Enrollment Management

Malawi has seen an increase in the number of Early Childhood Development (ECD) activities since 1950. With time, the country has seen high growth of ECD centres and communities and churches have opened their centres as well. One such church is Roman Catholic which has opened St. Teresa ECD Center in Lilongwe under Teresian Sisters. However, the centre which has almost every infrastructure been poorly patronized. This study was therefore conducted to assess factors leading to the low enrolment of children at this centre. The study used mixed methods where both qualitative and quantitative data were collected and analyzed using SPSS and qualitative data was manually analyzed by grouping them into themes to establish common trends. Quantitative data was collected from parents with children enrolled in preschool and parents with children not enrolled in preschool. While qualitative data was collected from caregivers, school management committee members and other stakeholders. The results show that 41% of the parents do not send their children because they cannot afford to pay the fees. While 24% showed a lack of interest in their children attending ECD activities. Over 40% indicated that they could not afford to send their children because they do not have food to give their children as they to the Centre. It can be concluded that the low enrolment in ECD Centres around these areas is because of a larger lack of interest for parents to send their children. In addition, many parents in this area have a perception of free things hence they were not ready to invest cash for their children.

Annual report developed for information regarding educator preparation programs in the state of Colorado.  Included is information related to the number of educators completing programs in the state of Colorado, the number of enrolled students in educator preparation programs and historical data regarding the number of educators produced in Colorado.

The dynamic and complex landscape of higher education requires colleges and universities to annually achieve enrollment goals to fulfill institutional objectives and sustain economic vitality. Data-driven decision making supports the ability of institutions to attain success in a highly competitive marketplace. As such, campus stakeholders have placed significant emphasis on the measurement of enrollment outcomes. This article provides a road map for enrollment management leaders to effectively define, measure and articulate enrollment successes and challenges.

AEM  introduces the concept of anticipatory enrolment management planning at Shippensburg University. AEM focuses on diversifying and increasing a school’s revenue stream by using data generated by CRMs to anticipate new markets. New markets can mean new academic programs, but can also include different educational modalities, such as: transfer centers for students moving from one school to another; three-year degree programs and combined undergraduate and graduate degree programs; winter-term online course offerings and increased online summer programs. AEM proactively creates enrollment growth. AEM includes Retention management as an essential component of enrollment stability.

The attainment of postsecondary education is a primary mechanism for social mobility and an essential pathway to personal prosperity and economic stability. As such, the admission policies of institutions of higher education require a judicious approach for evaluating applicants with a criminal history. This article discusses whether exclusionary admission practices and policies create unnecessary barriers that limit access to higher education for promising students with a criminal history.

Holistic review, or the consideration of a wide range of applicant qualities including "non-cognitive" or personal attributes, is a growing strategy for expanding the predictive potential derived from the variables most commonly evaluated in graduate admissions: cumulative undergraduate GPA and standardized test scores such as the GRE (Kent & McCarthy, 2016; Okahana et al., 2018). This article describes a NAGAP-sponsored research study that responds to the need identified by Kent and McCarthy (2016) for a "clearer understanding of what constitutes a truly 'holistic' graduate admissions process for master's and doctoral programs" (p. iv). The project also aims to generate guidelines for the practice of holistic review in graduate admissions.

Overview Selecting the appropriate academic intervention or making a change in institutional policies is contingent upon many factors. What is the unique academic and culture issues at the institution and which academic intervention is best fitted to meet those needs? Is there clear evidence that the intervention will contribute to higher academic achievement at a particular institution as opposed to its past success as the institution where it was first developed? What is the capacity of the institution to implement the intervention or policy regarding administrative support, faculty support, skill level of the intervention program, and the cost to implement and continue the program? Continuum Scales of Requirements for Implementation An academic intervention or policy decision on one campus may not be effective on another one due to a variety of reasons. The following document presents a decision-making process that helps to more objectively enable institutions to compare among possible actions or intervention programs which are most appropriate for their particular situation. The five continuum scales are: (1) likelihood of success: evidence of effectiveness; (2) institutional and administrative involvement; (3) faculty member involvement; (4) skill level of the people who are part of the campus academic intervention; and (5) financial investment for the intervention program. Some scores have " n.a. " since the scale item is not applicable. Some scales have two scores, one for the student paraprofessional and one for the person who is involved with program administration frequently. The scale listed with the " likelihood of success " is arranged in order of increasing evidence, each of the other four continuum scales are arranged in increasing levels of involvement required by the institution to implement the program (for example, " 1" is the lowest level of energy). No judgement is made about the relative value of one intervention or policy decision with another one. Academic interventions or policy changes with high scores simply require more time and resources to implement than others. Directory of Academic Interventions and Learning Enrichment Activities Attached is a summary of some of the most often cited programs or policy decisions in the professional literature related to increasing student academic achievement. Each entry has the following pieces of information: name of item; site of origin or name of the leading professional organization(s) associated with the practice; description of the item; professional association web sites or publications that provide more information about the item; and continuum scale scores for the level of difficulty to implement the program or policy change. There is no score regarding the likelihood of success since that must be evaluated based on the research materials provided by institution or organization promoting its adoption. (For example, there are many types of tutoring programs and approaches. This document does not attempt to generalize about all tutoring programs.)

Trends in student persistence and retention capture the attention of academic administrators, but it is in each faculty member's classroom where the greatest opportunity for supporting students' success occurs. This guide presents strategies that every faculty member can implement to fuel their students' educational attainment.

Q: What do you WISH was talked about openly regarding career paths after college? A: How to file taxes as a small business, how to write practical contracts for everyday gigs, and how to make cold calls for a broad variety of gigs. Turns out the real world is NOTHING like how my professors described. I'm starting to wonder what planet they grew up on. 1 Higher education faces an increasingly contradictory set of priorities shaped by external expectations and changing realities. First among these is the drive to increase access to higher education. As President Barak Obama said, Education is an economic issue when nearly eight in 10 new jobs will require workforce training or higher education by the end of this decade. Education is an economic issue when we know beyond a shadow of a doubt that countries that out-educate us today will outcompete us tomorrow. 2 This is all the more important when we realize that a high school education is no longer seen as sufficient preparation for the job market. Unlike old-fashioned vocational education, high school-level career and technical education doesn't really prepare people for jobs directly after high school. While the stated end goal of K-12 education in America is for students to be " college and career ready, " the reality is the existence of career-ready high school graduates is a myth. The expectation that high school produces career-ready adults in a 21st century economy is unrealistic and counterproductive. It has become clear that, for today's students to be prepared for tomorrow's jobs, all pathways must lead to a credential with labor market value, such as a certificate, associate's degree or bachelor's degree. Good jobs that only required a high school education, in blue-collar fields and the military, have declined, while the jobs that took their place in fields like health care, information technology and business services require more than a high school education. 3 Despite the evident mandate to provide more students with a college degree, serious questions about the quality and outcomes of degree attainment plague higher education arise, looking askance at the imbalance between rising costs, poor graduate rates, and long-term alumni outcomes. For decades, Washington has focused almost exclusively on defraying the cost of college for families as tuition sticker prices have increased. But the time has come for a new national conversation to address the far more serious and fundamental problem: how to significantly increase the quality of college education while lowering the actual cost. Take the 1.2 million students who will begin a four-year college in 2015. Based on current statistics, only 39% will graduate with a bachelor's degree in four years, with 41% failing to graduate in six. Forty-four percent will not find work that requires a four-year degree, 25% will graduate with over $30,000 in debt, and a shocking 36% will demonstrate no meaningful gains in critical thinking. 4

Many states have transitioned from a bygone commitment of low tuition levels for 2-year public community colleges and have shifted the responsibility to students and their families for financing a community college education. As a result, low-income families are overly impacted by these developments, least likely able to afford a community college education, and therefore least likely to enroll. When implemented properly, tuition strategies work to boost and solidify demand from potential students at community colleges. In postsecondary education, pricing refers to the price paid by a student considering enrollment and are affected by student enrollment, public demand, and government support. Further research investigating relationships between tuition strategies and community college enrollment is needed and this topic could make a terrific dissertation or research project.

Over the past six years there has been a noticeable decrease in the number of students registering for Information Technology programs. The reasoning for the downturn in enrollments at four year and two year colleges are varied.  The focus of this article is based on national trends across the country declining enrollment.  Are they related?  On average, colleges across the nation state they have lost anywhere from 25 to 40% of new and current students.  This paper will research why there is a decrease in the numbers of students and ways to resolve the problem.  There are other professions that are doing well, why not IT?

Purpose
In higher education, enrollment
management has been developed to
accurately predict the likelihood of
enrollment of admitted students. This
allows evidence to dictate numbers of
interviews scheduled, offers of admission,
and financial aid package distribution. The
applicability of enrollment management
techniques for use in medical education
was tested through creation of a predictive
enrollment model at the University of
Michigan Medical School (U-M).
Method
U-M and American Medical College
Application Service data (2006–2014)
were combined to create a database
including applicant demographics,
academic application scores, institutional
financial aid offer, and choice of school
attended. Binomial logistic regression
and multinomial logistic regression
models were estimated in order to study
factors related to enrollment at the
local institution versus elsewhere and to
groupings of competing peer institutions.
A predictive analytic “dashboard” was
created for practical use.
Results
Both models were significant at
P < .001 and had similar predictive
performance. In the binomial model
female, underrepresented minority
students, grade point average, Medical
College Admission Test score, admissions
committee desirability score, and most
individual financial aid offers were
significant (P < .05). The significant
covariates were similar in the multinomial
model (excluding female) and provided
separate likelihoods of students enrolling
at different institutional types.
Conclusions
An enrollment-management-based
approach would allow medical schools to
better manage the number of students
they admit and target recruitment efforts
to improve their likelihood of success. It
also performs a key institutional research
function for understanding failed
recruitment of highly desirable candidates.

Purpose
Medical school admissions committees
are tasked with fulfilling the values
of their institutions through careful
recruitment. Making accurate
predictions regarding enrollment
behavior of admitted students is critical
to intentionally formulating class
composition and impacts long-term
physician representation. The predictive
accuracy and potential advantages of
employing an enrollment predictive
model in medical school admissions
compared with expert human judgment
have not been tested.
Method
The enrollment management-based
predictive model previously generated
using historical data was employed
to provide a predicted enrollment
percentage for each admitted student
in the 2016–2017 application pool
(N = 352). Concurrently, the human
expert created a predicted enrollment
percentage for each applicant while
blinded to the values generated by
the model. An absolute error for each
applicant for both approaches was
calculated. Statistical significance
between approaches (expert vs.
enrollment model) was assessed
using t tests.
Results
The enrollment management approach
was noninferior to expert prediction
in all cases (P < .05) with a superior
correct classification rate (77.7% vs.
71.2%). When considering subgroup
analyses for specific populations of
potential importance in recruiting
(underrepresented in medicine, female,
and in-state applicants), the enrollment
management predictions were
statistically more accurate (P < .05).
Conclusions
Examining a single admitted class,
the enrollment predictions using the
enrollment management model were at
least as accurate as the expert human
estimates, and in specific populations of
interest more accurate. This information
can be readily exported for a real-time
dashboard system to drive recruitment
behaviors.

The use of technology in education, commonly defined as electronic learning (e-learning), is commonplace in the curricula of the 21st century. The role of e-learning in professional development and workforce advancement, and more specifically, its impact on Louisiana’s workforce, was analyzed. Broader statewide efforts to address barriers and challenges that impact local adult learning opportunities are also examined. This paper also reviews the benefits of online education as it impacts on students, institutions, state and federal government, and the society in its entirety. Two models are proposed: the first addresses outreach programs to improve enrollment and retention of adult students; the second discusses methodologies to ensure the successful implementation of online programs to help those adult students to succeed.

Finding the right college-from filling out applications to getting accepted-should be one of the most thrilling times of your life. But it won't be if you're still figuring out how to pay for it come Labor Day. Whether you're a graduating high-school senior, a parent making financial investments for your child's future, or an adult returning to school, The Everything Paying for College Book is a valuable resource that provides the information you need to face the challenge of college tuition. With appendices listing organizations and other resources, you'll find smart ways to save and find extra cash for books and class.
The Everything Paying for College Book helps you learn about:
The difference between loans and grants
Conditional cash
Options for long-term investing
When and how to fill out the forms
Qualification guidelines
Whom you should approach for money

Easily accessible and highly informative, The Everything Paying for College Book takes the mystery out of myriad money sources, where to find grants and loans, and how to fill out the endless paper trail of forms so that you can spend less time thinking about your finances and more time hitting the books!

Retaining minority students is extremely important because of the steady increase in their enrollment, and is a topic of concern for community colleges and higher education in general (Brotherton, 2001; “Hispanics Trail,” 1994; “Kettering Minority,” 1999; Magner, 1989; Martinez, 1998; “Officials Look,” 2000; Perdomo, 2003, Ross, 1991;
Valladares, 2003; Watson, 1998; Wild & Ebbers, 2002). The most salient factors influencing student retention are students’ field of study, residential hall living, institutional size, high school class rank, part-time on-campus employment, and time of application in the admission process (Astin, 1984, 1997; Reisberg, 1999). Minority students face additional retention barriers, identified as financial difficulties, academic
under-preparedness, social acculturation, and campus socialization.

Financial difficulties often are cited as the cause of minority student dropout (Brotherton, 2001; Chenoweth, 1999; “Hispanics Trail,” 1994; “Kettering Minority,” 1999; “Officials Look,” 2000; Ross, 1991; Valladares, 2003) as they leave higher educational institutions because of insufficient funding to continue, and because their family lacks basic economic resources. The main challenge surrounding financial difficulties is convincing minority students to focus on the long-term gains of education versus the short-term gains of obtaining employment and making money in the present (Chenoweth, 1999). Remedial education is the focus of many minority retention programs (Brotherton, 2001; Congos & Schoeps, 1997; Finley, 2002; “Kettering Minority,” 1999; Magner, 1989; Martinez, 1998; Parker, 1999; Perdomo, 2003; Reisberg, 1999; Roach, 1999; Snell & Makeis, 1993). Martinez (1998) and Reisberg (1999) discuss the misconception that curricula should be “watered down” to better serve underprepared students. Lastly, minority student attrition is influenced by inadequate campus acculturation and socialization (Brotherton, 2001; “Hispanics Trail,” 1994; “Kettering Minority,” 1999; Magner, 1989; “Officials Look,” 2000; Perdomo, 2003; Ross, 1991; Valladares, 2003; Martinez, 1998; Watson, 1998; Wild & Ebbers, 2002), feeling isolated (“Officials look,” 2000; Watson, 1998; Wild & Ebbers, 2002), and feeling unwelcome on campus (Magner, 1989; Ross, 1991; Watson, 1998). Inadequate social and campus acculturation and feeling unwelcome and isolated hinder minority students’ building of necessary bridges with faculty and staff who could offer role modeling, guidance, and navigational assistance on campus.

Book Chapter: For enrollment managers, setting a pathway for an institution's future and putting the wheels in motion to achieve this future state can be an immensely rewarding experience. A strategic enrollment plan (SEP) supports the future state of the institution using data and the campus strategic plan to establish a vision for the future. The SEP is a key element to drive the campus toward its goal. Reaching that overall objective requires achieving numerous goals along the way. However, the SEP process does not put goal setting first. Instead, as previous chapters have explained, SEP relies on a data-informed process that requires consistently analyzing important data points, using those points to guide planning, setting goals, measuring progress, and modifying behaviors and programs based on information gained through this feedback loop. After the plan is completed, an institution must establish a strategic enrollment management (SEM) council that shifts the institution from a planning mode to a management and action-oriented mode. The management council must continue to track and monitor the plan, monitor dashboards, and update the plan where needed, based on current market trends or other changes. Dashboards Campus dashboards bring multiple data points together in quick and easy visuals that provide all constituencies with a means to check the progress of campus efforts. Dashboards help an organization understand and make productive use of the data. They should drive prioritization and help identify areas of focus where actions are not making the projected impact. In their simplest forms, dashboards document Key Performance Indicators (KPIs) and Performance Indicators (PIs), discussed in Chapter 4, provide the means to set benchmarks, track progress, and fulfill demands for accountability and transparency.

Chapter “Creating a Student-centred University” in the book “Implementing Bologna in Kazakhstan: a guide for Universities” by John Dixon & Dennis Soltys (eds). Almaty-Astana: Academpress, 2013. – 192 p. ISBN 978-601-80235-3-8

Abstract
•
The key to building a student-centered university is to focus on
meeting student needs. This goes, however, beyond learning and,
therefore, extends to all parts of the university.
•
A student-centered university has a:
• clear statement of its student-centeredness vision;
• strategic commitment to student centeredness;
• knowledge of its student needs and aspirations; and
•
willingness to listens to students’ opinions on the student
services provided;
•
The appropriate student administration philosophy is simple: be
‘invisible’ to students and academics, and offer the best services
 possible.
• A student-centered university cannot function efciently without:
•
a well-developed integrated system of operations, services,
and data collection and analysis;
• individualized and personalized student support services; and
•
recognizing the importance of the mother languages of
 prospective and exchange students.

The aim of the study was to analyse enrolment patterns, and study efficiency and completion among students in programmes with professional qualifications, using microdata from Statistics Sweden. The programmes were Architecture, Medicine, Nursing, Law, Social work, Psychology, andEngineering (year 2001–2002,n = 15,918). Using the concepts from Bourdieu’s sociology, data was analysed with Specific Multiple Correspondence Analysis. Different patterns emerged and were constructed as different dimensions of the social space of educational strategies in higher education, patterns of enrolment, efficiency, and completion. The students’ relative positions in the social structure were analysed by the type and amount of their cultural capital. The most important factors for differences between coherent intensive and scattered extensive enrolment patterns were programmes, gender, mother’s socioeconomic index, parents’ education, and type of university. Regarding efficiency, the most important factors were programme and type of university. The factors most important for graduation were gender and type of university.

Many developmental educators have been assigned increased responsibilities for campus-wide enrollment management activities. A new system is needed for educators to more accurately sort through the rapidly growing database of information related to student retention. This will enable the reader to more quickly identify promising practices for further investigation. This article provides a scale to evaluate the likelihood of success among potential programs and identify them for further research. Scrutiny of potential retention programs must be increased by asking more questions early in the investigation process regarding: essential components of a program, research evaluation studies, barriers to successful implementation, and the availability of technical assistance to enable other institutions to successfully adapt and adopt the student retention practice.

Holistic review, or the consideration of a wide range of applicant qualities including “non-cognitive” or personal attributes, is a growing strategy for expanding the predictive potential derived from the variables most commonly evaluated in graduate admissions: cumulative undergraduate GPA and standardized test scores such as the GRE (Kent & McCarthy, 2016; Okahana et al., 2018). This article describes a NAGAP-sponsored research study that responds to the need identified by Kent and McCarthy (2016) for a “clearer understanding of what constitutes a truly ‘holistic’ graduate admissions process for master’s and doctoral programs” (p. iv). The project also aims to generate guidelines for the practice of holistic review in graduate admissions.

Learning assistance often operates at the crossroads of the institution where academic affairs, student affairs, and enrollment management converge. Although learning assistance supports academic affairs with better-prepared students for academically rigorous courses, learning assistance also works in conjunction with student affairs to achieve higher affective and cognitive student development outcomes. At its best, learning assistance is carefully coordinated and supported with enrollment management programs that result in higher persistence rates and student success. This report describes the historic, diverse, and valuable activities in U.S. postsecondary education and opportunities that fall under the rubric of developmental education. 
Although it has a presence in most postsecondary institutions, the expression of learning assistance is quite diverse. Campus needs and perceptions define the language of learning assistance, which explains a major reason for the wide variety of terms used to describe this field. The preferred term used in this report is “learning assistance,” as it is commonly used and most inclusive of the various approaches and activities of the field.

Adult learners are enrolling in U.S. higher education at a growing pace. These students have obligations and needs that influence their preferences for programs of study, scheduling, and specific support systems. This article recommends a number of research-based institutional practices relevant to the welfare of adult student learners.