DOCSLIB.ORG

Undergraduate and Graduate Market Study in the Southern Maine Region

Total Page：16

File Type：pdf, Size：1020Kb

Download full-text PDF Read full-text
Undergraduate and Graduate Market Study in the Southern Maine Region Proposal Undergraduate and Graduate Market Study in the Southern Maine Region University of Southern Maine February 28, 2011 February 28, 2011 To: Dr. Susan Campbell Chief Student Success Officer University of Southern Maine On behalf of EducationDynamics, I am pleased to submit this proposal to measure market demand for undergraduate and graduate programs on behalf of the University of Southern Maine. In response to your RFP, I believe we have been able to identify and propose several studies that can provide the action recommendations you seek to expand undergraduate and graduate enrollments in current programs as well as to address new market opportunities. Based on market studies we have conducted recently on behalf of other institutions seeking to enhance graduate offerings, we can assure you that market demand among prospective undergraduate and graduate students remains strong and growing. Many more providers of higher education have entered the undergraduate and graduate market assertively and the competition, thus, for an institution such as the University of Southern Maine has become more intense. We believe that the University is in a very good position to capture a larger share of the market with the data and advice our research offers. As you will see from our history of work with hundreds of colleges and universities (many within your region, such as Southern New Hampshire University, Northeastern University, Western New England College, Wentworth Institute of Technology, and Salve Regina University), our organization is not new higher education market research. Our track record speaks for itself. But, even more importantly, our extensive background enables us to build on our past experiences, on tried and proven analysis techniques, and on our unique ability to apply what we know about various market segments to the needs and priorities of the University of Southern Maine. Let me assure you that if EducationDynamics is chosen to conduct the market analysis described in this proposal, I will personally commit my own time and effort to the design, execution, and reporting of this important project. Sincerely, Carol B. Aslanian Senior Vice President, Market Research and Advisory Services 5 Marine View Plaza Suite 212, Hoboken, NJ 07030 T: 201-377-3332● F: 201-277-3096 ● E: [email protected] http://adultstudents.educationdynamics.com Table of Contents Introduction - 1 Adult Student Market Analysis Studies Study 1: Demographic Mapping of the Service Area - 4 Study 2: Interviews with Individual Undergraduate - 7 Adult Students Study 3: Interviews with Individual Graduate Students - 9 Study 4: Analysis of Competitors - 11 Study 5: Interviews with Organizations and Employers - 13 Study 6: Institutional Audit - 15 Market Analysis Methodology - 16 Data Collection and Sample Management - 17 Work Plan - 19 Study Budget - 20 References - 21 Staffing - 22 Past Clients - 25 Competitive Advantages of Working With Education - 29 Dynamics Introduction Undergraduate and graduate student market studies are conducted by EducationDynamics for colleges and universities through well-proven market analysis services. Studies are designed to examine the demand for undergraduate and graduate study, as well as professional development programs, among actual or prospective individual adult students living in selected geographical areas served by client colleges. For the University of Southern Maine, the geographical area to be examined will encompass an area in the Southern Maine region designated by University staff. EducationDynamics staff has extensive experiences in assessing institutional programs and services aimed at adult and nontraditional students for enhancement and development direction. The procedures used by our staff gather the data college administrators need to make informed decisions for expanding programs attractive to adult students and for improving the policies and practices of operational units serving adult students. The assessment activities on which our proposed study is based emanate from years of development begun at the College Board, and continued at Aslanian Group, under the direction of Carol B. Aslanian. It was established in direct response to requests from college leadership, admissions officers, deans of undergraduate and graduate study, and directors of continuing education programs for empirical evidence regarding demand for postsecondary and graduate education among adults. The fundamental and basic approach that underpins our market research method is demand analysis. That is, our studies do not focus on need and interest among prospective adult students who have not enrolled but rather on hard data gathered from adult students who have enrolled and have demonstrated that they are ready, willing, and able to enroll in college study. Traditionally, needs assessments of adult learning dealing with interest or need yield results that grossly overestimate what adults will actually do. To overcome the problems of needs assessments, we use a demand theory approach that encompasses three important factors that characterize an adult learner: need, motivation, and financial resources. (A full description of need vs. demand analysis is presented later in this proposal.) Finally, we have worked with a number of public and private institutions in recent years which may aid in our work with the University of Southern Maine. These include Southern New Hampshire University, Northeastern University, Alvernia College, Lebanon Valley College, Oakland University, New York University- School of Continuing and Professional Studies, and the University of Dayton. (See references.) 1 | P a g e EducationDynamics is higher education's leading marketing company, and the only organization that delivers products and services with a proven track record for helping higher education institutions find, enroll and retain students. Market Research and Advisory Services (MRAS) conducts adult student and online student market demand studies, institutional audits, program and marketing reviews, and seminars and workshops for colleges and universities. MRAS is led by Carol Aslanian, who has had more than 25 years of experience in serving colleges nationwide, first at the College Board, and then at Aslanian Group. Our market studies assist institutions in identifying the most current educational demands of adult students, online students, as well as employers in any region selected for analysis by our client colleges. Studies can also include surveys of recent inquirers and applicants who did not enroll, current students, early leavers, alumni and other groups of interest. Findings and recommendations provide actionable steps you can take to improve undergraduate, graduate and noncredit programs and marketing efforts as well as shape institutional priorities to better match the demands of adult and/or online students. MRAS market analyses have helped hundreds of institutions to determine: Which programs are needed by which audiences—where, when and how How to best compete with existing and new providers in the region and nationwide Image perception and enhancement among key constituents How to better serve the educational needs of businesses and other organizations New locations for offering instruction The right mix of classroom, hybrid, and online courses to meet market demand How much accelerated learning and other advancements are needed to meet student preferences How to maximize visibility and attractiveness through strategic marketing and effective promotion How to maximize outreach through print and online media Institutional audits and program reviews are also available to institutions seeking advice from experts in their fields on how to better maximize their outreach to adult and online students. Further, we conduct nationwide seminars and customized on-campus workshops for staff in the areas of adult learning, the 2 | P a g e marketing and recruiting of adult students, and innovative trends in higher education. The University of Southern Maine The six studies proposed will produce the findings, observations, and recommendations to lead the University of Southern Maine’s three campuses in better matching institutional supply to learner demands. The focus on adults as students is not new to higher education, or to the University, but the competition for this population grows steadily each day, through expanded ground campuses among the competition and through online instruction. The University must better understand market preferences in order to build programs, services, and marketing that work for working adults. In short, what we will propose, based on hard empirical data, will position the University of Maine as the premier institution in service to adults throughout the state of Maine. Specifically, we will take the steps and methodology necessary to: Profile the demographics and learning patterns of recent adult students, the cohort best to forecast what succeeding cohorts will want. These learning patterns include the focus or areas of study, desired formats, preferred locations, preferred schedules and services, and marketing techniques. Most important, the data will recommend strategies for the University that will, in fact, grow enrollments among adults. Specifically, we will discuss and propose messaging, channels of communication, frequency of contact, and effective ways to convert inquirers to enrollments. Our data will also be instrumental to practices that will help retain these adults through
Load more

Recommended publications
  • March 16, 2017 President Donald J. Trump the White House 1600 Pennsylvania Avenue NW Washington, DC 20500
    March 16, 2017 President Donald J. Trump The White House 1600 Pennsylvania Avenue NW Washington, DC 20500 Dear President Trump: Thank you for the positive comments you have made on several occasions about “Dreamers,” a group of outstanding young people you recently referred to as “incredible kids.” We agree with you. Brought as children to our country and since granted temporary permission to stay and obtain work permits, they contribute to our great nation every day. We are ready to work with you to ensure that they can continue to do so. University of North Carolina President Margaret Spellings, a former secretary of education under President George W. Bush, echoed your views in a recent op-ed in The Washington Post, saying: “These young people...have grown up American—studying and learning in our public schools, celebrating our national holidays, becoming a part of our communities. They’ve made a lifetime of friends and memories here. This is the only home most of them can remember. These are our children, raised in our cities and towns and taught in our public schools. They share our hopes and dreams for a better America. Their faith in this country is a blessing, if we have the grace to accept it.” Similarly, The Wall Street Journal editorial board wrote that repealing the Deferred Action for Childhood Arrivals program, which enables them to work and study here, “would harm innocent men and women.” The Journal stated, and we concur, that providing Dreamers a reprieve from deportation while Congress works to codify the policy would convey a “message of inclusion and largeness of presidential spirit.” At present, more than 750,000 individuals are registered under the program, many of whom are enrolled in college.
    [Show full text]
  • HEERF Total Funding by Institution
    Higher Education Emergency Relief Fund Allocations to Institutions as Authorized by Section 18004 of the CARES Act Sec. 18004(a)(1) Sec. 18004(a)(2) Sec. 18004(a)(3) Institution State School Type Total Allocation (90%) (7.5%) (2.5%) Alaska Bible College AK Private-Nonprofit $42,068 $457,932 $500,000 Alaska Career College AK Proprietary 941,040 941,040 Alaska Christian College AK Private-Nonprofit 201,678 211,047 87,275 500,000 Alaska Pacific University AK Private-Nonprofit 254,627 253,832 508,459 Alaska Vocational Technical Center AK Public 71,437 428,563 500,000 Ilisagvik College AK Public 36,806 202,418 260,776 500,000 University Of Alaska Anchorage AK Public 5,445,184 272,776 5,717,960 University Of Alaska Fairbanks AK Public 2,066,651 1,999,637 4,066,288 University Of Alaska Southeast AK Public 372,939 354,391 727,330 Totals: Alaska $9,432,430 $3,294,101 $1,234,546 $13,961,077 Alabama Agricultural & Mechanical University AL Public $9,121,201 $17,321,327 $26,442,528 Alabama College Of Osteopathic Medicine AL Private-Nonprofit 3,070 496,930 500,000 Alabama School Of Nail Technology & Cosmetology AL Proprietary 77,735 77,735 Alabama State College Of Barber Styling AL Proprietary 28,259 28,259 Alabama State University AL Public 6,284,463 12,226,904 18,511,367 Athens State University AL Public 845,033 41,255 886,288 Auburn University AL Public 15,645,745 15,645,745 Auburn University Montgomery AL Public 5,075,473 333,817 5,409,290 Bevill State Community College AL Public 2,642,839 129,274 2,772,113 Birmingham-Southern College AL Private-Nonprofit
    [Show full text]
  • 2018-2019 Course Catalog
    2018-2019 Course Catalog Mercyhurst North East 2018–2019 Undergraduate Course Catalog Notice of Non-Discrimination Mercyhurst University values diversity and is committed to the goal of achieving equal opportunity for all. For that reason, Mercyhurst abides by federal, state and local law in admissions, employment and all services and programs provided. Mercyhurst does not unlawfully discriminate on the basis of race, color, religion, creed, sex, citizenship status, ancestry, national or ethnic origin, age, familial status, sexual orientation, physical or mental disability, military or veteran status or any other legally protected characteristic or because of any individual’s legally protected activities. Mercyhurst complies with federal, state and local legislation and regulations regarding nondiscrimination. This policy applies to faculty, administration and staff, applicants for employment, students and applicants for educational programs and activities. Mercyhurst University prohibits sexual harassment, including sexual violence. The following person has been designated to handle inquiries regarding the non-discrimination policies and to serve as the overall campus coordinator for purposes of Title IX compliance: Alice Agnew, Title IX Coordinator, 300 Old Main, 814-824-2362. The following individuals have been designated as deputy Title IX coordinators: for Athletics, Stacey Gaudette, Assistant Athletic Director, Baldwin Lower Level, 814-824-2079; for Student Life, Laura Zirkle, Vice President for Student Life, Egan 314, 814-824-2262; for Employees, Tina Fryling, Preston 122, 814-824-2352; and for any community members of the branch campuses, including the Corry and North East campuses, Jackie Fink, 814-725-6399. Miller 122. Inquiries concerning the application of anti-discrimination laws may be referred to the Title IX coordinators or to the Office for Civil Rights, United States Department of Education.
    [Show full text]
  • 2020-2021 Carlow University Undegraduate Course Catalog
    2020/2021 UNDERGRADUATE COURSE CATALOG CARLOW.EDU EQUAL EDUCATIONAL AND EMPLOYMENT OPPORTUNITY POLICY One of the core values of Carlow University is Sacredness of Creation. We revere each person and all creation, and the diversity they embody. The university, as an educational institution, and as an employer, values equality of opportunity, human dignity, and racial/ethnic and cultural diversity. We are called to respect our diversity in both the university’s mission and core values. Our commitment to inclusivity, respect, and acceptance informs every aspect of the university community. Accordingly, the university prohibits and will not engage in discrimination or harassment on the bases of race, color, religion, sexual orientation, handicap or disability, sex, age, pregnancy, ancestry, national origin, place of birth, genetic information, gender identification, veteran’s status, or any other category protected by federal, state, or local law. This policy applies to all programs and activities, with respect to both admissions and employment. Questions and concerns about equal opportunity should be directed to the university’s EEO coordinators: Bridgette N. Cofield, JD, SPHR Director of Human Resources P: 412.578.8897 E: [email protected] Timothy Phillips, PhD Vice President for Student Affairs and Dean of Students P: 412.578.6087 E: [email protected] Information about how to file a complaint using the Student Disability and Discrimination Policy may be found in the Carlow University Student Handbook on the intranet. Americans with Disabilities Act Carlow University makes reasonable accommodations to provide qualified students with disabilities the opportunity to take full advantage of programs, activities, services, and facilities.
    [Show full text]
  • Course Catalog 2014-2015 MERCYHURST UNIVERSITY GRADUATE CATALOG 2014-2015
    THE COLLEGE OF GRADUATE STUDIES Course Catalog 2014-2015 MERCYHURST UNIVERSITY GRADUATE CATALOG 2014-2015 Office of Graduate Studies 501 East 38th Street • Erie, PA 16546 814-824-3351 [email protected] mercyhurst.edu/graduate UNIVERSITY OFFICERS TABLE OF CONTENTS Mercyhurst University ........................................................................................................... 3 Thomas J. Gamble, Ph.D. Introduction ......................................................................................................................................................3 President Vision Statement/Mission Statement/Core Values ..............................................................................3 James M. Adovasio, Ph.D. Accreditation ......................................................................................................................................................3 Provost Graduate Programs at Mercyhurst .............................................................................................................4 Administration of Graduate Education............................................................................... 5 Phillip Belfiore, Ph.D. Academic Calendar ............................................................................................................... 5 Vice President for Academic Affairs Admission Requirements ..................................................................................................... 6 International Students ....................................................................................................................................6
    [Show full text]
  • Graduate Course Catalog Mercyhurst University
    2017-2018 Graduate Course Catalog Mercyhurst University 2017–2018 Graduate Course Catalog Notice of Non-Discrimination Mercyhurst University values diversity and is committed to the goal Office of Graduate Studies of achieving equal opportunity for all. For that reason, Mercyhurst 814-824-3351 abides by federal, state and local law in admissions, employment and all services and programs provided. Mercyhurst does not unlawfully [email protected] discriminate on the basis of race, color, religion, creed, sex, citizenship status, ancestry, national or ethnic origin, age, familial status, sexual mercyhurst.edu/graduate orientation, physical or mental disability, military or veteran status or any other legally protected characteristic or because of any individual’s legally protected activities. Mercyhurst complies with federal, state and local legislation and regulations regarding nondiscrimination. This policy applies to faculty, administration and staff, applicants for employment, students and applicants for educational programs and activities. Mercyhurst University prohibits sexual harassment, including sexual violence. The following person has been designated to handle inquiries regarding the non-discrimination policies and to serve as the overall campus coordinator for purposes of Title IX compliance: Alice Agnew, Title IX Coordinator, 300 Old Main, 814-824-2362. The following individuals have been designated as deputy Title IX coordinators: for Athletics, Stacey Gaudette, Assistant Athletic Director, Baldwin Lower Level, 814-824-2079; for Student Life, Laura Zirkle, Vice President for Student Life, Egan 314, 814-824-2262; for Employees, Tina Fryling, Preston 122, 814-824-2352; and for any community members of the branch campuses, including the Corry and North East campuses, Jackie Fink, 814-725-6399.
    [Show full text]
  • 1 Mount Mercy University: Mission
    MOUNT MERCY UNIVERSITY: MISSION ~~~Reflect, Engage, Serve, Live VISION ~~~~A Catholic, Mercy University VALUES ~~~ Lifelong learning and education of the whole person, ~~Pursuit of truth and dignity ~~Commitment to students, ~~Justice – Gratitude – ~~Hospitality – Service The Mount Mercy University Brand Promise We are the regional Catholic, Mercy University that promises students of diverse backgrounds, ages and faiths a challenging, practical education that inspires them to discover knowledge, build community and lead courageous lives. “The successful candidate must demonstrate a willingness to support Mount Mercy’s mission as a Catholic university providing student-focused education in the spirit of the Sisters of Mercy. Mount Mercy University welcomes those of different faiths and is committed to excellence in education and community service.” 1 Mount Mercy Mission Statement (Reflect, Engage, Serve, Live) Mount Mercy is a Catholic University providing student-focused baccalaureate and graduate education in the spirit of the Sisters of Mercy. As a Catholic university founded and sponsored by the Sisters of Mercy, Mount Mercy welcomes women and men of all beliefs to join our community in the pursuit of baccalaureate and graduate education and service to those in need. Mount Mercy College promotes reflective judgment, strategic communication, the common good and purposeful living through a core curriculum, liberal arts and professional majors and student development programs. We strive for excellence in accomplishing our mission through our four interdependent goals: Using reflective judgment The abilities to think clearly and carefully, argue coherently and evaluate competing truth claims critically are fundamental to a college education.1 Reflective judgment requires a knowledge of basic fact, examination and evaluation of assumptions, adequate justification for drawing a conclusion and understanding implications of drawing that conclusion.
    [Show full text]
  • Commencement Ceremony May 8, 2021
    SAINT XAVIER UNIVERSITY COMM ENCEMENT 2 020 MAY 8 The Seal of Saint Xavier University From its earliest design honoring the Blessed Virgin Mary to the Coat of Arms seal of today, the seal of Saint Xavier University symbolizes a proud history of Catholic education in Chicago. Designed by Art Department faculty member Sister Mary Solina Hicks, R.S.M., this seal includes a black-and-white checkerboard and diagonal gold bars from the family coat of arms of Saint Francis Xavier, red and gold bars and a white Jerusalem cross taken from the shield of the Sisters of Mercy of the Americas, an open book to represent education and the Scripture verse: “I am the way, and the truth, and the life.” (John 14:6) Saint Xavier University continues to use this seal as a symbol of its heritage and mission. Congratulations, Graduates! On behalf of the Saint Xavier University community, we look forward to celebrating your achievements and witnessing your continued success after graduation. The experience you gained at Saint Xavier has prepared you to lead with confidence and compassion in service of the common good, as called for by our Mercy mission. Today, you begin your next chapter with a deeper understanding of your values and responsibility to help create a more just and humane world. We are confident that the creativity, critical thought, compassion and sense of resolve you demonstrated during your time at Saint Xavier will continue to lift up those around you. We are grateful for the contributions you have made to our community and are honored to have helped you prepare for a future of professional success and meaningful service.
    [Show full text]
  • Self-Study Design: Mercyhurst University
    SELF-STUDY DESIGN: MERCYHURST UNIVERSITY “The simplest and most practical lesson I know . is to resolve to be good today, but better tomorrow.” --Catherine McAuley in a letter 28 February 1841 MSCHE SELF-STUDY DESIGN_DRAFT_FEBRUARY 2020 1 Table of Contents Table of Contents .............................................................................................................................. 2 Tables and Figures ............................................................................................................................. 3 Institutional Overview ....................................................................................................................... 4 History of the Institution ............................................................................................................... 4 Vision ........................................................................................................................................ 4 Our Mission Statement .............................................................................................................. 4 Our Core Values ........................................................................................................................ 4 Academics ..................................................................................................................................... 5 REACH Liberal Arts Curriculum ................................................................................................... 5 Academic Programming ............................................................................................................
    [Show full text]
  • 2020 Assessment Institute Participant List Firstname Lastname Title
    2020 Assessment Institute Participant List FirstName LastName Title InstitutionAffiliation Bethany Arnold Professor/IE Lead Mountain Empire Community College Diandra Jugmohan Director Hostos Community College Jim Logan Business Officer ‐ Student Learning Texas State Technical College Jessica (Blair) Soland Faculty Manager Grand Canyon University Meredith (Stoops) Doyle Director of Service‐Learning Benedictine College (Atchison, KS) JUAN A ALFEREZ Statewide Department Chair, Instructor Texas State Technical college Executive Director, Student Affairs Assessment & Robert Aaron Planning Northwestern University Osomiyor Abalu Residence Hall Director Iowa State University Brianna Abate Associate Professor of Communication Prairie State College Marie Abate Professor and Director of Programmatic Assessment West Virginia University ISMAT ABBAS PhD Candidate Montclair State University Noura Abbas Dr. Colorado Technical University Sophia Abbot Graduate Research Assistant George Mason University Associate Professor of English/Learning Outcomes Michelle Abbott Assessment Coordinator Georgia Highlands College Talia Abbott Chalew Dr. Purdue Global Sienna Abdulahad Director Tulane University Fitsum Abebe Instructional Designer and Technology Specialist Doane University Farhana Abedin Assistant Professor California State Polytechnic University Pomona Kristin Abel Professor Valencia College Robert Abel Jr Chief Academic Officer Abraham Lincoln University Leslie Abell Lecturer Faculty CSU Channel Islands Dana Abell‐Huffman Faculty instructor Ivy Tech Annette
    [Show full text]
  • Complete List of Participating Tuition Exchange Institutions
    Complete List of Participating Tuition Exchange Institutions United Arab Emirates Massachusetts (continued) Ohio (continued) American University Sharjah - UAE Boston University - MA Mercy College of Northwest Ohio Clark University - MA - OH Greece Curry College - MA Mount St. Joseph University - American College of Greece - GR Dean College - MA OH Elms College - MA Mount Vernon Nazarene Canada Emerson College - MA University - OH King's University College at Western Emmanuel College - MA Muskingum University - OH University - CN Endicott College - MA Notre Dame College - OH Fisher College - MA Ohio Dominican University - OH Alabama Hampshire College - MA Ohio Northern University - OH Birmingham-Southern College - AL Hellenic College Holy Cross - MA Ohio Wesleyan University - OH Huntingdon College - AL Lasell College - MA Otterbein University - OH Judson College - AL Lesley University - MA Tiffin University - OH Samford University - AL Merrimack College - MA University of Dayton - OH Mount Holyoke College - MA University of Findlay - OH Alaska Mount Ida College -MA University of Mount Union - OH Alaska Pacific University - AK National Graduate School of Quality Ursuline College - OH Management - MA Walsh University - OH Arizona Newbury College - MA Wilmington College - OH Arizona Christian University - AZ Nichols College - MA Wittenberg University - OH Grand Canyon University - AZ Pine Manor College - MA Xavier University - OH Prescott College - AZ Regis College - MA Simmons College - MA Oklahoma Arkansas Smith College - MA Oklahoma City
    [Show full text]
  • VISITATION POLICIES at U.S. CATHOLIC COLLEGES by Adam Wilson February 2016
    VISITATION POLICIES AT U.S. CATHOLIC COLLEGES by Adam Wilson February 2016 Summary This study of campus policies at Catholic colleges in the United States finds that the vast majority permit students of the opposite sex to visit campus bedrooms behind closed doors until late at night—and on many campuses, visitation is allowed without any hour limitation. When compared to a selection of devout Protestant and nondenominational Christian colleges, a similar selection of Catholic colleges has more relaxed policies pertaining to opposite-sex visitation in student bedrooms. About the Author Adam Wilson is Managing Editor of The Newman Guide to Choosing a Catholic College and Director of Communications at The Cardinal Newman Society. All of The Cardinal Newman Society’s research and analysis, including this paper, is available online on the Society’s website at www.CardinalNewmanSociety.org. Copyright © 2016 The Cardinal Newman Society. Permission to reprint is hereby granted provided no modifications are made to the text and it is identified as a publication of The Cardinal Newman Society. Note: The views expressed herein are those of the author and not necessarily those of The Cardinal Newman Society. The Cardinal Newman Society 9720 Capital Court Suite 201 Manassas, Virginia 20110 703/367-0333 [email protected] The Cardinal Newman Society Visitation Policies at U.S. Catholic Colleges Visitation Policies at U.S. Catholic Colleges by Adam Wilson Introduction his report presents the results from a Cardinal Newman Society study of the visitation T policies in student residences at residential Catholic colleges, not including seminaries, in the United States.1 Data used in the report was collected during the summer of 2015.
    [Show full text]