strategic enrolment plan 2012-13 to 2014-15 v2 cathy final
TRANSCRIPT
TableofContents
Strategic Enrolment Management (SEM): Introduction and Overview ..................................... 1
Introduction ......................................................................................................................................... 1
Strategic Enrolment Management Guiding Principles ........................................................................... 2
Characteristics of Successful Strategic Enrolment Plans ........................................................................ 2
Meeting the Enrolment Challenge ........................................................................................................ 3
Planning Context ..................................................................................................................... 3 Demographic shifts: .............................................................................................................................................. 3
Rapidly Changing Economic Models: .................................................................................................................... 4
Growing pressure for improved retention and graduation rates: ......................................................................... 4
Changing Learning Modalities: ............................................................................................................................. 4
Our Students ........................................................................................................................................ 5
Student Engagement Survey Retention Indicators ................................................................................................ 6
Retention and Reasons for Leaving ...................................................................................................... 7
Other Relevant Context ....................................................................................................................... 7
Institutional Research and Reports ....................................................................................................................... 8
Activities and Accomplishments .............................................................................................. 8
2014/16 Strategic Enrolment Management Goals & Objectives .............................................. 9
2014/15 Summary of the Priorities of the Recruitment Marketing, Retention, Student Financial
Support Plan and Student Life Plans ........................................................................................ 9
Appendix A: Organizational Structure for SEM (former model) .............................................. 11
Appendix B: Emerging Organizational Structure for SEM ....................................................... 12
Appendix C: 2014 Retention Report ....................................................................................... 13
Appendix D: Academic Program Lifecycle .............................................................................. 14
Appendix E: Program Innovation Matrix ................................................................................ 15
Appendix G: Historical FTE Enrolment .................................................................................... 17
Appendix H: 2013/2014 Program Accountability and Sustainability (PAS) ............................. 18
Appendix I: Program Accountability and Sustainability (PAS) Template ................................ 21
Appendix J: Priorities and Outcomes ...................................................................................... 23
Appendix K: Annual Planning Processes and Timeframes ...................................................... 26
Appendix L: The Enrolment Funnel ..................................................................................................... 26
Appendix M: Key Outcomes Indicators .................................................................................. 28
Appendix N: Enabling International Template ....................................................................... 30
Appendix O: Proposed Deans and Directors SEM Calendar .................................................... 31
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StrategicEnrolmentManagement(SEM):IntroductionandOverview
Introduction
Strategic Enrolment Planning (SEP) refers to a complex and organized effort to connect mission, current state, and the changing environment to long‐term enrolment and fiscal health, resulting in a concrete, written plan of action.
Strategic Enrolment Planning: A Dynamic Collaboration, Jim Hundrieser, 2013
Typically, a Strategic Enrolment Management Committee provides leadership and direction to strategic enrolment management processes within post‐secondary institutions. At Selkirk, this work was done by the Strategic Enrolment Management Committee (SEM). The structure and membership of this committee is identified in Appendix A. Selkirk’s comprehensive strategic enrolment planning processes have been developed with the objective of achieving and maintaining the optimum recruitment, retention and completion rates of students. This work is directed by Selkirk College’s mission, vision, values and strategic priorities. http://selkirk.ca/strategic‐plan.
Over the two‐year period covered by 2012‐2014 Strategic Enrolment Plan and Report, the College developed and is implementing the following strategic plans:
Beyond Imagination: Selkirk College Strategic Plan 2013‐2018
Within Reach: Selkirk College Educational Plan 2014‐2018
Focus on the Learner: Selkirk College Student Services 2014‐2018
These plans are available online at http://selkirk.ca/strategic‐plan.
Also during this time period, the College’s organizational structure evolved seeing the responsibility for Communications being transferred to Human Resources and Community Relations and the responsibility for Recruitment and Marketing to Student and Enrolment Services.
Factoring into this reorganization were the priorities established through strategic enrolment planning that directed the college to take an increased focus on recruitment and specifically to the redevelopment of the web as the primary recruitment tool. With this transition, the priority was to move from a reliance on traditional print advertising to online and content‐based recruitment and marketing. Best‐practice research clearly pointed the College in this direction. Over time, increased numbers of Selkirk students identified the web as the primary tool used in their decision to enrol at the College and declining numbers of students pointed to print advertising as a factor influencing enrolment. This trend mirrored research available from a number of strategic enrolment management sources.
Through this time of transition to our organizational structure work continued on the strategic enrolment management initiatives but the SEM committee did not reconstitute itself with a new membership. The Recruitment Committee was phased out and marketing efforts were redirected to recruitment as the priority.
Literature suggests that it is important to the discipline of strategic enrolment management that the organizational structure for this work be deliberate and clearly communicated throughout the institution. To this end, the emerging organizational structure for these efforts is included as Appendix B. The work of the previous SEM Committee will now be integrated into the agendas of the Deans and Directors group.
SEM was also responsible to contribute to the development of strategies, performance measures and targets in the annual planning cycle and for the Accountability Plan and Report. SEM was the point of connection for the Recruitment and Retention Committees. In this role, SEM worked to ensure that planning processes were
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iterative, that is, initiatives and strategies of the Recruitment and Retention Committee were reflected in College‐wide and strategic planning. SEM also worked to ensure the work of the Recruitment and Retention Committees was in alignment with institutional priorities and directions. This will continue under the Director of Student and Enrolment Services.
StrategicEnrolmentManagementGuidingPrinciples
The following principles will guide our strategic enrolment management efforts:
1. This work will be directed by the College’s strategic plans and priorities. 2. We will focus on a small number of strategies and initiatives which are vital and can actually be completed;
these are referred to as the “vital few.” 3. On a bi‐annual basis we will review progress toward our strategies and in implementation of the various
initiatives. 4. The work of the Recruitment, Retention, Student Life and Financial Support Committees will inform strategic
enrolment management priorities and initiatives. 5. The SEM initiative will promote cross‐college involvement and inclusivity through collaboration. 6. The SEM structure will continue to evolve to ensure the “best fit” for the institution and to address the
identified challenges, increase collaboration and awareness and adoption cross‐college. 7. Research, data and best practices will inform the directions and priorities if this work. 8. SEM models will be utilized to inform our collective understanding of SEM, including the inter‐relationships
and dependencies. This will be referred to as the “glue” that keeps the parts functioning effectively together and towards meeting the mission and vision of the College.
CharacteristicsofSuccessfulStrategicEnrolmentPlans
Strategic Enrolment Management Plans are built on traditional management change models that identify
current and desired states as means to identify gaps. This approach creates positive energy for addressing the
gaps. These plans also include:
Clearly defined strategic planning phases where strategies, tactics and return on investment
prioritization lead to goal setting.
A comprehensive and integrated scope that considers multiple types of student enrolments and
programs, as well as the interaction of these components.
An academic and co‐curricular‐oriented process, rather than a primary focus on marketing,
recruitment, and retention tactics.
Data‐informed strategies, tactics, and enrolment goals.
Fiscally minded strategies, tactics and goals.
High participation and buy‐in across the institution.
High‐quality implementation of the plan, with clear timelines, responsibilities and accountability.
A continuous process that develops, implements, evaluates, and refreshes the plans.
An experienced and strong leader of the strategic process. One with a track record of successful
outcomes.
(Adapted from Strategic Enrolment Planning: A Dynamic Collaboration, Jim Hundrieser, 2013)
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MeetingtheEnrolmentChallenge
2014 Noel‐Levitz study recommended “five ways to meet the coming enrolment management challenges for Canadian higher education”, as follows:
Research Canadian and US markets – markets, students and competitors to better understand student
motivations and competitor offerings.
Devote as much attention to retention as you do recruitment – it is more cost effective to retain
students than to recruit them. From solid advising and Early Alert systems to faculty engagement and
strategic retention planning, those institutions that pay strategic attention to retention will be the most
successful into the next decade.
Create online connections with prospective students – with Canada having one of the highest social
media marketing usage rates in the world, Facebook, Twitter and other social media tools provide
excellent opportunities to connect with prospective students for the purpose of building relationships
that promote enrolment. Institutions are encouraged to also look for ways to connect with prospective
students through their websites to increase communication opportunities.
Look abroad for students – research is key in finding the markets with the highest yield.
Be strategic so that you are prepared for tomorrow’s changes today – being reactive will not yield
enrolment success. It is not only important to look ahead but to plan ahead. Strategic enrolment
planning will help institutions to identify obstacles to their success, manoeuvre to avoid the pitfalls and
identify new routes to enrolment success.
PlanningContext
The 2012/14 SEM Report identified a sense of urgency to providing a focus to enrolment management efforts. This urgency resulted from:
The recovery from the 2008 recession
A continuing decline in secondary enrolments
Rapid turnover in senior educational leadership
Changing educational mandates
Increased marketing opportunities through online and social media avenues for institutions that make this transition
This list remains relevant into the 2014/16 enrolment planning cycle. In Strategic Enrolment Planning: A
Dynamic Collaboration, Jim Hundrieser and a collection of other strategic enrolment management authors also
identified the following national/international trends that are, or will, impact enrolments into the future:
Demographicshifts:
barriers to entry created by a decreased ability to pay for College
level of student preparedness for post‐secondary
increased regional variation on a wide‐range of variables that impact enrolment
decline in secondary school enrolments will partially be replaced by the return of “baby bombers” and
older students attending for the first time and/or returning to post‐secondary
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RapidlyChangingEconomicModels:
changes to government funding
increased student borrowing
importance of scholarships or other student awards or bursaries
increase in price‐based enrolment decisions
evidence that parents have reached their upper limits of willingness to borrow to finance a post‐
secondary education
Growingpressureforimprovedretentionandgraduationrates:
While it is difficult to locate provincial or national retention rates, retention rates reported in the USA
average 72.9% (four‐year schools) and less than 60% (two‐year schools).
Appendix C identifies Selkirk’s college‐wide average retention rate over the past five years was 82%.
ChangingLearningModalities:
Provide institutions with both opportunity and challenge.
It is predicted that Institutions that develop new markets will prosper.
Institutions are cautioned that initiatives that draw on the same or existing student base risk driving up
the cost‐per student (additional costs, same number of students)
The popularity of online learning will continue to grow while student satisfaction and retention for these
learners will remain challenged.
In his 2013 work, Jim Black, the founder of Strategic Enrolment Management (SEM) Works consulting group,
provided some useful models and helpful directions for strategic enrolment planners. He suggests that
institutional planning drivers include:
institutional image
program and credential mix/relevance
optimal enrolment size
student profile (quality, diversity, mix)
student retention and success
student outcomes
alumni loyalty
net revenues
He also identified a model that is helpful in understanding program lifecycles and the institutional efforts
required at each of the identified stages ‐ concept, introduction, growth, maturation and decline. This program
lifecycle model provides Selkirk with a good framework to guide the priority setting and roll out of new
programs. See Appendix D for further information.
Further, he proposes a program innovation matrix as a means of moving through the program lifecycle phases.
This matrix places an emphasis on student and industry demand, institutional capabilities and capacity and
competitive opportunity. He suggests that institutions work to:
invest in high performing programs through established and/or new markets
expand high performing programs with available capacity
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maximize tuition revenues from improved student retention, revenue‐generating programs,
international education
reallocate resources through changes in program design, and/or delivery
balance resource‐intensive with less intensive high performing programs
invest in new program within established and/or new markets
divest/sunset programs
This may be a useful lens to assist in prioritizing new program ideas to incorporate into the existing new program
innovation matrix. See Appendix E for more information.
Additional BC context includes:
2014 Government restructuring of the funding model that sees a shift from base to targeted funding to
reflect government priorities for economic growth.
Increased focus on employment outcomes and meeting regional needs, reported skills shortages,
workforce table outcomes etc.
Reorganization of ITA.
Increased focus on Aboriginal learners, institutions and partnerships.
700 BC youth transitioning from youth‐in‐care to independent living each year. These youth are no
further prepared than non‐youth‐in‐care youth to make the transition to post‐secondary. This group is
also seen as lacking academic preparedness and without the ongoing financial and other family supports
to make a successful transition to post‐secondary. A provincial initiative is underway that is strongly
advocating for tuition‐free access to post‐secondary for this group of youth. It should be noted this
group of youth has an increasing representation of the aboriginal community and higher incidence
mental health and/or disability status than others entering post‐secondary.
Increased instances of mental health and/or other disability related barriers for students and the
challenges this creates for institutions. This is a national trend and is being monitored through annual
reports. The demand for Disability Support Services has increased by 37% over a 3 year period from
2009/10 to 2012/13. See the Retention Plan for a detailed year‐over‐year breakdown of disability type
and the growth in student demand for these services.
OurStudents• The majority of students are from the Selkirk College region (60%)1 and are attending Selkirk College to:
o decide on a career or change careers (48%) o explore personal interests (44%) o learn new job skills (34%) o complete a credential (29%)
• 87% of students made Selkirk their first choice to continue their education because it is:
o close to their home (55%) o affordable (44%) o offering the program or course of choice (41%) o offering small classes and personal attention (33%)
1 Enrolment Management Reports, Where Students are From, October 2013 (excludes CE)
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• Students found applying easy (91%). The sources of information most used to help make their decisions are: o Selkirk College website (50%) o advice from former students (32%) o advice from parents or other relatives (27%) o advice from friends (26%) o Selkirk College staff (18%)
• Most students are between the ages of 22 and 30 (the average age being 27) and were working (44%)
prior to attending Selkirk.
• Most students have a full‐time course load and find the most challenging aspects of their student experience to be: o managing finances (51%) o keeping motivated (49%) o balancing family or personal obligations (46%)
• The majority of students find Selkirk’s tuition fees comparable to other colleges (74%) and use personal
savings (43%) and government grants and loans (33%) to pay for their education. • Students are very satisfied with the amount of knowledge they gained at Selkirk (94%), the quality of
instruction (93%), and the level of instructional expertise in their program (91%). • 93% percent of students said they feel comfortable in their classes, Almost all students said they would
choose Selkirk College again (92%).
StudentEngagementSurveyRetentionIndicators2
• 86% of students feel satisfied or very satisfied with their overall experience at Selkirk College and almost all (92%) said they would gladly return to Selkirk.
• Only 11% of students find it difficult to make friends and “fit in”. • The majority of students are satisfied with their personal growth at Selkirk (87%)
FormerStudents3• Our former students are very satisfied with the education they received (95%). • Of the students who continued their studies, 97% were very well or well prepared to do so. • Of the students who entered the workforce, 75% of those employed in training‐related professions found
a job in less than 2 months. • 63% of Selkirk graduates are female and 37% are male. • 31% of former students said they had a previous credential before attending Selkirk. Of the 31%, 80% had
a certificate or diploma, and 27% had a degree.
FormerStudents4• The average retention rate for two‐year diploma programs is 66% • The average retention rate for nine‐month certificate programs is 85% • Retention in some program areas is as high as 100% or as low as 38% in others. Increasingly, prospective students move through the Inquiry phase of the recruitment process without the college’s knowledge; at this time they can be referred to as “secret shoppers.” The college may only become aware of their interest when they complete an application and that application may be motivated by the
2 2013 Student Engagement Survey 3 2013 BC Student Outcomes Project (DACSO) 4 Program Retention Report, Grad 2013
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content of the website alone. For more information about the secret shopper phenomenon see: https://www.noellevitz.com/documents/shared/Papers_and_Research/2010/SecretShoppers_0910.pdf The college can act on this information and apply it to improve the recruitment process by creating new avenues for interaction and messaging, as well as new tools for refining and measuring recruitment strategies and results.
RetentionandReasonsforLeaving
In 2008/09 Selkirk started to track student retention. This data is relevant for each of the Schools and their planning efforts and is utilized to meet the requirements of the Program Accountability and Sustainability Report (PAS)5. A five year overview of Selkirk College’s retention rates is attached as Appendix C. Retention rates are trending upward by 2% each year since the 2012 Report and, at the same time, is not back to the level reported in 2010 (89%). 49% of the students who withdrew from a course had registered in that course within one month of the start of class. 47% of the students who withdrew from their program reported “program/course was not for me”. This was followed closely behind with 40% of the students who withdrew from their program reporting for the reason “heavy course load”. 38% of the students who dropped a course also reported this was as a result of “heavy course workload”. The top three personal reasons provided for dropping a program were my health (26%), family/personal obligations (23%) and lack of finances (18%). The top three personal reasons provided for students dropping a course were work obligations (28%), my health (24%) and family/personal obligations (23%). 38% of student that dropped their program were planning to seek or continue their employment and 30% were reported as taking a break. 30% of students dropping a course reported they were going to take a break and 26% were not sure what they were going to do next. For further information from our Exit Survey please see the 2012/13 – 2014/15 Retention Plan.
OtherRelevantContext
Also see the Recruitment Marketing, Retention, Student Financial Support and Social Media plans/reports on MySelkirk at https://my.selkirk.ca/staff/dept/studentenrolmentservices/.
Annual enrolment goals are stated in the Instructional Plan. The 2012/13 Instructional Plan is attached as
Appendix F.
Historic Student FTE Enrolments are included as Appendix G.
The Program Accountability and Sustainability Report (PAS) provides an overview of a number of measures for
the purpose of assessing program viability and sustainability by taking a look at application numbers, costs,
student satisfaction and engagement results along with employment projections. Please see Appendix H for the
latest PAS report and Appendix I for an explanation of each of the criteria. By including the PAS results in the
Strategic Enrolment Plan a shift has been taken to broaden institutional scope of the SEM initiative.
5 Annual Report of planned and actual application, enrolment and cost data, prepared by Institutional Research
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InstitutionalResearchandReportsInstitutional research plays a key role in providing relevant data, surveys, reports and research to support the Strategic Enrolment Management initiative and the work of the SEM sub committees.
This work is based on internal and external research and reports including:
• Fall Student Entrance Survey • Accountability Plan and Report
• Program Retention Report • Student Focus Groups with the College Board
• Student Engagement Survey • Student Exit Survey
• BC Student Outcomes Survey and Reports • Counselling Statistics Report
• 2013 Accepted/Declined Survey Disability Services Statistics Report
• Financial Aid Statistics Report • Monthly Application Tracking Reports
• Monthly and Annual FTE Reports • Student Statistics Reports
• Monthly Headcount Reports • Retention Reports (By Program)
• Student Transition Project – Summary for Selkirk Report
• Program Accountability and Sustainability (PAS) Reports
• Tuition Fee Review Reports
ActivitiesandAccomplishments
Accomplishments against the 2012/14 SEM goals include:
Enrolment growth continues to be a primary objective throughout our new Strategic and other College
plans and reports.
Enrolment is now a standing item on management agendas
The College has reorganized providing additional opportunities for cross‐college collaboration and
refocussing efforts to recruitment as the priority.
A new Website and web‐first content marketing strategy has been implemented.
Social media has been fully adopted and integrated with College communication.
The Retention Committee continues its collaborative, research‐based and action‐oriented work across campuses.
A Student Life committee has been constituted and operational for a year.
The shift from anecdote to data‐driven, researched‐based practice continues.
A new Strategic Enrolment model has emerged that will see full integration of the work of the previous
SEM Committee into the ongoing leadership of the Deans and Directors team.
The first Student Financial Support Plan will be published and the Recruitment‐Marketing, Retention and
Social Media Plans/Reports were updated.
See Appendix J for a detailed review of the SEM accomplishments against stated goals and objectives.
While the 2011/13 SEM plan was explicit in that initiatives in response to program renewal were outside the
scope of the SEM committee’s work, it is worth noting the accomplishments in this area because they directly
impact the educational experience at Selkirk College and led to the integration of the work of SEM into the
Deans and Directors team. Some of this work includes:
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Collaboratively developed a new academic schedule that will see program/course development being
undertaken and approved earlier in the academic year. This is in response to issues/challenges
encountered over time by Education Council and service departments in implementing late‐semester
changes. A copy of this schedule is attached as Appendix K
The identified need for an increased focus on academic governance was responded to through the
creation of a support position to Education Council and its sub committees. This initiative has seen a
direct and positive impact on College‐wide policy governance, procedures for program quality and
educational rigour.
2014/16StrategicEnrolmentManagementGoals&Objectives
The SEM objectives for the next reporting cycle include:
1) Provide leadership to increase enrolments at Selkirk College while also paying attention to appropriate
levels and types of student supports.
2) Contribute to the development of strategies for the 2014/15 Accountability Plan and Report. These strategies will see our recruitment and retention initiatives further refined as well as related research continued.
3) Refine and implement the Strategic Enrolment Management approaches identified in Appendixes B, D, E, F, and K.
4) Evolve the Instructional Plan to an Enrolment Plan. 5) Develop and implement a model to report and monitor the “admissions funnel” to better understand and
measure the recruitment and enrolment stages and to implement strategies to address any gaps identified in this work.
6) Continue to develop the initiatives identified in the Enrolment Audit, with a primary focus on updating systems, business processes and Inquiry tracking.
7) Reshape the format for subsequent SEM plans/ reports to reflect a more strategic approach while providing a framework for reporting on initiatives undertaken by the various teams/. This would include better integration of strategic reports such as the Key Outcomes Indicators attached as Appendix M and the Enabling International Enrolments Summary attached as Appendix N.
8) Fully integrate the work of the SEM committee into the Deans and Directors leadership agenda. In doing so,
an annual SEM calendar will be developed and implemented. A draft version of this calendar is attached as
Appendix O.
9) Pay attention to the shift in demographics with particular attention to the possible need for additional developmental education programs, academic support services, and the future needs of the current 20‐30 year olds in post‐graduate, continuing education and professional development.
10) Develop a better understanding of how target groups of students pay for their post‐secondary education and develop strategies to ensure that College remains a viable option.
2014/15SummaryofthePrioritiesoftheRecruitmentMarketing,Retention,StudentFinancialSupportPlanandStudentLifePlans
RecruitmentMarketingPriorities Provide Recruitment Marketing leadership to the College.
Continued migration of recruitment initiatives and information to the web.
Increased opportunities for dialogue with prospects and influencers will be accomplished.
The college brand will be further evolved.
Refine our approaches for our target markets.
Address priority areas for web development.
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Increase engagement with the College through Social Media tools.
Utilize technology in our work and as part of recruitment initiatives.
RetentionPlan Accountability.
Promotion of retention.
Enhance retention culture.
StudentFinancialSupportPlanPriorities Successful orientation of new staff members.
With the Registrar’s Office, develop and implement an integrated communications plan for incoming
students.
Identify, execute and implement one business process review.
Document the ideal Financial Aid System and process for preparation toward a new student record
system.
Ensure optimum allocation of financial award amounts for recruitment and retention. Develop and
execute a research agenda that helps to further our understanding of how target student groups pay for
their education and the key decision points in reaching post‐secondary decisions as the basis for
developing strategies that support this priority.
Develop a process to ensure accurate coding of payment deferrals for financial aid applicants.
Review the Workstudy program against best practices and develop recommendations to enhance the
program.
Identify Provincial and Federal Loan Default Rates for Selkirk College Programs.
Provide opportunities for students’ to increase their financial literacy and competency.
StudentLifePlan Increase student engagement with the College.
Increase number of student activities.
Provide increased open hours at gym locations.
Provide incentives for Student Engagement.
Create a Student Life Fund.
Increase connections/collaborations with the Healthy Campus initiative.
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AppendixA:OrganizationalStructureforSEM(formermodel)
Vice President Education & Students
Strategic Enrolment Planning: Director/Registrar
Recruitment:
Director Communications & Development, Chair Recruitment Committee
Retention:
Student Access and Support Department Head, Chair Retention Committee
Deans
Program Quality and Relevance:
School Chairs
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AppendixB:EmergingOrganizationalStructureforSEM
Instructional Pl an
Vice President Education & Students
Strategic Enrolment Planning: Deans & Directors
Recruitment:
Director Student Enrolment Services/Markting
Retention:
SAS Department Head, Chair Retention Committee
Student Life:
Director, Student Enrolment Services/Registrar, Student Life Committee
Program Quality and Relevance:
Deans/School Chairs, Teaching & Learnign Institute
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AppendixC:2014RetentionReport6
By School Grad 2014 Grad 2013 Grad 2012 Grad 2011
Grad 2010
Academic Upgrading and Development 73% 69% 70% 72% n/a
Business and Aviation 70% 64% 63% 68% 63%
Environment and Geomatics 75% 80% 73% 76% 91%
Health and Human Services 79% 77% 80% 86% 92%
Hospitality and Tourism 86% 77% 85% 88% 93%
Industry Trades and Training 95% 91% 94% 99% 94%
International Education & Development 100% 100% 100% 143% 100%
School of the Arts 73% 75% 48% 53% 71%
University Arts and Sciences 85% 83% 89% 89% n/a
By Credential Grad 2014
Grad 2013
Grad 2012
Grad 2011
Grad 2010
Certificate 85% 85% 86% 91% 94%
Diploma 74% 66% 67% 69% 79%
Advanced Diploma 91% 94% 72% 106% 89%
Associate Degree (Course Completion) 85% 83% 89% 87% n/a
Degree (Nursing) 94% 88% 94% 73% 94%
6 Program Retention Report, Grad 2014
82% 80% 78% 84% 89%
Grad 2014 Grad 2013 Grad 2012 Grad 2011 Grad 2010
Average Retention Rates
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AppendixD:AcademicProgramLifecycle
Jim Black 2013 www.semowrks.net
Concept
•Market Research
•demand
•opportunity
•capacity
Introduction
•Enrolment Support
•marketing
•recruitment
•service
Growth
•Enrolment Support
•reputation
•retention
•capacity management
Maturation
•Data Support
•program renewal
•market research
Decline
•Resource Allocation
•problem analysis
•decision matrix
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AppendixE:ProgramInnovationMatrix
Jim Black 2013 www.semowrks.net
Rating
High
Medium
Low
Student Demand
What is the level of student demand? (interest & market
size)
Industry Demand
What is the level of industry demand for
this program? (interest and projected job opportunities)
School Capabilities
What capabilities do we possess to
effectivley lauch and sustain this program
over time?
Institutional Capacity
What available capacity can be
dedicate to support this program?
Competitive Opportunity
What is level of opportunity given the market presence and saturation of existing
competitors?
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AppendixF:2014/15PreliminaryInstructionalPlan
Base/Cost Recovery
2014/2015
AEIT/ITA
Funded FTE
2014/2015
Planned FTE
(Base/Cost Recovery) 1,670 1,212
(Health) 94 104
(Allied Health) 68 78
(Developmental) 480 531
(Non ITA) 42 42
(ITA Foundation) 149 134
(ITA Apprentice) 206 206
Total 2,709 2,307
For the most recent copy of the Instructional Plan contact the Office of the Vice President Education and Students.
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AppendixH: 2013/2014ProgramAccountabilityandSustainability(PAS)
FTE Utiliz. Rate
Cost Per FTE
Student Demand
Student Satisfaction
(7)
Graduate Satisfaction
(10)
Graduate Employ.
Outcomes (2)
Employ. Projection
Rate
Retention Rate
Credit Hours
Aligned
Adult Basic Education 103% $3,431 n/a 6 3/13 0 n/a 80% n/a
Business & Aviation
Aviation 66% $59,489 0.9 6 8 2 2.6% 91% Yes
Business Administration 84% $4,224 2.0 1 8 1 2.4% 49% Yes
Environment and Geomatics
Forestry 107% $16,861 1.6 6 6 1 5.4% 71% No
Geographical Information Systems ( Adv. Dip)
102% $8,273 1.8 2 5 2 5.1% 81% No
Integrated Environmental Planning
115% $4,823 1.5 1 2 0 ~ 92% No
Recreation, Fish and Wildlife 105% $7,382 1.6 5 3 0 3.7% 57% No
Health and Human Services
Classroom and Community Support Worker
80% $11,278 1.4 7 8 2 0.6% 52% No
Early Childhood Care and Education
78% $17,213 1.9 4 3 1 2.7% 79% No
Health Care Assistant 93% $3,769 1.4 4 9 2 2.9% 96% Yes
Human Services Diploma 84% $5,848 1.2 4 9 2 2.3% 87% No
Medical Transcription, Advanced
49% $19,041 1.2 2 6 2 1.3% 73% Yes
Nursing 94% $19,275 6.5 4 8 1 2.9% 94% Yes
Nursing Unit Clerk 125% $3,412 3.8 5 4 1 2.3% 89% Yes
Pharmacy Technician 79% $9,470 0.9 1 3 2 1.9% 91% No
Social Service Worker 94% $9,202 2.4 7 5 1 2.3% 62% Yes
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Hospitality and Tourism
FTE Utiliz. Rate
Cost Per FTE
Student Demand
Student Satisfaction
(7)
Graduate Satisfaction
(10)
Graduate Employ.
Outcomes (2)
Employ. Projection
Rate
Retention Rate
Credit Hours
Aligned
Cooking, Professional 53% $20,765 1 7 ~ ~ 1.4% 86% ~
Golf Club Operations 124% $5,137 n/a 0 ~ ~ 0.9% 81% Yes
Resort and Hotel Management 81% $8,436 1.1 4 6 1 0.9% 94% Yes
Ski Resort Operations and Management
72% $7,962 0.9 3 3 1 0.9% 88% Yes
Industry and Trades Training
Carpentry Apprenticeship 111% $1,541 1.5 3 2 0 2.3% 100% ~
Carpentry Foundation 53% $6,576 1.8 4 4 1 2.3% 100% ~
Electrical Apprenticeship 93% $2,164 0.8 7 8 2 2.4% 100% ~
Electrical Foundation 86% $6,390 2.3 0 3 1 2.4% 89% ~
Esthetics 71% $7,762 1.6 0 3 1 ‐4.3% 77% No
Fine Woodworking 92% $9,472 2.5 3 6 1 ‐1.1% 100% Yes
General Mechanics 78% $11,384 1.7 5 7 2 1.5% 100% ~
Hairdressing 96% $7,823 2.3 1 1 0 ‐5.3% 88% Yes
Metal Fabrication Foundation 78% ~ 5 ~ ~ ~ 88% ~
Millwright/Machinist 97% $13,229 1.8 4 6 1 ‐0.9% 94% ~
Plant Operator 97% $3,920 2.2 3 6 2 ~ 89% Yes
Welding 131% $6,164 2.7 7 9 0 ~ 94% No
20
For further explanation of the PAS criteria and evaluation see the following Appendix.
FTE Utiliz. Rate
Cost Per FTE
Student Demand
Student Satisfaction
(7)
Graduate Satisfaction
(10)
Graduate Employ.
Outcomes (2)
Employ. Projection
Rate
Retention Rate
Credit Hours
Aligned
International Education
English as a Second Language 51% ~ 2.2 2 6 0 ~ ~ ~
Teaching English to Speakers of Other Languages
126% ~ 0.9 ~ ~ ~ ~ 100% ~
School of the Arts
Blacksmithing 689% $16,096 1.2 ~ ~ ~ ~ 100% Yes
Ceramics 39% $29,221 0.6 ~ ~ ~ ‐0.9% 75% Yes
Digital Arts and New Media 93% $8,566 1.5 4 4 1 ~ 70% No
Jewelry 86% $16,302 0.7 0 ~ ~ ‐0.9% 100% Yes
Metal Casting 29% $16,092 0 ~ ~ ‐0.9% 50% Yes
Music and Technology 85% $14,437 1.4 2 4 1 ‐0.6% 49% Yes
Textiles 65% $37,137 0.4 0 ~ ~ ‐0.9% 67% No
University Arts and Sciences
Associate of Arts 86% $8,891 0.6 2 3 0 ~ 87% Yes
Associate of Science 127% $13,852 0.9 2 4 0 ~ 82% Yes
21
AppendixI:ProgramAccountabilityandSustainability(PAS)Template
Outcome Measure Source Objective Benchmark Notes
1. FTE Utilization Capacity None
Domestic Utilization Planned FTEs: Instructional PlanActual FTES: FTE Report for Fiscal Year
International Utilization Planned FTEs: Instructional PlanActual FTES: FTE Report for Fiscal Year
2. Cost per FTE
Domestic and International Cost per FTE
All FTES and Costs Costs: Finance Department FTEs: Instructional Plan and FTE Report
Efficiency
None New in that FTEs now include domestic and international to match costs which have always included domestic and international
3. Student Demand Capacity None
Domestic Demand Applications: Data warehouse reportsSeats: Instructional Plan
International Demand Applications: Data warehouse reportsSeats: Instructional Plan
On Hold: Admissions do not track international applications separately. Is available on IR Application Tracking system but is in the early stages of development.
22
4. Student Satisfaction
Aspects educational experience
Annual Student Engagement Survey
Quality Ministry performance target is 90% satisfaction with education. (Within 1% = yes)
5. Graduate Outcomes
Aspects educational experience/transfer experience (where applicable)
BC Student Outcomes Survey (includes skill development) Domestic
Quality Ministry performance target is 90% satisfaction with education, instruction, transfer and usefulness of skills. 85% for skills development. (Within 1% = yes)
Aspects employment outcomes
BC Student Outcomes SurveyDomestic
Labour market alignment
Ministry performance target is 90% usefulness of knowledge and skills in performing job; 14% unemployment rate.
Outcome Measure Source Objective Benchmark Notes
6. Employment Projections
Projected opportunities BC Regional Employment Projections, Selkirk College Region, 2010 to 2015
Labour market alignment
None
7. Program Retention Rate
Retention rate by program
Student Retention Report
Efficiency None
Currently includes both domestic and international students.
8. Credits Hours Alignment with policy standards
College website, list of courses and credits
Efficiency College policy standards
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AppendixJ:PrioritiesandOutcomes
2012‐14 SEM Goals Priorities and Outcomes to Date
Utilize best practices, research and previous Noel‐Levitz strategic enrolment audit findings to guide our efforts;
Noel‐Levitz and other research are continually incorporated into SEM conversations and form the basis for understanding our
work and developing relevant initiatives.
Other research is coming available and is also integrated into this work.
An Association (ACCRO) consultant was hired to do an enrolment audit for the College. The findings from this audit have been
extremely helpful in focussing our attention to the “vital few” areas that require attention. Knowing where start and staying
focussed is crucial
A web‐site redevelopment project was undertaken as a priority initiative based internal and external research to refocus the
website as a primary recruitment tool.
A web‐first content development strategy was implemented in response to content being rated as the number one
requirement by potential students and their influencers to enroll.
Social media has been implemented for the College and all programs/schools now have a Facebook page. These pages are
primarily managed by students who, on an ongoing basis, are answering the questions “what is it like there?” and “what is it
like in my chosen program?”. Facebook provides a relevant opportunity for the College to start to build relationships with
potential students earlier in the recruitment process, build interest in the College and programs, break down the barriers to
attending that can be created by not knowing, enable future students to picture themselves at the College, drive viewers to
the Selkirk.ca website, capitalize on viewer preference for visual rather than written content etc.
We recently celebrated our 2,000 follower on our Selkirk Facebook page. These subscribers were earned through our
approach to be authentic, rather than gimmicky, with our content. This approach was determined to be more consistent with
our values as a College and has proven effective in that our subscribers stay with us. Very few unsubscribe. Having 2,000
subscribers provides us with access to additional Facebook privileges.
Students increasingly cite social media and digital advertising as one way they found out about the College and/or their
program. Some programs report as high as 19% for Social Media and 29% for Digital Advertising as being a factor in their
decision to enroll.
Our Twitter presence has been increased and Instagram has been added.
Our social media is fully integrated with our College communication.
24
Develop annual strategies and metrics to support our second Strategic Direction, The Student Experience;
This priority was rolled into our new Strategic Plan: Beyond Imagination under Strategic Direction #1: Increase Enrolments. o The former Strategic Enrolment Plan format has been completely revamped in an effort to move the Strategic Plan to a
higher and more strategic level. To accomplish this, the Recruitment Marketing Plan, Student Retention Plan, Student Financial Support Plan and Social Media report have moved into their own individual publications.
o Efforts to increase recruitment and retention of Aboriginal learners continues as a priority. See link to Aboriginal Services for more information?
o Our brand continues to be refined and is now consistently represented through all collateral produced through Marketing. A return to our traditional colours has been implemented. The Recruitment Marketing Plan provides additional information.
o Updated our systems continues to be a priority and some progress is being made. Increase collaboration on recruitment and retention efforts across the institution, breaking down silos;
Responsibility for recruitment and marketing has now been incorporated into the Education & Students division.
Marketing priority has now been shifted to recruitment as the primary focus and has been assigned a broader mandate to
actively provide leadership to areas that impact the Selkirk student experience
Marketing has been tasked with developing program‐specific marketing/social media plans in collaboration with the School
chairs and instructors/faculty.
The Retention Committee, a cross‐institution/discipline, collaborative working group, continues their good work to identify
barriers to retention and to implement strategies to address these barriers. New initiatives, such as the Healthy Campus
initiative, have germinated from providing a focus on retention.
Please see the Retention Plan for more information on the work of this committee – retention section
A cross‐college Student Life Committee has been constituted and is operational. Student participation is currently achieved
through the Selkirk Student Union. Initiatives such as Ski trips, student video contests, equipment upgrades and increased
operational hours at gym facilities were achieved in the first year. The Committee has been tasked with further developing
their relationship with the campus wellness committees for the purpose of joint programming that will reach student
audiences that have interests outside campus recreation.
Increase institutional accountability for recruitment and retention efforts;
The Recruitment Marketing and Retention Plans provide a detailed overview of the accomplishments against the previous plans.
Develop “target markets” or segments of the student population where focused attention will improve enrolments and/or completion;
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Target audiences were identified as an integral step in the development of the new Selkirk.ca website. These audiences were
referred to as personas.
2013/14 saw 100% increase in our social media promotion. This form of promotion provides an opportunity to target
communication by a number of demographics including age, location, interest etc.
Student Engagement Survey results continue to provide a clear window into the student profiles of each program. While this
work can be expanded on, Marketing has been tasked to utilize this data to better understand who attends, who does not attend
and what and who influences the decision to enroll. This work will form part of the program‐specific marketing plans.
Manage the transition of new members to the SEM Committee;
As the next step in the natural evolution of the Selkirk SEM initiative, where the objective has been to make SEM part of all of our
everyday work and building on the alignment of SEM into our management agendas, a decision has been taken to incorporate
the work of SEM into the Deans and Directors Committee. While much of this work is in place, the full transition of this work will
be an initiative under our 2014/16 Strategic Enrolment Management Plan.
Develop a combined Recruitment, Retention and Student Support Plan and Report to consolidate and better communicate SEM
initiatives and resources;
Over time, our SEM initiative has benefited by adopting and refining models from related and evolving research. This approach
has helped to explain and evolve the initiative. This year is no exception. A new Strategic Enrolment model has emerged that will
see full integration of the work of the previous SEM Committee into the ongoing leadership and management of the College.
Directed by the new Strategic and other plans, informed by new research and based in the foundations established over time
through the SEM initiative the model developed by someone has been adopted to take us through the next iteration of this work.
This model provided the inspiration to consolidate the work of the previous SEM Committee to the Deans and Directors group.
As an initiative under the 2014‐16 SEM Plan the annual calendar of SEM activities will be finalized and adopted. See Appendix O
The first Student Financial Support Plan has been completed
Continued shift to research‐based/data‐driven practices, expert informed,
Vital few.
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AppendixM:KeyOutcomesIndicators
Selkirk College
Summary of Diploma, Associate Degree and Certificate Programs Outcomes Data
Selkirk as a % of BC Average
* Selkirk %
Education & Employment Outcomes
Arts and Science Programs
Currently continuing education 112% 74%
Taken further studies since leaving 80% 83%
Satisfaction with transfer experience 96%
Prepared for further study 106%
In the Labour Force 76% 56%
Employed 75% 48%
Employed in training related job 69% 24%
Employed full time 116% 62%
Unemployed (in the labour force) 106% 14%
Usefulness of training in getting new job 92%
Usefulness of skills/knowledge in performing job 95%
Applied Programs
Currently continuing education 111% 30%
Taken further studies since leaving 105% 37%
Satisfaction with transfer experience 107%
Prepared for further study 105%
In the Labour Force 94% 84%
Employed 95% 75%
Employed in training related job 98% 77%
Employed full time 90% 74%
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Unemployed (in the labour force) 106% 11%
Usefulness of training in getting new job 100%
Usefulness of skills/knowledge in performing job 101%
Note: * Determined by the institution value divided by the provincial value and multiplied by 100.
30
AppendixN:EnablingInternationalTemplate
Enabling International Enrolments Template
School Program Total program seats
How many International students can be accepted the first day applications open. ie Reserved Seats
Applications for 2014/15 open on…
Total number of seats open
to International students on March 3/14
What is the International
Student Cap/Maximum
for this program?
Comments/Rationale (Include further thoughts about additional supports required and when they would need
to be put in place)
AUD 10 10 No cap
BA 90 75 75
HHS 158 20 26
HOSP 108 15 27
ITT 242 23 25 No cap – space permitting
SEG 118 12 12 12
SOTA 17
15 25
Jewelry No limit No limit
Textiles No limit No limit
Ceramics No limit No limit
31
AppendixO:ProposedDeansandDirectorsSEMCalendar
Activity Aug Sept Oct Nov Dec Jan Feb March April May June July
Approve transition of SEM to Deans and Directors group X
Review and update annual SEM Calendar X
Review and provide direction to Enabling International initiative X
Review Recruitment‐Marketing Plan X
Review Social Media Report X
Review Retention Plan X
Review Student Financial Support Plan X
Review Strategic Enrolment Plan X
Review PAS Reports, discuss issues, initiate and monitor actions X
Review Retention Report
Review Entrance survey results, initiate and monitor actions x
Review Dashboard Indicators (annual) X X X
Finalize Dashboard indicators X
Implement new planning cycle ‐ How ?
Review exit survey results, initiate and monitor actions X X
Review interim student headcount information X X
Review student headcount information X
Review interim FTE information X X X X X X X X X X
Review year end FTE information X
Review Student Outcomes Reports (KOI)
Prepare Enrolment (Instructional) Plan X
Provide input to Technology Plan
Prepare/update Technology Plan & Priorities
Prepare/update Student Services Plan & Priorities X
Review Key Outcomes Indicators X
Review APR Strategies and progress toward X X X X
32
Review SES results, discuss issues, initiate and monitor actions X
Discuss barriers and challenges ‐ to achieving stated objectives
Review best practices/research ‐ TBD X X X X X
Questions for Review Activities
> What did we learn?
> What do we need to know and/or do now?
> How will this be actioned and monitored?