How NSSE Can Help With Strategic Enrolment Management

How NSSE Can Help With Strategic Enrolment Management

How NSSE Can Help With Strategic Enrolment

Management

SEM 2008, Session ID: 100

Ann Tierney, Vice-Provost (Students)David Johnston,Associate Vice-Provost (Enrolment) and RegistrarUniversity of Calgary


Agenda

1. Introduction2. Strategic Enrolment Management

Context3. National Survey of Student

Engagement (NSSE) Survey4. Connecting NSSE to Recruitment5. Connecting NSSE to Retention6. Conclusions and Observations


About The University of Calgary . . . • Only university located in Calgary, Alberta, Canada (population of ~1 million)• ~28,000 students• Public medical/doctoral, research-intensive • Full range of undergraduate and graduate programs• Professional schools: Medicine, Law, Architecture, Veterinary Medicine• 16 academic faculties


Strategic Enrolment Management (SEM)

“. . .strategic enrollment management is as much about managing educational processes and resources as it is about managing enrollments. In addition to traditional recruitment and retention strategies, enrollment managers have expanded their tool kits to include efficiency and effectiveness strategies such as geodemographic research, student outcomes assessment, student aid leveraging and institutional financial modeling.”

– Bob Bontrager, Director of AACRAO Consulting and the AACRAO SEM Conference.

http://consulting.aacrao.org/2007/05/25/bob-bontrager-aacrao-consulting-director/


National Survey of Student Engagement (NSSE)

“ . . .obtains, on an annual basis, information from hundreds of four-year colleges and universities nationwide about student participation in programs and activities that institutions provide for their learning and personal development. The results provide an estimate of how undergraduates spend their time and what they gain from attending college. Survey … reflect(s) behaviors by students and institutions that are associated with desired outcomes of college.”

nsse.iub.edu/


SEM in Canada

• Changing demographic characteristics• Declining 18 – 24 age group • Increasing competition for all students in general, and good students in particular• Increasing national recruitment amongst peer institutions • Increasing involvement of Government in accountability measures


SEM at the University of Calgary

• Student focused President• Very engaged Provost, committed to measurement• Institutional priority to become student-centric• Financial challenges around budgets increasing at a rate less than costs increasing



• Recently reorganized for integration– responsibility for enrolment services, student services

and student success resides in Vice-Provost (Students)

• Complex institutional admission practices• Senior level commitment on managed enrolment• Shared institutional goals on retention• Funded enrolment growth in government defined strategic areas



• Current Emphasis in Enrolment Management

– Effective and efficient recruitment and admissions– Improving student engagement– Linking traditional enrolment management with

student success– Improving retention

• Creating a culture of data driven decision making• Initiating strategic change


Surveys at the U of C

• Existing use of NSSE to measure the engagement of our students. Conducted NSSE in 2004, 2007 and 2008. Have also used BCSSE•Use other surveys to verify, understand, examine trends:

– CUSC (Cdn Undergraduate Survey Consortium)– CGPSS (Cdn Graduate and Professional Student

Survey)– Graduate Follow-up (Province of Alberta, 2 yrs after

grad)– 2008 Extensive Applicant Study


National Survey of Student Engagement

• Large, research supported, student survey• USA and Canadian Schools• Designed to provide information colleges and universities can use to improve the quality of undergraduate education• Measures what students say they do• Connecting NSSE data over time and across institutions allows improved ability to monitor trends and patterns


National Survey of Student Engagement•Creates 5 Benchmarks

– Level of Academic Challenge– Active and Collaborative Learning– Student – Faculty Interaction– Enriching Educational Experiences– Supportive Campus Environment

• Benchmarks consist of series of questions related to the topic• Administered to first year and senior students only• Normally administered on a schedule, not annualy


National Survey of Student Engagement• Provides year to year data for analysis•Within Canadian comparators

– U of C scores are in line with our Canadian counterparts

•Within USA comparators– U of C scores are consistently lower than our U.S.

Research Extensive counterparts

•Internal cross faculty comparators– High variability across programs


08 Benchmark Comparisons - Cdn Schools

0

10

20

30

40

50

60

Mea

n s

core

s

First year

Senior Year


08 Benchmark Comparisons - US schools

010203040506070

Mea

n S

core

s

First year

Senior Year



• At U of C, there are a range of results between faculties – richness of results• We are equally as interested in comparing between faculties as we are between institutions• The real information/strength of NSSE lies in the underlying questions that comprise the benchmarks



48.4

%30

.2%

20.9

%0.

4%

9.8%

48.6

%18

.2%

23.4

%

48.5

%27

.1%

23.7

%0.

7%

17.2

%51

.7%

13.6

%17

.5%

55.4

%29

.5%

15.1

%

8.6%

69.9

%9.

1%12

.4%

50.2

%27

.3%

21.8

%0.

7%

13.9

%52

.3%

15.4

%18

.4%

0%

10%

20%

30%

40%

50%

60%

70%

80%

90%

100%

Schulic

h - 1

st

Schulic

h - S

r

Science

- 1s

t

Science

- Sr

Haskay

ne - 1

st

Haskay

ne - S

r

UofC -

1st

UofC -

Sr

Culminating senior experience (capstone course, senior project or thesis, comprehensive exam, etc.)

Done

Plan to do

Do not plan to do

Have not decided


National Survey of Student EngagementWhat we found:• Need to focus on our first year students in order to improve their experience• Need to focus on overall efforts to increase student engagement for all students• Need to work on course and classroom issues• Need to communicate with our students around supportive campus environment issues


Action from NSSE Results

Create NSSE Action Team: Results oriented• Provost• Senior Student Affairs leaders• Academic representation• Students’ Union• Planning/Institutional Analysis analyst• NSSE Project Coordinator


Action from NSSE Results

Communication of NSSE Results:•Newsletters (5) - Benchmark results to campus• Faculty-specific results – presentations to faculty councils• Overall Results to Deans’ Council, etc.• Creation of internal NSSE website


Enrolment Management

• What we thought

• Are we able to leverage what we know from NSSE to assist in Enrolment Management efforts?

• How to use NSSE (and other) data to support recruitment, admission, registration and retention



• Moving away from traditional way of using data• Not connected to students as “people”• Must focus on usual metrics• Focused on meeting goals • Must also focus on understanding what attracts and keeps students• Must be aware of what they are thinking



• Recruitment: Highlight positive aspects of the experience our students say they’re having; thus recruiting students who best fit our institution

•Retention: Working to change parts of the experience students say are problematic; thus retaining students to successful completion


NSSE Data: Results, Issues and ActionsActive and Collaborative Learning

36.7

44.1

34.2

41.9

39.8 47

.1

0

20

40

60

Mea

n S

core

s

U of C Cdn Peers US Peers

ACL Benchmark vs Canadian and U.S. Peers

First year

Senior year


NSSE Data: Results, Issues and Actions



RESULTS in the Active and Collaborative Learning benchmark are high; U of C values this, as do our students

ISSUE: to keep recruiting students who value active and collaborative learning and who best “fit” our institution

ACTION: U of C Viewbook•Has student profiles focusing on this issue•Recruit students who are best suited to our institution: combination of BCSSE/NSSE data shows us who our students are/what they want•“truth in advertising:” our Viewbook helps us reach out to students who best fit; also assists in setting expectations


“Business is obviously a lot of collaborative work. All the introductory courses pretty much have group projects. We are getting together, with groups, for at least two classes each semester.” •(2nd Year Commerce Student)



23.8

34.4

25.3

35.6

29

43.2

0

20

40

60

Mea

n S

core

s

U of C Cdn Peers US Peers

EEE Benchmark vs Canadian and U.S. Peers

First year

Senior year

Enriching Educational Experiences



51.5

%39

.4%

9.1%

64.4

%28

.7%

4.1%2.8%

74.2

%25

.8%

52.9

%44

.1%

2.9%

45.9

%37

.8%

10.8

%

2.7%

2.7%

54.2

%38

.1%

5.5%1.5%

0.6%

51.9

%38

.9%

6.4%2.0%

0.8%

0%

10%

20%

30%

40%

50%

60%

70%

80%

90%

100%

Nursing1st

NursingSr

SWSr

BHS1st

BHSSr

UofC1st

UofCSr

Hours per 7-day week spent participating in co-curricular activities

More than 30

21-30

11-20

1-10

0



RESULTS for Enriching Educational Experiences are good, but still needs to improve.

ISSUE: To offer our students a wide range of excellent educational experiences

ACTION: U of C Viewbook highlights: study abroad programs; research opportunities with professors; practicum/co-op experiences; volunteer experiences•Worked with faculties to ensure the Viewbook highlighted their strengths in enriching educational experiences


“Most of the program is based on a practicum. They do a really good job in our faculty including agents from Calgary and surrounding area. They tailor to different types; adolescents, seniors,…case work, child services. They pretty much cover every type of category you want.” (4th year Social Work Student)


NSSE Data: Results, Issues and ActionsRESULTS: show that our students are very career-focused; faculties require assistance in offering advice to students

ISSUE: Students need information regarding career paths, hands-on opportunities to explore job markets

ACTION:•Viewbook has an “explore” page – circles of areas of study and career; shows students different academic paths to reach their career goals•Career Services – staff shared between specific faculties and Career Services•Career Fairs by faculty and/or theme



How to use NSSE (and other) data to support retention


NSSE Data: Results, Issues and ActionsCommunity Service learning, Volunteering

25.8

%8.

6%47

.3%

18.3

%

5.7%

17.1

%18

.1%

59.0

%

8.6%

2.9%

42.9

%45

.7%

2.7%

13.5

%

5.4%

78.4

%

19.0

%

4.0%

56.3

%20

.6%

8.9%

23.7

%17

.9%

49.5

%

6.5%

3.2%90

.3%

19.6

%8.

7%45

.9%

25.8

%

9.4%

24.0

%15

.2%

51.4

%

0%

10%

20%

30%

40%

50%

60%

70%

80%

90%

100%

CC1st

CCSr

MD1st

MDSr

SS1st

SSSr

SWSr

UofC1st

UofCSr

Community service or volunteer work

Done

Plan to do

Do not plan to do

Have not decided


NSSE Data: Results, Issues and ActionsRESULTS: show that U of C needs to offer more volunteering and service learning opportunities

ISSUE: There is a disproportionate number of students who want to have a community service experience versus those who actually complete the experience

ACTION: Community Service Learning; Leadership•Established a new office to work with entire campus on increasing the visibility and experiences available for CSL•Created a Student Leadership program


Sense of Community

How strongly have you experienced a sense of community at this university?

0%

20%

40%

60%

80%

100%U

of

C1s

t

U o

f C

Sn

r

Cd

nP

eers

1st

Cd

nP

eers

Sn

r

Fre

qu

ency

Dis

trib

uti

on

s

Very Strongly

Strongly

Somewhat

Not at all


0

5

10

15

20

25

30

35

Per

cen

t

5 or

less

6-10

11-2

0

21-3

0

30+

Hrs/wk spent on campus outside of class

First year

Senior year

Sense of Community


NSSE Data: Results, Issues and ActionsRESULTS: from NSSE (and all other surveys) show that we have a weak sense of community

ISSUE:• Most of our students are commuter students and spend substantial amounts of time travelling to class• Our students work many hours off-campus• Many of our students spend very little time on campus outside of their classes


NSSE Data: Results, Issues and ActionsACTION:Orientation redesigned to:• Provide a better connection to campus and the people• Focus on providing opportunities to learn about involvement• Provide a more engaged atmosphere

Commuter Lounge (proposed)• Provide a space on campus where students can meet, work together on projects, and study



0%

10%

20%

30%

40%

50%

60%

70%

80%

90%

100%

CC 1st EN 1st FA 1st HA 1st HU 1st KN 1st MD 1st NU 1st SC 1st SS 1st UofC 1st

Overall, how would you evaluate the quality of academic advising you have received at your institution?

(First Year Students)

Excellent

Good

Fair

Poor


Course Availability, Academic Advising

Course availability, Academic Advising

0

2

4

6

8

10

12

U o

f C

1st

U o

f C

Sn

r

Cd

nP

eers

1st

Cd

nP

eers

Sn

r

Fre

qu

ency

Dis

trib

uti

on

Difficulties getting thecourses you need

Lack of good academicadvising


NSSE Data: Results, Issues and ActionsRESULTS show that our students are concerned about the lack of courses & quality of advising available to them

ISSUE: U of C students expect to get the courses they need to graduate

ACTION:•We have introduced the 4-year Graduation Guarantee: piloted for 4 large faculties this year (1/2 our students); • Considerable interest from other faculties• Enhanced advising – also initiate campus advising network


Research Opportunities



RESULTS: Students are interested in research

ISSUE: First year students say they want a research experience but not enough graduating students say they’ve had the opportunity to have this experience

ACTION: Created Research In Action program showcasing undergraduate research. Is used as a retention and recruitment tool


NSSE Data: Results, Issues and ActionsRESULTS: We have seen a common thread throughout our surveys – that our communication efforts need to be increased and coordinated

ISSUE: We believe that our results show that our students are not well enough informed about: what is happening on campus, how they can get involved, and the importance of their own engagement

ACTION: •Student and Enrolment Services has introduced a sharper Communications focus•Improved messaging received at Orientation & in Viewbook



RESULTS: We have seen a common thread regarding the need to tone down our bureaucracy and reduce the paperwork

ISSUE: Standardizing rules and regulations, encouragement of students monitoring their progress to graduation

ACTION: Project to examine the 4 Arts faculties’ structure (initiative of the President & Provost) Encouraging faculties to redesign their programs, in order to ease the bureaucracy, streamline programs and rationalize degree requirements


Conclusions and Observations

• NSSE findings can be linked with other large and local surveys

• Strong relationship between what your current students are telling you with what you need to know about your prospective students

• Strong data can assist with enrolment management in both recruitment and retention activities


Conclusions and Observations

• Use positive feedback from students to reinforce positive aspects of campus during recruitment

• Use what students say need attention to work internally on aspects of engagement that influence retention and persistence


Questions?

• Ann Tierney <[email protected]>

• David Johnston <[email protected]>

How NSSE Can Help With Strategic Enrolment Management

Documents

Transcript of How NSSE Can Help With Strategic Enrolment Management