Widening the Enrollment Pool with Content Solutions
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Transcript of Widening the Enrollment Pool with Content Solutions
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March 2017
Widening the Enrollment Pool Content Solutions
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Your Presenters
David LungrenVice President,Digital Content SolutionsCollegis Education
Steve Taylor, Ph.D.MBA Curriculum CoordinatorUniversity of North Alabama
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Solutions That Activate Online Learning
Collegis Education provides innovative learning technology solutions for a range of academic partners. With more than a decade of experience, our team designs, develops, licenses and deploys digital content that is fresh, interactive and scalable. From custom-developed learning solutions to our large library of training modules and competency-based courses, we enable you to reach your enrollment growth goals.
305/02/2023 Copyright Collegis, LLC - Proprietary and Confidential
Engage: Support your students at every turn.
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AgendaIntroductionUNA Case StudyImpact on Student SuccessDevelopment ApproachFlexible Solution5 Things We LearnedQuestions
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IntroductionCollegis works with partner institutions to deploy prerequisite learning solutions that increase opportunities for both the student and the institution:
Students benefit from enhanced prospects for success.
Institutions benefit from a wider pool of student prospects for the program.
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Partner Case Study: University of North Alabama (UNA)
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UNA Case StudyWell-established MBA program looking to grow enrollments
Mid-sized regional university in a rural setting
“Dwarfed” by two major state universities
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Four Challenges at UNA
1. Increasingly competitive market for MBA students
2. Faculty/student dissatisfaction with current prerequisite
courses
3. Unsuccessful enrollment of non-Bachelor of Business
Administration (BBA) graduates
4. High percentage of “lost” new admits
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Non-BBA vs. BBA Enrollment
46% 85%
44%
68%33%
73%
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94 “Lost” Admits
????45%
Only prerequisites22%
Prerequisites/1 course22%
Went elsewhere6%
Postponed4%
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SolutionMG 600 “Foundations of Business” course
Task force with faculty representative from each academic area
Survey course to cover the fundamentals in basic business disciplines
Required of all incoming MBA students
Accreditation implications
Competitive review
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Solution4-hour course for academic credit
7 ModulesAccounting (14 hours)Business Information Systems (8 hours)Economics (6 hours)Finance (4 hours)Management (4 hours)Marketing (4 hours)Quantitative Analysis (16 hours)
Content is a combination of faculty-developed content and content drawn from the Collegis library
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SolutionFall 2016 course introduced
Enrollment was 232
Course functions in a largely self-paced fashion
Single faculty member serves as course administrator
Course developers serve as content experts
Lesson learned: Set deadlines for students!
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Results
Spring 2015 Summer 2015 Fall 2015 Spring 2016 Summer 2016 Fall 2016 Spring 2017
100 77
174 146 137209 210
7468
11096 103
170 144
4434
76
77 83
157
103
Applications Admission Registrations
MG 600 Course
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Outcomes
Substantial percentage of new student enrollments were students who would not have been qualified without the prerequisite course
Costs shared with the students as students make a one-time payment via PayPal to access the content on the Collegis LMS
Course was designed and developed in compressed time frame due to leveraging of existing content from the Collegis library
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Impact on Student Success
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Immediacy of LearningResearch indicates that the timing of prerequisite learning can impact student success
Positive correlation between prerequisite learning taken immediately before MBA program start and student success in the next course
“The quantity of prerequisite courses and their timing are found to significantly influence student performance in the introductory finance course. This shows that adequate and timely exposure to prerequisite subjects are helpful in learning finance” –Blaylock & Lacewell
Blaylock & Lacewell (2008). Assessing Prerequisites as a Measure of Success in a Principles of Finance Course. Academy of Educational Leadership journal (12)1, pp. 51-62.
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Academic Preparation in Discipline A student’s undergrad program may provide minimal academic preparation for the student’s graduate program
Research shows that prior coursework in the specific discipline of the program is correlated with student success
“… It may be helpful to offer differently structured introductory accounting courses. Accounting departments could, as do some economics departments, offer a pre-introductory, survey-type course … that examines some of the important concepts and procedures for students with inadequate or no prior preparation in accounting.” -Eskew & Faley
Eskew and Faley (1988). Some Determinants of Student Performance in the First College-Level Financial Accounting Course. The Accounting Review (63)1, pp. 137-147.
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Development Approach Leveraging Collegis Module Library
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UNA RequirementsContent covering the multiple disciplines in the MBA program
Rich, engaging learning experience that supported self-paced student work
Desire to speed the development process so students could be enrolled as early as July for the Fall semester
Minimize impact on faculty subject-matter experts
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Collegis Module Library400 individual online modules in multiple disciplines
Modular design; each module organized around single competency
Media rich
Interactive
Support self-directed student work
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The CourseBuilt upon content developed by UNA faculty integrated with content drawn from the Collegis library
Instructional Designer from Collegis collaborated with the UNA faculty to ensure a cohesive learning experience across all the content in the course
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Flexible Solution
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Prereq Learning Deployment Options
For-credit course that is designed as part of the program curriculum and is eligible for financial aid
Non-credit offering that serves as a requirement for admission with a fee paid directly by the student
Non-credit offering that is offered for free or at a greatly reduced cost to the student as a resource
All delivery options may be used to support the admissions process by enrolling students into the learning before the Term start
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5 Things We Learned
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5 Things We Learned
Faculty commitment, not involvement, is critical
Students must be mentally prepared for course
Critical to set student milestones with carrots and sticks
Hands-on attention is critical
Student discussion board for each module is very beneficial
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Questions?
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Thank you
CollegisEducation.com