Schools try to increase enrollment and graduation rates, but show low retention rates

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Schools try to increase enrollment and graduation rates, but show low retention rates by Mind Map: Schools try to increase enrollment and graduation rates, but show low retention rates

1. Enrollment and graduation rates may be on the rise, but it is not due to increased retention programs. If you compare two different years, graduation rates rise because you are shoving more people into the university and, by the average, more people will graduate.

2. Solutions:

2.1. Increase on-campus housing for upper class students

2.1.1. could make it connected to academics by tying preference numbers it into GPA standards

2.2. Create 3 year major tracks as an option for students, but not as the norm

2.3. Increase leadership, outreach, and student involvement programs and opportunities

2.4. Orientation Classes

2.5. Create and promote summer programs

2.6. Recruit the right people to come to your university

2.6.1. get people to come to the university that want to be here and are here for a purpose

2.7. Be selective in recruiting and encourage those who don't get accepted for the fall enter for spring and are contingent for the fall depending on summer grades

2.8. incorporate students into more on campus jobs that may usually be outsourced or offered to local community members outside of the university (dining, cleaning, etc.)

3. School focus more on increasing enrollment and graduation than retention

3.1. Problem: Retention VS. Enrollment + Graduation

4. Initial Responses

4.1. From colleagues

4.1.1. The numbers are diluted by failing and smal private universities

4.1.2. Retention is already being focus on at many universities because of the increased number of graduation rates

4.1.3. Increased retention rates would be good for the university system because it would directly increase graduation and indirectly increase enrollment

4.1.4. The 3 year graduate program will be too much for students because they can't even finish in 4 years.

4.2. From people outside higher ed.

4.2.1. Why are they spending public money on bolstering their private initiatives?

4.2.2. Creating initiatives to keep graduate students in 3 years inflates the job market

4.2.3. keeping students in school is great because now we will have more educated individuals entering the eorkforce

5. Researching similar issues around the country shows freshman to sophomore year attrition rates average 32% nationally (Raymundo, 2003).

6. "The major problem with the graduation rate as a measure is that it is usually a misleading indicator of an institution's capacity to retain its students" (Astin, 2004)

7. Belmont University has created a full-time professional position to “enhance the quality of the undergraduate experience, particularly as it pertains to sophomores" (“Jobs: director of,” 2011).

8. Potential outcomes

8.1. Increased interest in retention procedures and initiatives from universities across the country

8.2. Increased graduation rates due to the increased retention rates

8.3. Increased school rating because of the increased graduation rates

8.4. Increased enrollment due to increase alumni support (from increased graduations) and school ratings

8.5. Students will stay at one university to complete their degree because they enjoy the university

8.6. Increased summer programs to help the transition between high school and college

8.7. Increased revenue for the university through alumni support and increased enrollment and interaction

9. Data to support outcomes

9.1. Less years to retain

9.1.1. If students are in school for a shorter period of time, then less programs are required to retain them.

9.2. Decreases cost

9.2.1. "At non-elite colleges, especially privates, many students drop out because of cost. And a major factor in cost is time to degree, which increases significantly when a student changes majors" (Marty, 2008).

9.2.2. Transferring universities also increases time to degree

9.3. First-Year Experience Course

9.3.1. "Madonna University has seen its freshman-dropout rate decrease sharply since it started a similar course in 1990, says Sister Nancy Marie Jamroz, vice-president for student life. The university now requires all traditional-age freshmen to take an orientation course, called College 101, in their first or second semester" (Geraghty, 1996)

9.3.2. "A number of colleges now require freshmen to take a course that provides them with basic information about campus resources and gives them suggestions about ways to adapt to the college environment" (Geraghty, 1996).

9.4. Second-Year Experience Course

9.4.1. Creating a “Sophomore Year Experience” has started to take hold at many universities including Stanford, Belmont, Emory University, Fairfield University, Greenville College, Hiram College, Indiana Wesleyan, University Kennesaw, State University, Loyola College, Macalaster College, McPherson College, Moravian College, Northeastern State, University, and more...

10. References:

10.1. Astin, A.W. (2004, October 4). To use graduation rates to measure excelence, you have to do your homework. The chronicle of higher education, 51(9), Retrieved from http://chronicle.com/article/To-Use-Graduation-Rates-to/27636/

10.2. Geraghty, M. (1996, July 19). Data show more students quitting college before sophomore year: many institutions are trying to help their freshman adjust to campus life. The chronicle of higher education. Retrieved from http://chronicle.com/article/Data-Show-More-Students/94032/

10.3. Jobs: director of sophomore year experience at belmont university. (2011, March 23). Retrieved from http://chronicle.com/jobs/0000674181-01

10.4. Marty Nemko. (2008, June 9). Still need to improve retention? [Web log comment]. Retrieved from http://chronicle.com/blogs/brainstorm/still-need-to-improve-retention/6018

10.5. Raymundo, J.C. (2003). The effects of an abbreviated freshman year seminar program on student retention and student academic performance. Research for educational reform, 8(2), (pp46-55). Retrieved from EBSCOhost.

11. Business Model Canvas

11.1. Key Partners

11.1.1. Provost

11.1.2. outside partners, if contracting out for building facilities

11.1.3. enrollment staff

11.1.4. president

11.1.5. Housing Department

11.1.6. housing assignment staff

11.1.7. administrators and professors

11.2. Key Activities

11.2.1. Collaboration between multiple facets

11.2.2. authority to run the organization with the power of the provost

11.2.3. creation of new programs and organizations

11.2.4. creation of new buildings and housing facilities

11.2.5. hiring new professional staff to organize and coordinate activities and programs

11.2.6. coordinate with universities as to a plan of action/strategic plan to implement changes

11.2.7. garner feedback and interest in our actions from other universities

11.3. Key Resources

11.3.1. continued or increased enrollment and housing leases for revenue

11.3.2. increased on campus housing

11.3.3. staff that want to be involved and are dedicated to the cause

11.4. Value Proposition

11.4.1. Helping increase retention and graduation rates

11.4.2. revitalize and redefine enrollment procedures

11.4.3. performance

11.4.4. overall appearance and rating among other universities within the same field

11.5. Customer Relationship

11.5.1. The students expect to get a good education and experience

11.5.2. The University expects the students to stay until graduation

11.6. Customer Segments

11.6.1. Incoming Students

11.6.2. Universities and Colleges

11.6.3. Mid-year students already enrolled in college

11.7. Revenue Stream

11.7.1. tuition

11.7.2. classroom fees

11.7.3. federal grants

11.7.4. housing fees

11.8. Channels

11.8.1. Increase on-campus housing for upper class students

11.8.1.1. could make it connected to academics by tying preference numbers it into GPA standards

11.8.2. Create 3 year major tracks as an option for students, but not as the norm

11.8.3. Increase leadership, outreach, and student involvement programs and opportunities

11.8.4. Orientation Classes

11.8.5. Create and promote summer programs

11.8.6. Recruit the right people to come to your university

11.8.6.1. get people to come to the university that want to be here and are here for a purpose

11.8.7. Be selective in recruiting and encourage those who don't get accepted for the fall enter for spring and are contingent for the fall depending on summer grades

11.8.8. incorporate students into more on campus jobs that may usually be outsourced or offered to local community members outside of the university (dining, cleaning, etc.)