Student Affairs
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The on-line magazine about
technology and Student Affairs
Gary D. Malaney - Univ. of Massachusetts Amherst
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Stuart Brown - StudentAffairs.com
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Impact of Technology on College Recruitment and Retention
Karin Edwards Since their inception in the
American higher education system some one hundred years ago, public two-year
colleges have been heralded as the people’s college. Through their open door
policy they are designed to meet the various educational needs of the
communities they serve. These institutions serve as the port of entry to many
students who have been traditionally under served by higher education. Milliron
and Miles (2000) wrote, “The advancement of junior and technical colleges,
which subsequently developed into what is now known as the community college
movement cleared the path toward dramatic democratic educational opportunities,
bringing down barriers for millions of students over the course of the 20th
Century” (p. 1). Currently close to ten
million students are enrolled in American community colleges representing close
to half of all undergraduates (Chronicle of Higher Education Almanac, 2001).
Certainly community colleges have established their place in the higher
education system in America and maintained somewhat of a competitive advantage
by virtue of whom they serve, but as technology begins to transform higher
education will community colleges be able to sustain their competitive
advantage and maintain their level of enrollment? O’Banion (1998) suggests that
American higher education is in the midst of a learning revolution.
Facilitating this revolution is information technology. Wilson (1997) contends
that higher education is experiencing a paradigm shift, where the old paradigm
of discrete educational experiences is being replaced with the new paradigm of
continuous learning. He suggests this will require institutions to redesign
courses, training and curriculum to incorporate electronic technology, which
breaks the constraints of place and time. Morrison and Oblinger (2002) agree,
as they wrote, “Technology and globalization have changed the way we do business;
as a result, we have seen the emergence of a lifelong learning culture” (¶, 4). This
lifelong learning affords everyone the opportunity to learn regardless of his
or her station in life. It also gives learners the freedom to choose what
knowledge they want to gain instead of being bound to pre-packaged curricula,
which some researchers suggest have outlived their usefulness. Milliron and Miles
(2000) suggest that community colleges will need to improve and expand learning
in many different, innovative, and meaningful ways in order to keep students
coming through their “open door” including the use of multimedia technology to
offer on-line and distant learning courses. In addition, community colleges
will have to incorporate technology in their marketing and recruitment efforts
in order to compete effectively in attracting students to their institutions.
In Growing up Digital: the Rise of the Net Generation, Tapscott (1997)
noted that there is a generation of young people who have grown up surrounded
by digital media. He suggested their use of the digital
media will develop and superimpose its culture on the rest of society. Tapscott recommended parents,
policy makers, marketers, business leaders and social activists to take note to
what this younger generation intends to do with its digital expertise. In order
for community colleges to even attract the attention of recent high school
graduates, it is essential for institutions to employ the Net-Generation’s
preferred form of communication, which is the use of information technology. The purpose of this paper is
to explore the impact of technology on college and university enrollment
through a review of current literature. It will identify institutions that have
employed best practices in integrating technology in their recruitment and
retention processes, and it will recommend procedures for Three Rivers
Community College to enhance its use of technology to attain its desired
enrollment increase. Information on the benchmark colleges was obtained as a
result of a campus visit, information presented at a national conference, and
visiting web sites. Three Rivers
Community College is a public, comprehensive two-year college located in
Southeastern Connecticut. For the past several years the College has experienced
a decline in enrollment, dropping from approximately 5000 to 3500 students. The
Dean of Students is now exploring how technology might be used to reverse the
downward enrollment trend. Review of
Literature
Recruitment
Some of the headlines from
educational journals read as follows: “Admissions Portal yields 25% Recruitment
Gains,” “Enrollment Figures Spur Optimism at Virtual Universities”(Chronicle of
Higher Education, 1998), and “College Classes Gain Popularity
Online”(NetResults, 2001). These headlines suggest that institutions of higher
education have discovered a new way to win at the enrollment game. More and
more, institutions are using technology as a means to attract more students to
their campuses replacing some of the more traditional methods of marketing like
print, radio and television ads, as well as replacing traditional course
instruction with distance education. Miller, Fuchar, and Harrison (2000)
suggested that community colleges marketing staff are using
technology-especially the Internet-as an effective and inexpensive way to sell
their institutions. Colleges and universities, like most other organizations,
recognize the importance of having a presence on the web. Miller, Fuchar, and
Harrison reported that of the 5000 participants in the 10th Graphic,
Visualization, and Usability Center’s User Survey, 80 percent are on the
Internet instead of watching television; 63 percent replaced time on the
telephone with “Net” time; and 48 percent replaced reading with time on line.
Therefore, colleges must use their web sites as a marketing tool to promote a
positive image of the college, and provide increased opportunities for students
to access courses and services, which leads to increased enrollment. The Internet has become the
first step in the college search process for many students. By visiting college
web sites students can obtain a great deal of information about the academic
programs, individual faculty members, student life, and admissions procedures.
The National Association of College Admission Counselors contend that the web
offers students a fairly quick, easy way to research colleges, and the college
web sites often contain a lot more information than you get in a typical
viewbook, or even in a college catalog. This method of accessing information
from college web sites is particularly beneficial for colleges that enroll
international students. The cost savings to the student and the institution can
be substantial, and some feel the Internet is critical to the continued success
of the United States recruiting international students. According to Boychuck
(2002), “There is no question that increased use and accessibility of the
Internet -- on a global scale -- facilitated last year’s 6.4% growth in
international student enrollments” (p. 3). Some institutions have taken
a step further by integrating an admissions portal into their recruitment
process. These portals are designed to get the school’s name in greater
circulation, communicate and build relationships with prospective students,
draw prospective students into the college’s community, and solidify the
prospective students’ decisions to enroll at the institution. The Tippie School
of Management at the University of Iowa reported significant gains from the use
of the admissions portal (Admission-Portal.com). They report a response rate of
over 5% for e-mail recruitment campaigns launched from the portal, which
represents a 200% increase over the response rate of direct mail
campaigns. While the University of Iowa
and other colleges use web software designed by Leepfrog Technologies and
Benson Hepker Design, other colleges have designed their own portals to achieve
the same results. The use of technology in the
recruitment process is not limited to a college web site or admissions portal,
WebCam technology has been implemented at some institutions. Anderson (1999)
indicated that, “[i ]nstitutions have employed WebCams in many ways, including
giving prospective students views of the hustle and bustle on campus to
providing resident students with and opportunity to view lines at a cafeteria
so that the students can wait for a lull in the line before trudging down
stairs to eat dinner” (p. 1). Student information systems
have also contributed to the recruitment of new students as well as the
retention of current students. Student information systems allow colleges to
develop a pool of prospects, communicate with them as they progress though the
admission process, and entice admitted students to enroll. Once enrolled, the
system provides faculty, staff and students direct access to the students’
academic and related information to help them navigate their way through the
education process. These systems also lend themselves to overall strategic
planning efforts. The College Board (1999) stated, “A new generation of student
information systems is transforming the kinds of information institutions can
readily collect and integrate. As a result this information holds the
possibility of providing enrollment managers, budget and academic
administrators with data to make more informed decisions about allocating
resources” (p. 1). The student information
system used by Washington State University, Cougar Tracs, received the Educause
best practice award in 1999. Frazier (2000) noted, “The service gives potential
transfer students real-time access to degree program planning tools and Web
reports to see how courses they have already taken (or plan to take) apply
toward any of WSU’s degree programs” (p. 33).
The system allows prospective students to access the same information
used by the registrar’s office and currently enrolled students. The increased
uses of technology on college campuses provide students with autonomy and
freedom of choice, and Moneta (2001) suggests that students choose convenience
and ease. He wrote, “Our young learners require transactional ease: ‘one-stop’
shopping, multiple transactions through a single interaction, paperless
communications and record keeping and minimal campus traversing” (¶. 5 ). Geographic location no longer
provides a competitive advantage for community colleges, the rise in distant
learning opportunities have minimized that advantage. Increasingly distant
learning courses are becoming available and students are attracted to it for
the flexibility and convenience. Educom magazine (November/December, 1994)
reported that technology-mediated learning environments allow students to go
through a course at their own pace in accordance with their own diagnosed
learning needs. In addition to supporting various learning styles, technology
is available twenty-four hours a day. Students can access information as often
as they need. Bollentin (1998) wrote,
“Computers are far and away the most flexible tools ever created by mankind,
and as such, they will eventually revolutionize how most subjects are taught.
With the proliferation of distant learning courses students are enjoying the
freedom of not being time-bound and space bound; therefore, institutions that
offer distant education often enjoy increased enrollment” (¶. 15 ). The impact of these
technologies on the college decision-making process and the retention of
current students are unclear; however, students are increasingly utilizing them
and in many cases expecting them to be available. EDUCAUSE has designed an
instrument for students to evaluate an institution’s technical strength.
Anderson (2000) wrote “The Guide to Evaluating Information Technology on
Campus, in short, it helps prospective students determine if an institution has
the right hardware, software, support services, and policies in place to help
students succeed” (p. 1). The guide is
divided into four categories, including academic, administrative, social, and
services and costs, allowing students to assess if the college has a computer literacy
requirement, determine the quality of equipment available to them, and how
activities and events are promoted at the college. The guide also helps
students assess if dorms, libraries, and cafeterias have computer hook ups, and
if the institutions charge additional technology fees. EDUCAUSE reports that
the Guide to Evaluating Information Technology on Campus is designed to help
students ask the right questions to match their education and social needs and
financial capabilities with the resources available at colleges and
universities. As indicated earlier, the
impact of technology on the college decision-making process is unclear but in
May 2002, Embark, a global learning exchange on the Internet, in cooperation
with the Arts and Science Group Inc will publish their first quarterly research
report. The first issue will focus on students’ use of technology throughout
the college exploration, application and selection process. They suggest that
college admissions is being transformed by technology and the Internet and they
intend to take the lead in creating understanding around this electronic
communication market. Retention
Attracting and enrolling
students is only part of the enrollment equations; retaining currently enrolled
students is the other. Students leave college for a variety of reasons and at
the community college students often stop out of college only to return later.
While there is no one cure-all practice, technology has provided institutions
with tools to help minimize student withdrawals. Noel-Levitz, a higher
education enrollment consulting firm developed a system that improves
campus-wide communication and retention efforts. RetentionTrax is a web-based
software system that offers a way for members of the campus community to input,
access, and share information from disparate offices and databases, along with
details about campus resources. It’s a tool that aids campuses in working
proactively with students (Strategies, 2002). Other student information
systems, like Banner SCT, allow administrators to collect, store and extract
profile information on successful degree completers. This information is shared
with the admissions staff in order to guide their selection process. Applicants
who display characteristics of currently successful students are more likely to
be offered admission. This practice is very helpful to selective and very
selective institutions but at the community college, where there is open
admission and the student population is so diverse, this particular practice
would affect only a small percentage of students. Retention at the community
college is very hard to define because students attend these institutions for
various reasons like career retraining, honing a particular work skill or to
develop basic education proficiency. Students could meet their individual goals
without getting a degree; unfortunately their departure from the institution
before attaining a degree often is counted as attrition. Consequently, the
retention rate at community college is generally lower than most four-year
institutions. Some literature suggests that
the retention rate of distant learners is also lower than that of students who
study in the traditional classroom setting. Howard (2000) reported the student
dropout rate is consistently higher in distance education programs at
California Virtual Campus. He noted an 11-15 percent difference in the
retention rate between distance and traditional students, and overall one-half
of all first year on-campus students dropout within the first six weeks but
cyber students leave even earlier. Carr (2000) wrote, “No national statistics
exist yet about how many students complete distance programs and courses, but
anecdotal evidence and studies by individual institutions suggest that
course-completion and program-retention rates are generally lower in
distance-education courses than in their face-to face counterparts” (p.
A39 ).
She noted that some schools report traditional courses have 10-20
percentage points higher retention rate. Educators attribute the
higher dropout rate to a number of things including lack of support services
for distant learners, instructor inexperience with distant learning and
demographics. Carr suggested that distant learners are traditionally older and
busier than traditional students, and they are sometimes unsuccessful in trying
to fit an online course into their schedule. Although empirical data are not
readily available on the actual success rate of distant learners or the causes
for their lower persistence, some institutions are responding to the problem
with the same technology used to deliver the courses and programs. Krauth (1998) reported that
students enrolled in distance education programs require the same kind of
student services as on-campus students, but the services must meet their needs
for flexibility and convenience. One instructor at Tyler Junior College is
using a computer program called Archipelago to enhance the retention rate of
his on-line courses (Carr, 2000). Carr wrote, “He is able to see when students
log on and off the course software and how much time they spend on each
assignment. He has already pinpointed students he perceives as potential
dropouts and e-mails the reminders when assignments are due” (p. A39). Other
technological measures of intervention include tele-counseling, online
tutorials, call centers, and interactive videos. The Rio Hondo’s Virtual
Campus retention strategies, which were recognized by the League for
Innovation, are a model to follow. Their efforts include an orientation for
students to let them know what they might expect, faculty training and
development programs to support distant education teaching efforts, and round
the clock counseling services for students to reduce their feelings of
disconnection. Administrators at this campus report an increase in retention as
a result of these measures. Limitations/Concerns
While many administrators are
excited about the possibilities technology creates and laud it for its ability
to make functions more convenient and easier in the recruitment and retention
process, some point out the drawbacks. One drawback pertains to the issue of
control; institutions cannot control all of the information that prospective
students obtain about it from the Internet. Equally challenging is the control
over the information that current students put on the Internet. Guernsey (1998)
wrote, “admissions officers can’t control gossip about their institutions that
appears in the new web sites’ chat rooms and on-line forums.” False,
inaccurate, and damaging information about an institution could find its way on
the Internet, and institutions have no way to control it or its influence on
prospects. Some admissions staff members regard this as a negative impact,
which may deter prospective students and parents from the institution. Many
institutions work hard to portray a positive image with attractive and
functional web sites. Their global presence on the Web is a great marketing
tactic, however, they become vulnerable to it. Another concern expressed by
enrollment staffs is the impact technology has had on their workload. Many
admission counselors complain about their inability to keep up with the
development of new mediums. As a result they are required to spend additional
hours training to use to new software systems as well as responding to the
barrage of incoming e-mails. In addition to the issue of workload, some student
affairs professionals contend that technology challenges the very nature of
their job. Cross (2000) likens the infusion of technology in student services
to a fairy tale. She wrote, “Beneath the surface of the magic kingdom of
technology-facilitated student services lie slumbering dragons that conjure
dark questions like: Will technology depersonalize the community college experience,
will staff end up spending most of their time dealing with technology rather
than with students, and will it drain college coffers in elusive searches for
increased productivity?” (p. 132). These and other concerns
linger in the minds of higher education professionals; however, most are
resolved that technology has revolutionized higher education, including the
recruitment and retention of students, and that technology will continue to
advance in these areas. Colleges and universities are continuously
experimenting with technology to enhance the enrollment process. Several
colleges have hosted on-line open houses that offer live chats with students,
instructors, and the president. The California State University system has an
on-line mentoring program for junior high and high school students to monitor
their progress through secondary school and cultivate their interest in the
colleges. And, the University of Missouri at Rolla faculty and staff have begun
experimenting with instant messaging. Members of the institution decided one
evening to go on line and any student who was in their prospect database and a
user of America Online would receive an instant message from a staff member at
the college. Institutions are exploring
many creative ways to use technology in recruiting new students. The next step
will be to begin evaluating the effectiveness and measure the impact of these
mediums. In the years to come it will not be a question of whether to use
technology in the enrollment process, but which technology to use in this
process. Benchmark
Institutions
The following
institutions employ various technologies in their recruitment and/or retention
efforts. They serve as benchmarks, and provide models for other institutions to
follow. Cuyahoga Community College Cuyahoga is a multi-campus
public comprehensive community college in Cleveland, Ohio. As a result of
declining enrollment, the college initiated a new system for tracking and
communicating with prospective students. Their goal was to collect information
about prospective students and respond to their requests for educational facts
about the College. Once a student makes contact with the college, his or her
information is entered into a Microsoft Access database and assigned a unique
prospect identifier. The database is checked for duplicate records and
information requests are processed. Prospects are then put on a communication
plan to keep their interest in the institution. When the prospects become
applicants (applies to the college) their information is entered into a student
information system and students are assigned personal identification numbers
(PIN). The prospect identifier is matched with the student’s PIN in order to
keep track of the prospect to applicant conversion rate. The same process
occurs when students go from applicants to registrants. The college is able to
produce yield reports and measure the effectiveness of the student
communication plan. The communication plan keeps students engaged. It
automatically sends information about the college, upcoming events, and
information matched to students’ specific interests. Administrators report
success. Their conversion rates have increased over the past few semesters, and
enrollment has begun to climb. Community College of
Baltimore County Community College
of Baltimore County (CCBC) is a multi-campus public comprehensive community
college in suburban Baltimore, Maryland. CCBC is regarded as a vanguard college
for Learning First, an initiative sponsored by the League of Innovation, which
promotes learning-centered institutions. They offer an impressive array of
student and support services using a variety of technologies. Students can
apply for admission, register for classes and buy their books online. They
provide access to the library materials and tutorial services online. Students
are also given individual e-mail accounts so that faculty and staff can easily
communicate with them. Their student information
system allows students to register for classes, add and drop classes, obtain
unofficial transcripts, check account information, process financial aid forms,
and access term schedules. CCBC also offers several degree programs via
distance learning using a variety of mediums including tele-courses, online
learning, interactive videoconferencing, and self-paced courses in the media
center. Community College of
Baltimore County is considered the largest community college in the state of
Maryland. In the chancellor’s strategic report, he lists the integration of
technology among the institutional priorities. Technology has been instrumental
in helping the college achieve its mission of putting learning first and
maintaining enrollment. CCBC offers exemplary retention services using
technology. University of Dayton
The University of Dayton is a
four-year private institution in Dayton, Ohio that has creatively incorporated
the use of e-mail in its recruitment process. Okuley (2001) noted in his
presentation at a national conference that colleges and universities invested
most of their time and energy in using Internet technology to assist in
awareness building (e.g. Web pages). He
suggested the time has come to move up the communication ladder and fully
utilize these new technologies to forge electronic relationships with
prospective students. Guernsey (1998)
reported, visitors to the University of Dayton admissions web site can ask to
receive e-mail newsletters about the college that are tailored to their
interests. When they return to the site, they will find a customized web page providing
links to university news matching their interests. Recommendations
for Three Rivers
Web Page
Currently Three Rivers
Community College is making a concerted effort to attract more traditional age
(18-24 year old) students to the college. The institution has approximately
fifteen high schools in its service area. According to the literature,
researchers suggest using the Internet as a means to attract this population. A
recent study from the Pew Internet and American Life Project found that 73 percent,
(17 million) teenagers in the United States use the Internet (Okuley,
2001). Leaders in the field encourage
colleges to have a presence on the Web, one that promotes a positive image of
the school and gives prospective students access to as much information as
possible. Redmon (2000) wrote, “We’re connected to the world…we’re high
quality, says a new positioning statement that defines the way the University
of Waterloo wants to look in its brochures, posters and web site. This slogan
on their web site is exciting, and invites students to further explore what the
college has to offer. The Dean of students at Three
Rivers has received negative feedback from student and staff regarding the
aesthetics and usability of Three Rivers web site. In addition to having a web
site that is attractive and enticing, it must also be functional. Visitors
should be able to find the information they are looking for relatively easy,
and the information must be current and accurate. Prospects are likely to form
a bad opinion or dismiss a college from consideration if the web site does not
provide them want they want. Therefore, the first recommendation would be to
revamp the site and make it so that it will draw students to the college
instead of deterring them. Distance Learning Three Rivers is a member of
the Connecticut Distance Learning Consortium. Members of the consortium include
the state’s twelve public community colleges, the four state universities, the
University of Connecticut, and several of the private institutions in the
state. Together, this group is to provide a variety of distant educations
programs. Some of the schools have put entire degree programs online, others
have put several courses online; however, Three Rivers is offering only seven
distant learning classes. Currently the average age of
the student population is 29. Seventy-five percent of the population is
part-time and an even higher percentage is working. Research suggests that
distance learning courses and programs are generally appealing to this
population. It is very possible that increasing the number of distant learning
opportunities may have a positive impact on enrollment. The University of
Phoenix (UP) is a classic example of how distant education can impact
enrollment. At UP, the enrollment has grown to hundreds of thousands students.
Clearly offering more distant education opportunities along with appropriate
support services would attract and keep more students at the institution. Student Information System Systems and Computer Technology
(SCT) Banner is the supplier of the College’s student information system. While
somewhat complex, Banner is a wonderful resource for the college
administration. On its web site, Banner reports that its products make it easy
to manage data strategically while giving prospects, students, and faculty
secure access to the information they need. The range of services available
through Banner include consolidating each student’s data into one record from
recruitment to graduation; using e-mail to communicate with prospects,
applicants, and students; and allowing the college to customize and host its
own web admissions application. Within the last year Three
Rivers made available to its students the ability to apply for admissions and
financial aid online, register for courses online, and now receive academic
advising online. Three Rivers needs to continue to use Banner to the full
extent. Other modules like transfer evaluations, degree audits, and
communication plans for new recruits have not yet been activated, but they will
prove to be helpful in the recruitment and retention process. Technology Plan Finally, and perhaps most
importantly is the need for an institutional technology plan. At a recent focus
group meeting held at the College discussing the impact of technology on
teaching and learning, closing remarks focused on the College’s need for
planning and outcome assessment tools. Participants were in agreement that the
college should develop procedures to evaluate the effectiveness of technology
in the classroom instead of moving forward haphazardly. Members of the focus
group also indicated the need for comprehensive technology planning. Technology
should be integrated into the College systematically and not haphazardly.
Although the Information Technology division has provided cutting edge
equipment for faculty, students and staff to use, there is no procedure in
place to measure the effectiveness. It is recommended that key individuals at
the College begin to develop a strategic plan for the integration of technology
in all facets of the College including recruitment and retention. Conclusion
Technology is a very powerful
tool in higher education and it is revolutionizing the way we do business. As
such, technology cannot be applied as an add-on to what currently exists;
instead it is designed to replace many existing practices in higher education.
In order for institutions to realize the potential of technology and maximize
the benefits of it in their recruitment and retention efforts they must
recognize its revolutionary power. Further research and empirical data on the
impact of technology on college enrollment will help educational leaders
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