positioning dickinson state university for enrollment success: responding to the challenges of a...

Positioning Dickinson State University for Enrollment Success: Responding to the Challenges of a Changing Marketplace

Peter Bryant, Senior Vice President, Noel-Levitz

October 10, 2006

A little background

• Have had the opportunity to be on over 350 college and university campuses in recent years

• Conclusions:– Each confronted with own unique challenges to meet

enrollment objectives– There is little room for error– Enrollment goals tend to be budget/revenue-oriented– Most colleges and universities becoming even more tuition

driven– Each challenged to be more strategic, efficient, and effective

Dickinson State – What I know about current enrollment profile

• 2,570 undergraduates – 42% men– 58% women– 83% from in-state– 30% live on campus– 7% minority– 23% with ACT of 24>– 2% with ACT of 30>– Average high school GPA – 3.15

Dickinson State - Stated enrollment goals

1. Increase total enrollment by 2%

2. Increase freshmen enrollment

3. Increase community college transfer enrollment

4. Increase under-served populations

5. Increase non-traditional enrollment

6. Increase retention rates

Dickinson State 3-year enrollment goals

• Freshmen – 400 (vs. 360 in fall 2006) +11.5%

• Transfer – 200 on-campus

• Total undergraduate – 2,900 (v. 2,570 in fall 2006) +12.8% or 4.2% per year over 3 years

Note: New students +2.1%

Returning students +2.1%

Among the challenges…

• Operating in an increasingly competitive environment

• Changing demographics

• Far more aggressive marketing and recruiting by both public and private institutions

• More sophisticated marketplace…plans, systems, and advanced tools being developed

• Must manage in a tight economy

• Fewer students with the ability to pay for the ever-rising costs of higher education

Among the challenges facing Dickinson State

• Located in a highly competitive area – North Dakota and surrounding states are a “war zone”

• Most students come from in-state

• Seeking the same students other institutions want and are willing to “woo”

• North Dakota is one of the most challenging demographic areas in the country

• Institutions in contiguous states are becoming even more competitive in marketing and recruiting approach to ensure maintaining or increasing market share

Dickinson State source of new students 2005 (partial list)

• North Dakota – 148

• Montana – 43

• South Dakota – 19

• Wyoming – 9

• Colorado – 2

• Idaho – 0

• Minnesota – 3

• Nevada – 1

• Alaska – 2


• Strong scholarship programs to “woo” students are becoming more prevalent

• Must monitor closely net tuition revenue• Dealing with a more sophisticated and demanding

consumer– Students and parents know it is a “buyer’s market”– college

shopping is pervasive– The search for the right college or university is starting earlier

– junior year of high school (even sophomore year)– Students expect to be courted– Dealing with “helicopter parents”

• Students and parents are more inclined to ask the tough questions...– How satisfied are your students with the quality of their

educational experience? Do you know?– What is your graduation rate?– What are my chances of getting a degree in four years?– How qualified and student centered are your faculty?– What size are your classes? Do “real” professors teach?– How supportive is the learning environment?


Reasons noted as very important in selecting college attended1. College has a very good academic reputation 57.9%2. College’s graduates get good jobs 51.2%3. A visit to campus 42.2%4. Size of college 38.6%5. Offered financial assistance 35.4%6. Cost of attending this college 32.4%7. College’s graduates gain admission to top

graduate/professional schools 31.5%8. College has good reputation for its social

activities 31.2%9. Wanted to live near home 18.7%

CIRP, Fall 2005


• Students and parents are far more results-oriented in their selection of a college– Want to know the outcomes and benefits

• Graduate/professional schools

• Potential employers

• Alumni networks

– Want to know the actual price/value ratio


• Students are encouraged to “negotiate” financial aid packages

• Most institutions want more and better students– 60% of all four-year institutions want larger freshman classes– 56% of all four-year colleges want better freshman classes– 52% want more diverse student bodies

Source: Trends in College Admission, ACT et al. 2002, Noel-Levitz Enrollment Management Survey


• Rapidly changing demographics– The class of 2009 is projected to be the largest class to

graduate from high school in U.S. history– Students of color – traditionally a segment that under-enrolls in

college – will represent 80% of the increase in college-aged students through 2015

Projected change in the number of high school graduates, 2005-06 to 2015-16

© Copyright 2005, The Chronicle of Higher Education Reprinted with permission. This material may not be posted, published, or distributed without permission from The Chronicle.

Source: Western Interstate Commission for Higher Education

Demographic summary – North Dakota and neighboring states

• New high school graduates

State 2006-2007 2012-2013

North Dakota 7,751 6,318

South Dakota 9,193 8,245

Minnesota 62,268 57,397

Montana 10,320 8,673

Wyoming 5,285 4,511

Number of colleges and universities, 2003-04


Source: U.S. Department of Education

Proportion of college students who are enrolled at four-year institutions, fall 2002



Proportion of college students who are enrolled at public institutions, fall 2002



The competition factorNorth Dakota

7,751 high school seniors / 2006-07*

21 institutions of higher education**

68% college continuation rate (5,271)***(ranks 3rd among states)

27.8% leave the state to go to college (1,465)***(ranks 15th among states)

3,806 students ÷ 21 institutions = 181 students per institution

Sources: *Western Interstate Commission for Higher Education, 2003**The Chronicle of Higher Education, 2005***Postsecondary Education Opportunity, 2006

Secondary data sources

Freshman statistical profile

Miles From College To Home 5 or Less 9.2%

6 to 10 9.3%

11 to 50 28.1%

51 to 100 14.3%

101 to 500 29.1%

501 or More 10.0%

Sandy Astin, CIRP data

Know with whom you compete for students

• A comprehensive survey of non-matriculants can reveal if they enrolled at:– Larger institutions– Smaller institutions– Public institutions– Private institutions– Four-year institutions– Two-year institutions– Higher cost institutions– Lower cost institutions

Dickinson State – Top competing institutions

1. North Dakota State University

2. University of Mary

3. Bismarck State University

4. Minot State

5. Montana State – Bozeman

6. Montana State - Billings

Among the challenges...

• Far more competitive marketplace• Colleges and universities are more image and public relations

conscious as well as more “customer oriented”• Extensive marketing plans are in place• Steady increases in promotion budgets to attract students• Well conceived and developed Web sites more commonplace• Extensive e-mail communications emerging rapidly• New enrollment technologies have emerged helping

institutions to be more strategic, effective, and efficient• Ability to pay and willingness to pay – a growing issue

Assessing the ability to pay

$100,000 or greater 20.1%

$50,000 – 99,999 34.0%

$25,000 – 49,999 25.7%

$15,000 – 24,999 10.7%

$14,999 or less 9.5%

Family Income % of U.S. households

Income distribution of U.S. families – 2004

Source: U.S. Census Bureau

Cost to attend Dickinson State – 2006-07

• Tuition - $3,646

• Comprehensive - $8,352 (tuition, room, board, and fees)

Average Tuition and Fee Charges in Current Dollars, 1991-1992 to 2004-2005

Private 4-yr. Public 4-yr. Public 2-yr.

1991-92 $9,812 $2,107 $1,171

1992-93 $10,448 $2,334 $1,116

1993-94 $11,007 $2,535 $1,245

1994-95 $11,719 $2,705 $1,310

1995-96 $12,216 $2,811 $1,330

1996-97 $12,994 $2,975 $1,465

1997-98 $13,785 $3,111 $1,567

1998-99 $14,709 $3,247 $1,554

1999-00 $15,518 $3,362 $1,649

2000-01 $16,072 $3,508 $1,642

2001-02 $17,377 $3,766 $1,608

2002-03 $18,060 $4,098 $1,674

2003-04 $18,950 $4,645 $1,909

2004-05 $20,082 $5,132 $2,076

The College Board, 2004

$10,270+105%

$3,025+144%

$905+77%

Purchasing Power of Federal Pell Grant and Stafford Loan (4-year Public)

Year MaximumPell

Maximum Stafford

Pell +Stafford

Average Tuition and

Fees

P+STuition and

Fees

1993-94 $2,300 $2,625 $4,925 $2,535 194%

1995-96 $2,340 $2,625 $4,965 $2,811 177%

1997-98 $2,700 $2,625 $5,325 $3,111 171%

1999-00 $3,125 $2,625 $5,750 $3,362 171%

2001-02 $3,750 $2,625 $6,375 $3,766 169%

2003-04 $4,050 $2,625 $6,675 $4,645 144%

2004-05 $4,050 $2,625 $6,675 $5,126 130%

2005-06 $4,050 $2,625 $6,675 $5,491 122%

All figures in current dollars


Cost of attendance

Qualifying for need-based financial assistance

Institution Type Avg. Cost of Attendance

Income Level Required to Not Qualify

2 year public $11,350 $80,000

4 year publiccommuter

$15,214 $98,000

4 year private $30,295 $148,000

Note: Federal Methodology, family of four one in college

The cost of college

$0 - $5,999 (46%)

$6,000-$8,999 (21%)

$9,000-$20,999 (15%)

$21,000-$30,000 > (18%)

Distribution of full-time undergraduates at four-year institutions by published tuition and fee charges, 2005-06.


Student Demand: Current Perception of College Costs and Ability to Pay

Strongly Agree or Agree

It is very difficult for a middle-class family to afford a college education

82%

Many college students have incurred too much debt for their college education

88%

High-cost colleges and universities are generally also of higher quality (Note: Only 5% strongly agree)

43%

Colleges and universities could reduce their costs without hurting the quality of the institution

63%

Source: The Chronicle’s Survey of Public Opinion on Higher Education, 2003-04

Among the ways colleges and universities are being more strategic, efficient, and effective – personal observations• Developing a longer-term strategic enrollment plan

• Identifying each and every barrier to enrollment and eliminating negative policies and procedures

• Identifying students who succeed and even excel at the institution – knowing the profile of the persister

• Spending time and effort cultivating current students

• Reminding enrolled students and parents, where appropriate, that they made a good decision

Among the ways colleges and universities are being more strategic, efficient, and effective – personal observations• Identifying and responding to the needs and interests of the

marketplace and the students within the primary marketplace• Mobilizing the campus to assist with recruitment and retention• Conducting research to know how able the primary and

secondary market is capable of meeting the immediate and future enrollment goals:– Price sensitivity – Academic profile– Ethnicity (students of color) – Extra-curricular– Program distribution – Other

A simple definition of enrollment management

Enrollment management is an institutionwide, systematic, comprehensive, research-driven system designed to locate, attract, and retain the students the institution wishes to serve.

Enrollment management systems

• Market research• Marketing• Advertising• Direct mail• Recruitment• Admissions• Financial aid• Billing• Orientation

• Registration• Advising• Academic support services• Atmospherics• Residence life• Student life• Instruction• Placement• Alumni relations

Evolution of enrollment management

• Admissions stage (“order taking”)

• Recruiting stage (proactively seeking students)

• Marketing stage (increase promotion)

• Enrollment management (an integrated and comprehensive process)

• Strategic enrollment and revenue planning

“A student body by design rather than chance”

Positioning for Enrollment Success

1. Setting realistic enrollment goals – not projections

2. Identifying and securing sufficient resources to meet enrollment expectations

3. Developing a well-conceived and executed enrollment management plan

4. Devoting as much attention to retention as recruitment

5. Building a comprehensive database and an inquiry pool that is developed by design rather than by chance

6. The ability to track the results of each marketing and recruiting strategy and activity

7. An ongoing market research capability

8. Adding cost-effective strategies – qualifying and grading

9. Developing a well-conceived and executed communications flow

10.Using scholarships and financial aid strategically to meet enrollment objectives


1. Setting realistic enrollment goals – not enrollment projections

• Goals that everyone has internalized

• Goals that everyone supports

• Goals that are achievable

• Goals that are measurable

• Goals for which staff are accountable


Establish the desired enrollment state

• Total number• First-year• Transfer• In-state• Out-of-state• Residential• Commuter

• Full-time• Part-time• Traditional• Non-traditional• Major field• Gender• Quality indicators• Special population

Set specific enrollment goals by:

Establishing desired enrollment state – some perspective

ACT range Number Percent

33 – 36 10,686 1%

28 – 32 105,556 9%

24 – 27 224,860 19%

20 – 23 338,471 29%

16 – 19 330,174 28%

13 – 15 138,510 12%

12 < 26,802 2%

National distribution of ACT scores

ACT composite: Recent high school graduating class (based on 1,175,059 test takers)

2. Identifying and securing sufficient resources to meet enrollment objectives

• Know the cost to recruit and retain per enrolled

• Know the cost to compete in your marketplace

• Determine the “price tag” on your desired student body

Positioning for enrollment success

Costs to recruit a student

Median 2002 Median 2005

4-year public $456 $455

4-year private $1,965 $2,073

2-year public No data available $74

NOTE: Costs for admissions, recruiting, and marketing divided by all new undergraduates, full- and part-time.

Note: Dickinson State is spending $471 per student (673 new [freshmen/transfer] and $317,326 total recruiting budget)

Source: Noel-Levitz National Enrollment Management Survey 2005

3. Developing a well-conceived and executed comprehensive enrollment management plan


A comprehensive enrollment plan

• A plan that has very specific enrollment goals• A plan that has well-conceived supporting strategies and tactics• A plan that is a working action document

– Used virtually every day

– Is dirty, wrinkled

– Written all over

– Modified regularly

• A plan with– Daily tasks

– Monthly objectives

– 90-day action plans

Institutional Strategic Plan

Strategic Enrollment Plan

Annual Marketing/ Recruitment Plan

Annual Retention Plan

Clear Goals

Key Strategies

Detailed Action Plans Objectives – Timetables

Responsibility – Budgets Evaluation


The value of not planning

“The nicest thing about not planning is that failure comes as a complete surprise and is not preceded by a period of worry and depression.”

John PrestonBoston College

• Enrollment management should include a cohesive approach involving:– Recruitment– Admissions– Retention– Financial aid– Market research and evaluation (as it applies to enrollment)– Orientation



• Takes pressure off of the admissions office

• Relatively inexpensive way to achieve enrollment goals

• Fosters an appreciation for the need for constant “product improvement”

• Needs and interests of students becomes paramount

Include a detailed retention action plan… “Close the back door”

4. Devoting as much attention to retention as recruitment.


If the institution wants to grow by 10%:

• Retain 5% more

• Recruit 5% more

Think retention in growth.

Dickinson State’s reported retention rate

• Freshmen to sophomore: 60.0%

• 5-year graduation rate: 25.3%

• 6-year graduation rate: 30%

Retention is a performance indicator for you campus

• Retention is defined as everything the institution undertakes to improve the quality of student life and learning for its students

• It is a measure of how much student growth and learning takes place

• It is a measure of how valued and respected students feel on your campus

• It is a measure of how effectively your campus delivers what students expect, need and want

Toward improved retention

• Recruit graduates-to-be by profiling “stayers” and “leavers” – know the profile of the persister

• Enhance academic advising• Create for each student an individual path to success• Make retention a campuswide responsibility• Cultivate a student centered climate• Monitor changes in student expectations• Provide appropriate support for “killer courses”• Identify and systematically eliminate procedural barriers• Seek to be “customer friendly”

Faculty and staff can help meet enrollment objectives

• First and foremost, help retain currently enrolled students – close the back door

• Be accessible and responsive to currently enrolled students

• Be accessible to selected prospective students and parents who are visiting campus

• Phone selected prospective students at critical periods in the decision-making process

• Be visible and involved during “group visits” to the campus

Faculty and staff can help meet enrollment objectives

• Remind current students they made a good decision in selecting the college

• Be aggressive in tracking outcomes and benefits…know what happens to your graduates…and share the information internally and externally

Attracting and retaining students is a campuswide responsibility.


5. Building a comprehensive database and an inquiry pool that is developed by design rather than by chance…

• Enrollment management results begin with a plan to build and manage a database, including an inquiry pool of the right size and shape

• The success of the funnel begins with setting specific conversion and yield goals

• Systematically build and manage an inquiry pool according to potential conversion and yield rates

Among the primary ways to maintain, increase, or shape enrollment

• Increase/improve the inquiry pool

• Improve conversion rate (inquiry to application)

• Offer admission to more students

• Improve yield rate (admit to enrollment)

• Increase retention rate

• Ensure financial affordability for those who wish to enroll

• Add academic programs or extracurricular activities

• Alter delivery of programs to be more accessible and responsive to students

National Enrollment Management Survey findingsConversion and yield rates for first-year students

Median 2001 Median 2004

Private 4-year conversion 12% 12%

Private 4-year yield 42% 39%

Public 4-year conversion 28% 27%

Public 4-year yield 50% 47%

NOTE: Public two-year not statistically valid in 2004 survey. Conversion in 2001 was 58% and yield was 70%.

Source: Noel-Levitz National Enrolment Management Survey

How does this match with your experience?

Dickinson State’s conversion and yield overview – freshmen 2006

Number Rate

Lists 21,000

Inquiries 3,524

Applications 538 15.2%

Accepts 538 100%

Enrolled 360 66.9%

Dickinson State’s conversion and yield overview – transfers 2006

Number Rate

Inquiries 493

Applications 414 83.9%

Accepts 414 100%

Enrolled 313 75.6%

What we know about transfer student buying motives

1. Transferability of courses – within the general education requirements and major field

2. Academic Advising

3. Career counseling and placement – outcomes and value of the degree

What we know about transfer student buying motives

Other buying motives include:

• Major field of study is available

• Academic reputation

• Location

• Cost and financial assistance

• Learning environment and support for transfers

• Ease of transition from a two-year environment to a four-year environment

Once they decide to transfer, transfer students make up their minds quickly – personal attention and timing are critical with the transfer market.


• Identifying and pursuing “1% opportunities” to– Improve conversion rates– Improve yield rates– Improve profile and student mix– Improve retention– Improve student satisfaction among currently enrolled students

If Dickinson State had average conversion rate (inquiry to application) for freshmen for public universities

Number Rate

Inquiries 3,524

Applications 951 27%*

Accepts 951 100%

Enrolled 636 66.9%

636 x $3,646 Tuition revenue = $2,318,856 x 2.5 Retention factor = $5,797,140

+276 x $3,646 Tuition revenue = $1,006,296 x 2.5 Retention factor = $2,515,740

*Average conversion for public universities

Positioning for enrollment success: Seek enrollment in programs with capacity

Program Current enrollment

Capacity Goal fall 2007

Goal fall 2010

An example: Build database and enrollment by program

Sample

Major Enroll Goal

Prosp Inq App Acc Enr


6. The ability to track the results of each marketing and recruiting strategy and activity…

• Track everything that moves…don’t do anything twice unless you know it works

Think about…

• What are you tracking?

• Are you tracking the right things?

• Who is responsible for tracking?

• Are you getting the research in a form that is useable?

• Are you using the data to make informed decisions?

• Is it making a difference in your effectiveness?– Number of students?– Kind of students?– At a cost you can afford?


7. Establishing an ongoing market research capability…

• Conduct extensive and ongoing market research, much of which can be low- or no-cost

• Image studies/market position analysis

An ongoing market research capability

• Matriculant/non-matriculant surveys– Why students enroll– Why students go elsewhere– Institutions they plan to attend

• Drop surveys– By telephone– In person– Reply cards

• Financial aid “depth sounding”– Learn reaction to award

An ongoing research survey capability – some examples• Student satisfaction• Institutional priority survey• Student outcomes – alumni

survey• College choice• Senior survey – exit interview• Withdrawn student survey• Competition study

• Image and perception• Price elasticity• Financial aid impact• Employer perceptions• Parent perceptions

What do you know?

What do you need to know to be more successful in attracting and retaining students?


8. Adding cost-effective strategic initiatives… the ability to qualify and grade prospective students in order to communicate with the right students at the right time with the right message

• Qualifying – the student’s interest in your institution

• Grading – your interest in the student

A B

Students falling in this area will not enroll unless your institution does something to influence their decision

Qualify and grade prospective students

Will enroll at your school no matter what you do

Will not enroll at your school no matter what you do


• Number of inquiries very interested in your institution

• Number of inquiries somewhat interested in your institution

• Number uncertain “on the fence”

• Number expected to apply

• Number who have dropped (inactive)

• The primary factors upon which your inquiries will decide on a college


• Number who are concerned about financing and not concerned about financing

• Number who have been identified as highly desirable future students

Are you qualifying and grading?

Predictive modeling

• Predictive modeling is the latest and most sophisticated breakthrough in qualifying a student’s interest and identifying those who are most likely to enroll.

• Predictive modeling is a statistical analysis of past behavior to simulate future results. For prospective students, the likelihood that a student will enroll is determined by the degree to which the student shares the characteristics of the current student body (or a subset of the student body).

• It is changing the way institutions approach recruitment and is becoming standard operating procedure.

Goal of predictive modeling

• Focus marketing resources on individual prospective students who collectively are the most likely to enroll

• Marketing to the individual

• Ultimate level of specificity

• Represents the best tool to discriminate one individual from another

Why use predictive modeling?

• Manage the marketing/recruitment process– Segmented written communications– Telephone communications– Travel

• Shape institution profile (e.g., attract out-of-state students)

• Increase enrollment

• Improve efficiency and effectiveness at a time when resources are limited or declining

• Reallocate limited resources strategically and save thousands of dollars for other enrollment expenses

Predictive modeling

• What if you could have a probability of enrolling standard score by:– Geographical area?– Academic ability level?– Major area?– Estimated income?– Residential?– Extra-curricular area?– Special populations?– Selected under-enrolled programs?

• What if you could know the top variables that predict enrollment?

EOU’s ForecastPlus March 2006 Model Performance

At .40 or greater, 92% of the enrolled students come from 69% of the scored inquiry pool.

At .40 or greater, 92% of the enrolled students come from 69% of the scored inquiry pool.

Key departmental savings using ForecastPlus

• Reduced written communications by 35%, saving over $10,000 in postage costs in one year

• Related university marketing savings for publications

• Targeted our in-state travel for a savings of $6,000

• Reallocated money to purchase name campaigns to widen our funnel

Eastern Oregon’s results

• Increased purchased names by 23% over three years to build a stronger inquiry pool, to include sophomores

• Exceeded enrollment targets within one year of utilizing the ForecastPlus

• Realized enrollment growth in Music and Art programs in first year of collaborative recruitment

• Introduced 10 new recruitment strategies and activities over three-year period to influence enrollment


Don’t spend the entire recruitment cycle trying to communicate equally with every inquiry...

...Worse yet – with strong inquiries

Spend the majority of your limited time communicating with those genuinely interested and most likely to enroll

Predictive modeling is the latest and most sophisticated breakthrough in qualifying a student’s interest and identifying those who are most likely to enroll.

Key question...

• Are you enrolling students who want you more than the students you want and know are more likely to persist?

• Recommend analyzing annually the percentage of student who enrolled who were a priority in the recruitment process.


9. Developing a well-conceived and executed communications flow – print, telephone, electronic…

• A detailed plan complete with:– The number of messages at each stage (prospect, inquiry,

applicant, admit, deposit)– The kind of message at each stage– How it will be delivered – written, phone, electronic

Integrating electronic messages into your communication plans

E-Mail Response To Inquiry

Viewbook &Introductory Letter

TelecounselingQualifying Call

E-Mail From Dept. Chair

w/link

Financing Brochurew/Estimator

E-Mail Reminder About Campus Visit

Days w/link

Campus Visit Brochure

Letter from Chair &Divisional Brochure

Estimator andApplication Reminder

E-Mail w/link

Outcomes TeaserE-Mailw/link

Outcomes Brochure& Letter

TelecounselingKeep In Touch Call

Student LifeBrochure & Letter

E-Mail Informing Student Of New

US News Ranking

2nd ApplicationMailing

E-MailApplication Reminder

w/link to Electronic App.

How would you prefer to hear from a college or university?

Mail onlyCombinationElectronic onlyPhone only

49.4%41.6%

4.5%

Source: Noel-Levitz Study: 2003


10. Using scholarships and financial aid strategically to meet enrollment objectives…

Source: College Board

Appropriate role of financial aid

• Financial aid is not a reason to attend your institution, it is part of a solution to a cost problem

• Remember to project quality and value in all of your institution’s communications (outcomes, experiential learning, special facilities, and other benefits of attendance)

• Make the institution affordable to targeted students who are willing to pay

• Know and understand the “price tag” of the institutional wish list

Dickinson State – Financial aid overview - 2006

• Gift aid – need based: $2,595,425(97% federal, 3% state)

• Gift aid – non-need based: $874,263(76% institutional or $664,439, 24% external sources)

• Student loans: $6,200,000

• Federal work study: $196,410

Source: Peterson’s Guide

Purposes for investing dollars in student financial aid

• To make it possible for students of all incomes and backgrounds to attend your institution

• To overcome price disparity in your marketplace

• To generate the necessary tuition income

• To attract a diversified student body

• To maintain a high academic profile

What do you hope to accomplish?

The Strategic Financial Aid MatrixWillingness To Pay

Ability LevelI

Ability LevelII

Ability Level III

Ability Level IV

Ability Level V

Ability To Pay E NE E NE E NE E NE E NE

Very High Need Cell 1 Cell 2 Cell 3 Cell 4 Cell 5

High Need Cell 6 Cell 7 Cell 8 Cell 9 Cell 10

Medium Need Cell 11 Cell 12 Cell 13 Cell 14 Cell 15

Low Need Cell 16 Cell 17 Cell 18 Cell 19 Cell 20

Merit Aid Only Cell 21 Cell 22 Cell 23 Cell 24 Cell 25

Full-Pay Intent NoFAFSA

Cell 26 Cell 27 Cell 28 Cell 29 Cell 30

True Full Pay Cell 31 Cell 32 Cell 33 Cell 34 Cell 35

Special Talent Cell 36 Cell 37 Cell 38 Cell 39 Cell 40

Employee Benefit Cell 41 Cell 42 Cell 43 Cell 44 Cell 45

An effective financial aid strategy is one that:

• Makes the program affordable to students who are willing to pay without spending more than is necessary to enroll or retain each student

• Contributes directly to enrollment goals

• Maximizes net revenue so the college can maintain or improve the quality of programs and services


1. Setting realistic enrollment goals – not projections

2. Identifying and securing sufficient resources to meet enrollment expectations

3. Developing a well-conceived and executed enrollment management plan

4. Devoting as much attention to retention as recruitment

5. Building a comprehensive database and an inquiry pool that is developed by design rather than by chance

6. The ability to track the results of each marketing and recruiting strategy and activity

7. An ongoing market research capability

8. Adding cost-effective strategies – qualifying and grading

9. Developing a well-conceived and executed communications flow

10.Using scholarships and financial aid strategically to meet enrollment objectives


Positioning Dickinson State for enrollment success• Develop a 3-5 year strategic enrollment plan• Explore conducting important market research• Use research to develop realistic and achievable goals• Identify and secure sufficient resources knowing the

potential return on investment• Review and revise as necessary prospecting strategy• Develop a viable inquiry pool• Add predictive modeling technology• Devote as much time to retention as recruitment• Develop and execute a comprehensive retention plan• Use financial aid and scholarships strategically to meet

enrollment objectives

Enrollment growth pyramid

AdvocateAdvocate

Satisfied Student

Satisfied Student

New StudentAdmit

New StudentAdmit

ApplicantApplicant

InquiryProspectInquiry

Prospect

positioning dickinson state university for enrollment success: responding to the challenges of a...

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