PELOTONU PROSPECTIVE STUDENT

RESEARCH

APRIL 2015

The following !ndings are the result of a qualitative study with aims to establish a better understanding of student motivations, needs and barriers to engaging (or re-engaging) in higher education.

The study consisted of:

• in-depth interviews in the homes of 4 prospective PelotonU students and 2 current students,

• immersion in the PelotonU service

• experience of the current PelotonU admissions process (including online application, phone interview and orientation) and

• conversations with PelotonU leadership

RESEARCH FINDINGS

Biggest BarriersFINDINGS

While each of these on their own will not necessarily prohibit re-engaging in the higher ed, a combination of them will tend to.

KIDSFor working parents, the need for childcare can be the factor that determines where a parent"s time is spent. Further investigation into the support structures that are working for current PelotonU students with kids will provide insight into what might alleviate this barrier for others.

TRANSPORTATIONReliance on public transport or a shared vehicle can make transit times to/from school di#cult or logistically impossible.

SCHEDULE / FLEXIBILITYUnpredictable work or class schedules at inconvenient times makes attendance a challenge.

FINANCES / CONSISTENCY OF FINANCIAL AIDThough most individuals have established plans to consider school costs in their budget, those dependent on !nancial aid have signi!cant challenge if the funding is delayed.

MOTIVATIONPerhaps the only barrier that, alone, can deter successful re-engagement in higher-ed; all other barriers become much more di#cult to overcome without a drive or desire to re-engage with the system in a meaningful way.

Family PressuresFINDINGS

For individuals who are the !rst in their family considering college (or with current opportunities to do so), there is often a strong pressure to enroll. In many cases, waiting to go to school is against the advice of parents or grandparents, who insist that college is necessary for a better life. As many of these individuals did not attend college, there is a tension when their children understand that, for them, waiting may be better. This pressure cause some students to enter higher ed before they're ready, or without the support they need to succeed in the endeavor.

TO CONSIDER:• What is our role in educating parents / in!uencers on the importance of one's preparedness

before engaging in higher ed?

"My grandpa wanted me to go to college sooner, he said 'don't wait.'"

- CHARLES

"Needing to go to school was not so much me, but my family. It was a huge deal to my family when I went to A&M. I thought I needed to stay in school and not stop [when A&M didn't work out] so I jumped into ACC, instead of !guring out what career path I wanted."

- DERRIKIO

Willingness to waitFINDINGS

Many students I interviewed decided to wait until after high school before going to college - they had seen their family members and friends incur debt and lose time in college before determining what they wanted to study. These young adults wanted to be more certain before making the same investment. In some cases, these events happened to the individuals we interviewed - they engaged with the higher ed system without the support they needed to both determine their academic goals and how to be e$ective in a demanding academic environment.

TO CONSIDER:• How might PelotonU recruit speci"cally for those who have had time to re!ect?

• How might PelotonU support individuals in taking the necessary time to determine their path before engaging in higher ed?

"I really feel for my sisters who took out student loans. One of them went out of state, to a private school, and isn't going there at all anymore and is still paying back student loans, and she didn't even graduate. I'd hate to do all of that for nothing."

- MARGARET

"[At A&M] I kept asking myself, 'why do I keep wasting money going to school if I don't know if this is really what I want to do?'"

- DERRIKIO

Intrinsic motivations drive successFINDINGS

Those most practical about engaging with school had a vision of their life that is di$erent from what it is now, and from what lays immediately in front of them. There is a spark - an inspiration or a realization of what or how they want to be - which drives them. This force lends to a strong push for factors in their life lining up to support this future. In many cases, the spark came from learning about a speci!c job - via TV, a friend, etc - and feeling that it resonated. They have begun establishing a realistic expectation for what that job entails - an investigation into what it involves and how much education neccesary. Simply being motivated "to get a degree," however, did not come across as analogous.

For those motivated, it is not about school "!tting in," but more a matter of how they can make it happen. We found that those who did not have this spark wavered on whether or not school was something to which they could commit. As a result, people who want to go back to school expect to pay for it - and already have plans to do so. In many cases, they have a plan laid out - whether it be a promotion or a change in lifestyle - to accommodate their decision to enroll in school.

To consider:

• How can PelotonU better see if students have an intrinsic motivation in the application process?

• Should PelotonU include motivation and a vision of the future as screening criteria?

• How can PelotonU measure intrinsic motivation against successful engagement in subsequent academic endeavors?

"I found out about the !eld of kinesiology from trainers. I saw a program on ESPN, where there was a !tness trainer who helped the athletes out at on the collegiate level. I love working with people and helping them out, so I !gured I'd like that."

- JEREMY

"I saw something on TV, where someone was an accountant, and it looked interesting, so I looked more into this profession."

- DERRIKIO

"I really missed learning, felt like I wasn't challenging myself, and I !gured I my skills at work were plateauing and I wasn't learning anything new."

- MARGARET

Relationships are a support systemFINDINGS

Romantic relationships / partnerships were core to many of our participants' realities of going back to school. Being part of a team to tackle bills and other responsibilities was one aspect, however we were surprised to learn that in many cases partners inspired each other to re-engage - and played an important role in the other's school life. I wonder if domestic partnerships support a more focused student. It seems having someone to share the load and to constantly support an individual"s academic achievements correlates to long-term success

To consider:

• How might PelotonU better engage with partners / spouses of students?

• Are there aspects of PelotonU in which partners / spouses can play a more active role?

• How might we provide the same "nancial support for single students as is experienced by those living in a relationship?

• How can PelotonU support a student if this relationship is no longer a part of his/her life? Will this student lose a huge motivator of them to continue in their studies?

"I'm helping my girlfriend out with school work now, and I help with the bills. I will go back once she graduates."

- DERRIKIO

"[My boyfriend] and I were working on the same remedial modules together during provisional enrollment."

- VANESSA

Understanding the power of mentorshipFINDINGS

Each participant we met had stories of those who had in%uenced them throughout their lives; adults who they would approach with questions or doubts about what lied ahead. For those whose parents did not attend college, these mentors - a sports coach, an uncle, a friend's parent - were their sounding board for conversations on topics their parents couldn't understand, and support in areas where parents didn't have the knowledge to assist.

To consider:

• How can PelotonU tap into mentors to help guide the right students to our program?

"My girlfriend's parents are civil engineers- they pushed me on to go to school and care. They taught me how to budget and save money too."

- FRANCISCO

Framing online educationFINDINGS

Student understand of an "online university" was across the board; each participant's mental model was framed by things they had experienced in high school, or on advertising they had seen. Many were unaware of the bene!ts of a self-paced online education - including the reality that the credits earned could transfer to an institution of their choice. There is a huge opportunity to reframe the notion that community colleges are the go-to "transition" schools, as high-quality online universities may be a more suitable match for many working individuals.

Additionally, prospective students struggled to understand the value proposition of PelotonU. Participants referred to marketing materials as describing "a type of online school."

To consider:

• How can PelotonU educate students/the community about what online education looks like?

"I never considered online education. I can't concentrate online, I need one-on-one. I can't be in there, stuck there reading on a computer. I took Plato classes in high school - it's on a computer and it's miserable."

- JEREMY

O!eringFINDINGS

With each of the individuals we met, the prospect of 1:1 dedicated mentorship was the most attractive of PelotonU's o$erings.

People who want to go back to school expect to pay for it - and have plans to do so. As a result, the scholarship isn't as important to those who are already truly planning to return to school. That said, some assistance to support them re-engaging and an eventual petering-o$ of scholarship / aide money could help them make the transition from subsidized to fully-self-dependent education costs.

Overall, there was not a solid understanding of the "academic roadmap" o$ering. There is potential to refer to it as something more approachable, such as an "academic plan." This proposition was attractive to those who had already met Sarah and understood its bene!t.

Community of peers was seen as bene!cial, but didn't evoke strong feelings either way.

Researcher

This research was conducted by:

Lauren Serota Lauren Serota leads global research, strategy and design projects both independently and with Studio D Radiodurans. She is a member of the founding faculty at the Austin Center for Design. Independently, as well as through past work with companies such as Lextant and frog, she has worked with a volume of commercial, government, and nonpro!t clients. Her expertise includes design research, social innovation, and interaction design for physical, service-based, and interactive products.

Thanks! - Lauren