennium, what is the new emphasis in Enrollment Management?Programs and services designed with intentionality, purpose, integration of effort, service efficiency, and positive interventions with students.Integrated cross-campus collaborations and partnerships between faculty, administrators, and staff.Use of assessment and information-driven decision making.Understanding how campus cultures impact enrollment management efforts.Importance of shared leadership at multiple levels.
10 REDEFINING HIGHER ED Industrial Age Information Age Teaching franchise Information infrastructure as a support toolSeparate learning systemsSilosBureaucratic systemsRigid pre-designed processesInformation AgeLearning franchiseInformation infrastructure as instrument of transformationFused learning systemsBig tentSelf-informing, self- correcting systemsFamilies of transactions customized to needs of learners, faculty, staff
11 Consider Elements of Campus Culture Unpacking Campus CulturePervasive attitude to not be content to rest on past success.Sense of inclusiveness on the part of all members of the campus community frequently characterized as a “family.”A strongly held sense of mission that recognizes the campus as “distinctive” or “special.” “The people are special.”A Matter of Culture and Leadership: Student Success in State Colleges and Universities, AASCU, 2005
12 Unpacking Culture – Setting High Expectations A culture of high expectations is a culture of mutual expectations.Student success is up to students. Set high expectations for students. “People don’t rise to low expectations.”We cannot just hold students to high standards. We must also do everything in our power to provide them with the support they need to succeed and to build students’ sense of personal responsibility for their achievement.Leaders need to set high targets for faculty and staff performance. They need to set targets that actually can be met, provide support and example to meet them, then raise the bar another notch.A culture that succeeds like this is always in dynamic balance.A Matter of Culture and Leadership: Student Success in State Colleges and Universities, AASCU, 2005
13 Enrollment management is an institutional balancing act. Meeting Enrollment GoalsImproving QualityIncreasing DiversityEnsuring Access and AffordabilityIncreasing Net Tuition RevenueIncreasing Retention & Graduation RatesImproving Student Learning Outcomes
14 What Impacts the EM Environment? Demographic shiftsChanging economics of higher educationThe public policy and the legal environmentThe changing competitionThe “Information Age”The “Communication Age”
15 The Academic Context of Enrollment Management The TheoryThe Academic Context of Enrollment Management
16 What is SEM?Strategic enrollment managementis a concept and process that enables the fulfillment of institutional mission and students’ educational goals.Jesse: How do I add underlines?A way of thinking and doingInterplay of institutional mission and student goals
17 CONCEPTS AND GOALS What’s Behind SEM? Concept: Determining, achieving, maintaining optimum enrollmentGoal: Stabilize enrollmentConcept: Better student access, transition, and persistenceGoal: Reduce vulnerability to environmentConcept: Supporting the delivery of effective academic programsGoal: Link academic programs and SEM
18 CONCEPTS and GOALS The SEM Foundation Concept: Generating additional net revenueGoal: Stabilize financesConcept: Enabling effective financial planningGoal: Optimize resourcesConcept: Increasing process and organizational efficiencyGoal: Improve quality
19 CONCEPTS and GOALS SEM Defined Concept: Improving service levels to all stakeholdersGoal: Improve servicesConcept: Creating data-rich environmentGoal: Evaluate strategies and tacticsConcept: Building linkages with functions across campusGoal: Improve access to information
20 WHAT SEM IS NOT Not a quick fix Not all about structure Not glorified admissions and marketingNot function that operates separately from academic mission of the institution
21 CONCENTRATION on STRUCTURE Bringing offices together to accomplish a more purposeful approach to enrollmentMaguire’s “Grand design” to bring independent offices into common purpose“I had them report to you because I didn’t want them reporting to me”Building a structure for structure in Cincinnati
22 STRUCTURE as DEVELOPMENT The “marching millions” committeeThe “let’s-give-the-director-of-admissions- something-more-to-do” coordinatorThe “conflict avoidance” matrixThe “now-we’re-serious” divisionStructure based on difficulty of campus changeKemerer, Baldridge, and Green, 1982
23 CHANGE MODELSEM organizations develop according to the urgency of the need for changeStable enrollments yield incremental change, probably through a committeeA crisis with plummeting enrollments might bring a new divisionHossler, 1986
24 TAKING THE EASY ROAD Structure gives a sense of false reality Steering committees, planning groups, working groups become the embodiment of SEMEasier to concentrate on structure than to deal with the really hard work of staying in touch with the academic context
25 STRATEGIC Enrollment Management Comprehensive processAchieving and maintaining optimal recruitment, retention, and graduation ratesOptimum defined in academic contextInstitution-wide process that touches every aspect of institutional function and cultureAcademics are an umbrella conceptM. Dolence, 1993
27 ENROLLMENT INFORMED BY THE ACADEMIC MINDSET When structure gets in the way, an academically centered institution will look for other paths besides structural changeFaculty view is consensus building and collaborationWhy change structure if another way is found?Reaching the goal is the key, not the structure
28 THE IDEAL STRUCTURE GROWS FROM ACADEMIC CONTEXT DePaul model of cradle to endowment, literally, with pre-college programs leading to traditional enrollment units, to career services, and alumni/development affairs under an umbrella of marketing and brandingFaculty view: Grew out of the academic needs and context of the institution
29 LOOKING AT SEM FROM THE ACADEMIC PERSPECTIVE West Shore Community College sought faculty buy-in by identifying faculty needs and ideas. Result: From an institution that provides instruction to one that exists to produce learningUniversity of Missouri at Kansas City went after all the right people and used them to develop an incentive plan for growing colleges to enhance enrollment while supporting capped enrollment units
30 WHEN IN THE ACADEMY,…University of North Carolina at Greensboro deans voted a financial tax on themselves to support EM after they came to believe they could not otherwise achieve their academic goalsDickinson College identified EM needs through understanding its roots, identity, purpose and mission so it could seek students who were the right fit, meet their expectations, and send them out sharing the college’s vision as alumni
31 THROUGH THE ACADEMIC LENS EMERGES A SEM ETHOS The SEM Ethos is the underlying character and spirit of an institution’s academic cultureThe Ethos puts the SEM emphasis back on the academic cultureMakes structure the servant, not the master, of enrollment policy and strategyThe academic lens touches every aspect of institutional culture and function
33 SHARED RESPONSIBILITY If SEM reflects institutional identity, culture, it becomes an institution-wide strategy owned by each member of the communityNo individual or office is responsible for enrollment strategy or outcomesEach member of community takes responsibility for nurturing SEM Ethos
34 INTEGRATED INSTITUTIONAL PLANNING As an academic enterprise, SEM can be easily integrated into institutional planningIf it’s academically centered, SEM will be a defining part of institutional positioningIf SEM isn’t part of strategic planning, not much can be accomplished
35 FOCUS ON SERVICEIn SEM Ethos processes and procedures are more important than structureAcademic foundation dictates business practicesBusiness practices need to be aligned with academic missionInstitutions want to test students’ talents in the classroom, not their patience in navigating institutional business practices
36 STUDENTS’ SEAMLESS VIEW Students see enrollment as a seamless process, not as a railroad track with multiple station stopsEnrollment is non-stop rather than stop and go (or even one-stop)SEM is a big tent view of student expectations: everything is there, but they don’t want to touch what they don’t need
37 INTUITIVE SERVICEIt doesn’t matter if it makes sense to us: does it make sense to the students?Why is the student in the institution?The only way he/she stays in school is for an academic reasonRetention is academic successProcesses and procedures should enhance academic success
38 KEY PERFORMANCE INDICATORS Enrollment managers struggle with notion of KPIs as indices of institutional healthIn reality, KPIs are placeholders for institutional valuesBodies, not student fit, approach is out of synch with the academic values of the institutionIf the enrollment manager has an academic understanding of the place, KPIs set themselves
39 RESEARCH AND EVALUATION With SEM Ethos SEM has to have research and evaluation planSEM staff are “people people”More and more industry standard is data and research—tools of the academySEM units cannot continue to do “feel good” programs that can’t show support for academic goals
40 SEM FOR THE LONG HAUL SEM is long-term and never finished Academic foundation is fluid; so must SEM beAcademic disciplines change with new research, new paradigms, new interestsChanges cannot be instantaneousThere needs to be a run up to the take-off pointSEM must follow the deliberate path of the long-term academic, not the quick fix of the repairman
42 THE ELUSIVE SEM TEMPLATE Every enrollment manager wants oneWe all say it doesn’t exist, there’s no one- size-fits-all approachIt’s not very helpful to tell the young enrollment manager that she has to get to know her institutionIn fact, the SEM Ethos does provide a template
43 TEMPLATE: ACADEMIC LEADERSHIP Leadership articulates the strategic academic aspirations, goals, needs, and strategies of faculty and studentsIf the CEO says, “Enrollment is paramount,” and fails to say, “to the academic mission,” EM failsAll must understand that academic well-being is linked to enrollment health
44 TEMPLATE: INTEGRATED PLANNING enrollment management (lower case) is just managing enrollmentsSTRATEGIC Enrollment Management (upper case) happens when SEM unit planning and strategies are integrated with the institution’s strategic plan, academic master plan, and its fundamental (academic) mission
45 TEMPLATE: LATERAL COMMUNICATION Top-down communication is necessary to set the tone, but successful implementation of SEM requires lateral communication across campusSEM needs lateral communication to ensure adherence to the institution’s academic ethosColleges to enrollment units and enrollment units to colleges: the tentacles of an octopusCommunication has to become a part of the culture; it has to express the ethos of the place
46 TEMPLATE: STRUCTURE FOR PARTICIPATION The institutional academic ethos will set the structure to provide a means for faculty, staff, and students to contribute to EMSEM structure grows out of the core of an individual institution; it cannot be transplanted from institution X or YThe structure cannot be more important than the cultural foundation itself
47 TEMPLATE: MATCHING STRUCTURE TO MISSION A community college may have a campus- wide structureThe research extensive university may have multiple structures in academic unitsThe wise enrollment manager will seek to know the academic grounding of the institution and then seek a structure based on that foundation
48 Applying the SEM TEMPLATE Integrating Structure, Planning, and Leadership
49 SEM requires a blending of the of 3 Faces of SEM Enrollment Management as a structural/managerial focusEnrollment Management as a planning processEnrollment management as a leadership effort
50 Structural/Managerial Focus of SEM Focuses on the structure and management of those departments and functions formally charged with achieving the institution’s enrollment goals.SEM decisions focus on optimal resource allocation to achieve enrollment goalsMarketing and recruitment prioritiesNeed-based versus merit-based FA packagingCourse offerings and schedulingService efficiency – One-StopProcessing of academic policyStudent intervention initiatives
51 Planning Process of SEM Focuses on the outward- and forward-looking at activities that guide the institution’s pursuit of its preferred future in a constantly changing and competitive environmentFocuses on long-range planning and institution-wide strategy developmentNew curricula & academic programsFacilities development and renovationMarketing and image campaignsInvestments in technologyPricing decisionsRetention planning programs (early alert interventions, first year seminar, learning communities, support services, academic advising, etc.)
52 Leadership Model of SEM Engender trust from those they must leadCommunicate a sense of purposeMotivate people to set goals, develop strategies, and a means of assessment.Focuses on leadership as a shared responsibility-occurring at all levels and deeply embedded in the way the institution works as an organization on a day-to-day basis.No SilosEnabling Leadership at Multiple LevelsServant Leadership
53 Elements of Campus Leadership Leaders can…help to develop a constant spirit of healthy restlessness to become even better at what they do.create an environment rich with experimentation.set high expectations that can be met, provide support and example to meet them, then raise the bar another notch.foster cultures of student success experiences deliberately through consistent actions and visible allocations of scarce resources.Empowerment for Decision-MakingEncourages Risk-Taking and Assumption of ResponsibilityEncourages Active Problem-SolvingShedding of “territoriality”BudgetingPersonnelSpace
54 SEM, as an structural/managerial focus, planning process, and leadership model,… requires an understanding of the complex dynamics that shape the university’s enrollment profile.integrating the 3 Faces of SEM requires that we focus not on individual functions and departments but on the entire enrollment process.
55 Continued Cultivation GeneralProspectsInquiriesApplicantsDepositorsEnrolleesContinuingStudentsACTIONSSpecificGraduatesAlumniContinued Cultivation
56 Recruitment / Marketing Co-curricular support SEM PlanningRecruitment / MarketingClassroom experienceCo-curricular supportDegree/goal attainmentOrientationStudent’s college careerFinancial supportAcademic supportAdmissionRetentionAlumniNumbers are often the beginning point in enrollment discussions, but in reality, the issue is enabling students to be successful. If you deliver on that goal, the numbers will take care of themselves.Often EM structures are limited to admission and transition programs, and to me those functions are closely tied to academics. But in the culture of higher education – especially research universities -- that is not a widely held view.StretchingOregon State – gain additional inroads into academics by increasing the number of points at which we address an explicitly academic agenda.ImportanceRecruitment: perceived academic qualityRetention: connections with facultyCredibility: more than just student servicesTurning the enrollment funnel on its side…..to express progression forward….and emphasize the multi-dimensional processes that exist.
57 Moving from the traditional enrollment management perspective…. Traditional Enrollment PerspectiveClassroom experienceCo-curricular supportRecruitment / MarketingDegree/goal attainmentOrientationStudent’s ExperiencesFinancial supportAcademic supportAdmissionRetentionAlumniNumbers are often the beginning point in enrollment discussions, but in reality, the issue is enabling students to be successful. If you deliver on that goal, the numbers will take care of themselves.Often EM structures are limited to admission and transition programs, and to me those functions are closely tied to academics. But in the culture of higher education – especially research universities -- that is not a widely held view.StretchingOregon State – gain additional inroads into academics by increasing the number of points at which we address an explicitly academic agenda.ImportanceRecruitment: perceived academic qualityRetention: connections with facultyCredibility: more than just student services
58 …to a fully integrated Strategic Enrollment Management perspective. The SEM PerspectiveClassroom experienceCo-curricular supportDegree/goal attainmentRecruitment / MarketingOrientationStudent’s ExperiencesFinancial supportAcademic supportAdmissionNumbers are often the beginning point in enrollment discussions, but in reality, the issue is enabling students to be successful. If you deliver on that goal, the numbers will take care of themselves.Often EM structures are limited to admission and transition programs, and to me those functions are closely tied to academics. But in the culture of higher education – especially research universities -- that is not a widely held view.StretchingOregon State – gain additional inroads into academics by increasing the number of points at which we address an explicitly academic agenda.ImportanceRecruitment: perceived academic qualityRetention: connections with facultyCredibility: more than just student servicesRetentionAlumni
59 Setting Enrollment Goals: The Classic Conundrum All may want better studentsAdministration may want more studentsFaculty usually want fewer studentsDepartments may be reducing capacityAccess vs. Quality
60 Important Reminders SEM is… Mission and niche based Subject to organizational historyDependent on expertise of available staffAbout collaboration, not org chartsAs we talked about earlierStructures left-over from the past
61 SEM is a Journey SEM requires systems thinking SEM requires strategic thinkingSEM is resource hungry and it is all about ROISEM is growth by substitution (can’t do it unless you take something away)SEM Math (2 + 3 = 7)
62 Strategic Enrollment Management at Work in an Academic World The PracticeStrategic Enrollment Management at Work in an Academic World
63 Who’s Job Is It Anyway?Retention officer, yes, but where does he/she reside?Academic Affairs? The faculty have the most contact with the studentStudent Affairs? Over 50% of what you learn in college is learned outside of class
64 It’s a PartnershipThe faculty need to take responsibility for engaging the student, whether in the co- curriculum, the academic realm of the classroom, or experiential learningThe student life professional needs to take responsibility for the academic success of students—every student activity or organization is an enrollment unit
65 The Blended OutlookEnrollment Management is a quintessentially academic enterpriseStill, at the end of the day, it is about individual student academic successAnd it is supported by administrative changes to policies and procedures that make it difficult for students to navigate the campus
66 The Sex Appeal of Recruitment Campuses obsess over freshmen numbersThe glitz and glamour of recruitment lives in the fast laneRetention is the gray lady of enrollment managementEnrollment Management as the tortoise and the hare—steady wins the race
67 The Value of ValueAutopsy studies always show students leave for academic, financial, or personal reasons.These may be placeholders for students’ perceptions that they are not getting enough value for the time, money, effort they are putting inPrice elasticity studies show cost is not as important in decision as perceived value
68 Build Value and They Will Stay The enrollment management agenda should be directed at what leads students to perceive value in their educationValue provides a new definition of retention built around what motivates studentsPerhaps the high ability, third generation student can more readily see value in school; hence more go, and more stay
69 Service as RetentionRetention improvement comes from improved business practicesB. BontragerSeamless enrollment processes provide perception of valueLet students’ talents be challenged in the classroom rather than have their patience tested in navigating the institutional bureaucracy
70 Engagement as Retention Involvement redefinedWhat keeps the student going to class, doing the assignments, passing the tests?For some, extracurricular activitiesFor others, internships and co-opFor still others, undergraduate researchFor a few, study abroadDon’t forget what they do in their community—how can that be harnessed to the campus?
71 Linking Recruitment and Retention Market student engagement through individualized opportunities to capture student interestGuarantee student engagementStudy retention rates by individual high schools: where they fall below the class average, gear recruitment to retention services
72 Building Buy-in to Value Parents want to be reassured they sent their student to the right place—tell them that regularly, at least during the freshman yearIf the student is unhappy or unfocussed, the parents who have been told repeatedly they did the right thing may be more likely to support the student in staying the course
73 RETENTION FOR MORE THAN A DAY Data identifies and tracks the at-risk groupsResearch identifies the services that can keep students successfulRecruiting for retention identifies and admits the students most likely to match the institutional Ethos and to succeedService helps retention
74 MERGERS AND PARTNERS Through the SEM Lens Improving service as a template for partnership development.Reviewing processes and procedures on an annual basis.Building a culture of education, not regulation.Cross-training and blending.
75 STRATEGY ISSUES Academic offerings and support services Marketing SecurityBuildings and grounds—the Million Dollar WalkStudent services and activitiesRecruitment/admissions/enrollmentInformation technologyKPIs/data/research/evaluation
77 What is Strategic Enrollment Management (SEM)? Strategic enrollment management is a concept and process that enables the fulfillment of institutional mission and students’ educational goals.
78 The Purposes of SEM are Achieved by… Establishing clear goals for the number and types of students needed to fulfill the institutional missionPromoting students’ academic success by improving access, transition, persistence, and graduationPromoting institutional success by enabling effective strategic and financial planningCreating a data-rich environment to inform decisions and evaluate strategies
79 The Purposes of SEM are Achieved by… Improving process, organizational and financial efficiency and outcomesStrengthening communications and marketing with internal and external stakeholdersIncreasing collaboration among departments across the campus to support the enrolment program
80 Additional requests, clarifying questions SEM Process FrameworkNew or revised goalsData and information gathering and assessment:Internal culture/ environment, student enrollmentbehaviors and scan of external environmentProcess stepsPerformed bySmaller group of staff and facultyadept at economics and data useUse data and information results to establishfocused goals each for recruitment, retention,service, etc., and enrollment projection modelsGoals recommended by SEM Recruitmentand Retention Councils; models developedby Data TeamApprove strategic goals and enrollment projection modelsExecutive leadership,SEM Steering CommitteeDevelop action steps, accountability, and metricsSEM councils and sub-committeesImplement action stepsAppropriate staff andfaculty departmentsMonitor progress,Report results to campus and executive leadershipSEM Steering Committee,Chief Enrollment OfficerAdditional requests, clarifying questionsto goalsChangesMid-course adjustmentsAlign institutional strategic plan withbroad enrollment targets and desired mix of students
81 SEM Organizational Framework SEM Steering CommitteeLong-term enrollment goals, securing the approval of strategies through appropriate institutional channels, communication with Executive CabinetRecruitment CouncilDevelop 3-4 strategic goals for new student recruitment; review and approve sub-committee action plans; recommend to SEM Steering CommitteeRetention CouncilDevelop 3-4 strategic goals for retention and graduation; review and approve sub-committee action plans; recommend to SEM Steering Committee3-4 Sub-CommitteesAction plans, time lines and metrics for each strategic goal3-4 Sub-CommitteesAction plans, time lines and metrics for each strategic goalData TeamEnvironment scanning, student enrollment behavior research, enrollment models, provide data to councils as needed
82 SEM Planning Framework TacticsStrategiesCampus InfrastructureStrategic Enrollment GoalsData Collection and AnalysisKey Enrollment IndicatorsInstitutional Strategic PlanSustainableEnrollmentOutcomes
83 SEM Planning Framework SustainableEnrollmentOutcomesTacticsStrategiesCampus InfrastructureStrategic Enrollment GoalsData Collection and AnalysisKey Enrollment IndicatorsInstitutional Strategic PlanClarity of institutional mission, vision, goalsCore competenciesStrategic directionAggregate enrollment goals
84 SEM Planning Framework Student categories: first year, transfer, graduate, certificate, continuing ed, face-to-face/online, etc.Desired student groups: racial/ethnic diversity, academic ability, special skills, family incomeGeographic origin: local, regional, national, internationalRecruitment, retention, completion ratesInstitutional capacitySustainableEnrollmentOutcomesTacticsStrategiesCampus InfrastructureStrategic Enrollment GoalsData Collection and AnalysisKey Enrollment IndicatorsInstitutional Strategic PlanThis is the start of a definition of the enrollment mix and more informed by mission and overall plan and yet to be sharpened by data and scanning
85 SEM Planning Framework SustainableEnrollmentOutcomesInternal benchmarks: KEI numbers over the past 3-5 yearsEnvironmental scanDemographicsEconomicsMarket opportunitiesCompetitionInstitutional research plan: designated reports and production scheduleTacticsStrategiesCampus InfrastructureStrategic Enrollment GoalsData Collection and AnalysisKey Enrollment IndicatorsInstitutional Strategic Plan
86 SEM Planning Framework SustainableEnrollmentOutcomesTacticsStrategiesCampus InfrastructureStrategic Enrollment GoalsData Collection and AnalysisKey Enrollment IndicatorsInstitutional Strategic Plan5-10 year SEI targetsFocus: the institution’s desired futureBased on: mission, data, and environmental scanningThis is a sharper definition of the KEI’s in the earlier slide, informed and shaped by data
87 SEM Planning Framework SustainableEnrollmentOutcomesStaffing: skill sets, strategic deploymentSystems: policies, procedures, technologyCapacity for making effective enrollment decisions : positions, reporting lines, committeesTacticsStrategiesCampus InfrastructureStrategic Enrollment GoalsData Collection and AnalysisKey Enrollment IndicatorsInstitutional Strategic Plan
88 SEM Planning Framework Increase new students of specified typesIncrease retention rates, specifically by student typesExpand into new marketsUtilize emerging technologiesFinancial aid/scholarshipsAcademic programs: mix and delivery systemsSustainableEnrollmentOutcomesTacticsStrategiesCampus InfrastructureStrategic Enrollment GoalsData Collection and AnalysisKey Enrollment IndicatorsInstitutional Strategic Plan
89 SEM Planning Framework Marketing/branding initiativesAcademic program reviewMultilingual recruitment materialsTargeted interventions for students in high risk coursesEnhanced academic advisingStreamlined admission proceduresPurchase a new CRM systemSustainableEnrollmentOutcomesTacticsStrategiesCampus InfrastructureStrategic Enrollment GoalsData Collection and AnalysisKey Enrollment IndicatorsInstitutional Strategic Plan
90 SEM Planning Framework Consistently meeting goals over the long termEnabling more effective campus-wide planningRevisions to the institutional strategic planAcademic planning: curriculum, faculty needsFacility planningFinancial planningAchieving the institution’s desired futureSustainableEnrollmentOutcomesTacticsStrategiesCampus InfrastructureStrategic Enrollment GoalsData Collection and AnalysisKey Enrollment IndicatorsInstitutional Strategic Plan
92 Guess Who’s NOT Going to College? Among high achievers from low-income families, 75% went to college but only 29% graduatedAmong high achievers from high-income families, 99% went to college and 74% graduated
93 Hopes DelayedAmong the best-prepared American high school students: 20% of those from low- income families don’t go directly on to collegeAmong high achievers from high-income families, only 3% don’t enter college right away
94 Guess Who’s Coming to College? Hispanic students will increase from a 9.3% share of public high school graduates in 1994 to nearly 20% in 2014.White students will decline as a percentage of the high school graduating class, going from 72.4% to 58% in the same time periodWICHE, 2003
95 The Faces of the New Students Minority share of high school grads has grown from about 7 percent in 1960 to 31 percent by 2002 andWill grow further to 45 percent by 2018.MortensonWhen the Boomer Echo peaks at million high school grads in 2009, 80% of the growth from the beginning of the 21st century will be students of color.
96 SEM IN THE FUTURESEM operates where there is a blending of responsibilities between traditional EM, the Faculty, Information Technology, and Student Services. Traditional offices find their walls receding and disappearing as functions merge and all faculty and staff become accountable for recruitment and retention.
97 SEM CRITICAL SUCCESS FACTORS IN THE FUTURE Strategic planning goes beyond senior institutional officersResearch and evaluation drive all activityAcademic foundation ceases to be purview only of faculty and academic administratorsAcademic context becomes student-service centered
98 SEM AND SERVICE IN THE FUTURE Information technology is the engine and servant of serviceComprehensiveness means merger of functionsLeadership is team- and service-centered rather than office- and function-centered
99 SEM: THE SUM OF ITS PARTS SEM is theory, practice, and environment. Each shapes and drives the others.The SEM theoretician will be a slave to the rigidity of theory.The SEM practitioner will lose sight of the strategic.The SEM environmentalist will be the perpetual victim of events.
100 INCREMENTAL PROGRESSThe SEM professional will merge the three and thereby find the means to manage the politics and achieve progressThe result many times will be incremental change and growth, so often a whipping post for both the true believer and the finger pointerBut incrementalism in the pursuit of progress is no vice
101 ACKNOWLEDGEMENTS With thanks to my fellow AACRAO Senior Consultants… ACKNOWLEDGEMENTS With thanks to my fellow AACRAO Senior Consultants… Bob Bontrager Tom Green Wendy Kilgore Clayton Smith Amanda Yale
102 Questions & Comments Stanley E. Henderson email@example.com
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