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Quality Matters™ And Eduventures® Research Survey On Covid-19 Response Finds Chief Online Officers Planning For Improved Remote Learning This Fall

Amidst Announced Plans for Return to In-Person Instruction, CHLOE 5 Identifies Remote Instruction Successes, Key Challenges and Priorities for Quality Improvement in Higher Education

July 21, 2020 ​

In response to this year’s unprecedented shift to remote learning, Quality Matters and Eduventures® Research issued a special edition of the annual Changing Landscape of Online Education (CHLOE) Survey. CHLOE 5: A Special Pandemic Survey was administered to 308 chief online officers (COO) representing 2- and 4-year public, private and for-profit institutions.

The results — available in CHLOE 5: The Pivot to Remote Teaching in Spring 2020 and Its Impact — send a strong message. While many colleges and universities are announcing a return to campus for the fall, COOs know that forms of remote learning will play a major role in a socially distanced student experience. Over 80% of COOs are working on specific improvement to remote learning plans, including conversion to true online learning:

  • Thirteen percent improving remote instruction courses that need it
  • Thirty-five percent planning incremental improvement for all remote instruction courses
  • Eighteen percent gradually converting remote instruction courses to fully online learning
  • Seventeen percent converting all remote instruction courses to fully online learning

Only four percent of respondents indicated that their priority is returning to conventional in-person instruction as soon as feasible.

How Manageable was the Pivot to Remote Teaching at Your Institution?

The report also provides insight into the successes, challenges and priorities for quality improvement related to remote learning, including the tools and technologies deployed.

Despite widely observed deficiencies in remote courses as compared to fully online courses, schools with greater online learning experience were more likely to be positive about the logistics and perceived success of spring remote learning.

According to Richard Garrett, Eduventures Chief Research Officer and co-lead of the project, “The biggest challenge institutions faced was a lack of preparation — with many institutions reporting that neither faculty nor students were prepared for the sudden, unexpected pivot. Time was another issue. The need for academic continuity allowed for only a cursory conversion of courses.”

“While chief online officers acknowledge specific challenges, the majority portray a largely positive view of online learning in the wake of the pandemic crisis. Many also expressed optimism about the future of online learning, which should reassure the online community that some benefit will come from their hard work in these perilous times,” said Ron Legon, QM Executive Director Emeritus and co-lead of the CHLOE project.

As institutions look ahead and plan for the possibility that remote instruction or expanded online learning will continue into fall 2020 and beyond, COOs are outlining their priorities, which include:

  • Providing enhanced faculty development and training
  • Employing common tools and technologies
  • Setting minimum expectations for faculty-student interaction

“The CHLOE Report is the only publicly available resource that provides an unfiltered view of the online learning landscape through the lens of today’s higher education decision makers,” said Brad Gibbs, Chief Growth Officer at Archer Education, a CHLOE 5 platinum sponsor. “In our charter to accelerate growth for our partner institutions, Archer relies on the report for guidance in developing innovative marketing and enrollment services and strategies that align with the top opportunities and trends impacting today’s colleges and universities.”

This report was made possible through the support of platinum sponsors iDesign and Archer Education.

The principal authors of the report are Richard Garrett (Eduventures Research) and Ron Legon (Quality Matters) with contributing editors Eric Fredericksen (University of Rochester) and Bethany Simunich (Quality Matters).

Ron Legon and Richard Garrett are available for comment:

Ron Legon, Ph.D., Executive Director Emeritus, Quality Matters (rlegon@qualitymatters.org; 312.545.2325)

Richard Garrett, Eduventures Chief Research Officer, ACT | NRCCUA (rgarrett@eduventures.com; 617.704.8481)

 

About Quality Matters

Quality Matters (QM) is the global organization leading quality assurance in online and innovative digital teaching and learning environments. It provides a scalable quality assurance system for online and blended learning used within and across organizations. When you see QM Certification Marks on courses or programs, it means they have met QM Course Design Standards or QM Program Review Criteria in a rigorous review process.

About ACT | NRCCUA

Now part of ACT, The National Research Center for College and University Admissions™ is an educational data science and research organization serving over 2,000 member institutions comprised of public and private colleges and universities across the nation. Since 1972, NRCCUA has been a leading provider of data, technology, and programs serving students, high school educators, colleges and universities from its offices in Lee’s Summit, MO, Boston, MA, New York, NY, and Austin, TX. These solutions represent the link between students making important life decisions and those providing the resources and information they need to succeed in their post-secondary educations and careers. With the launch of Encoura™ Data Lab, the company now combines data science, advanced analytics, Eduventures research, predictive modeling and omnichannel enrollment services in one platform to enable institutions to make real-time strategic and operational decisions to meet their unique enrollment goals and create the highest probability of student success. For more information, visit https://encoura.org.

 

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Eduventures Research Report Highlights Solutions that Address the Critical Challenge of Student Retention in Higher Education

Study Finds that Institutions Most in Need of Retention Support are the Least Likely to Be Using Retention Technology

Boston, MA – July 17, 2020 ​ ​ACT® | NRCCUA®, an educational data science and research organization, announced the release of Eduventures Market Analysis: Student Retention Solutions. This report is designed for public and private four-year institutions and vendors who wish to have a deeper understanding about the Student Retention Solutions (retention solutions) segment and how this technology has been adopted by U.S. higher education. Retention solutions covered in this report include those offered by vendors such as Civitas, Campus Labs, Blackboard, Hobsons, EAB, Jenzabar, Oracle, and Salesforce.

The retention solutions analyzed in this report are designed to enable colleges to collect, monitor, and act on student data to improve retention. Functionality within these solutions includes an “early warning system” for at-risk students, a forum for communication between advisors, faculty, and students, and methods to manage student academic interventions.  The segment is characterized by both point solutions and by enterprise solutions that have specific retention functionality built into them.

Troubling Trends in Student Retention

Over 35 million students have attended college but never earned a credential. Retention rates, with too few exceptions, remain stubbornly low—especially for the most vulnerable populations. While community colleges collectively improved retention at an average rate of 2% between 2014 and 2018, public four-year institutions—where the majority of students enroll—saw less than a 1% improvement, and four-year privates saw their average retention rate decline (Figure 1).

Full-Time, Undergraduate Retention Overview by Sector

Key trends featured in Eduventures Market Analysis: Student Retention Solutions include:

1. The Rise of the Retention Market

While many retention solution providers have served higher education for well over a decade, the current market leaders did not achieve a significant market presence across higher education until the 2010s. From 2010 to 2015, institutions rushed to acquire retention solutions. Large publics were the most prominent buyers. During this time, the segment as a whole saw multiple years of 30% growth or higher.

In recent years this has slowed, with only 7% growth reported in 2018 and 4% growth in 2019.  The combination of market maturation, the development of retention functionality within enterprise solutions, and an overall slowdown in the rate of new technology acquisitions across U.S. higher education is contributing to the limited adoption of retention solutions as of late.

2. The Current Landscape

60% of four year publics are currently using a retention solution. Private four-year institutions are far less likely to use a retention solution, with an estimated 20% saturation in this sector recording use of at least one solution. Nearly one third of institutions that have a retention solution are using more than one.

Institutions should rest assured that no single solution has proven itself to be the “solution of choice.” This is true even when segmenting the market by sector, or by enrollment size or based on the percentage of Pell-eligible students.

3. Impact on Retention

The percentage of institutions that have improved their retention scores is greater among schools with retention solutions than among institutions generally: 4% greater among public institutions, and 8% greater among privates. Correlation is, of course, not causation; many factors, including the inherent demographics of an institution’s study body or their overall retention strategy likely contribute to this outcome.

4. Disproportionate Technology Access

The institutions that need the most support in retention are the least likely to use a retention solution: 45% of institutions with a retention score of 80% or more use a retention solution, while just 5% of institutions reporting a retention score below 50% have one. This finding raises questions about whether these products are being deployed in a way that impacts the most vulnerable student populations.

According to Michael Miller, Eduventures Senior Analyst, ACT | NRCCUA, “Many vendors offer products with similar functionality and they will need to compete on product differentiation, ease of integration, and their overall fit into an institution’s technology ecosystem. Enterprise solutions like the SIS and CRM are also making strides in providing retention functionality. Institutions often make expensive technology decisions without knowing what the landscape for this market really looks like, and without the benefit of unbiased evidence that these solutions will deliver on their promises—the goal with this report is to help fill that gap.”

 

About ACT | NRCCUA

The National Research Center for College and University Admissions™ (NRCCUA), a wholly owned subsidiary of ACT, is an educational data science and research organization serving over 2,000 member institutions comprised of public and private colleges and universities across the nation. Since 1972, NRCCUA has been a leading provider of data, technology, and programs serving students, high school educators, colleges and universities from its offices in Lee’s Summit, MO, Boston, MA, New York, NY, and Austin, TX. These solutions represent the link between students making important life decisions and those providing the resources and information they need to succeed in their post-secondary educations and careers. With the launch of Encoura™ Data Lab, the company now combines data science, advanced analytics, Eduventures research, predictive modeling and omnichannel enrollment services in one platform to enable institutions to make real-time strategic and operational decisions to meet their unique enrollment goals and create the highest probability of student success. For more information, visit https://encoura.org.

 

Members of the media who would like to speak to the author of this report or obtain a copy of the report can contact Ellen Slaby at eslaby@eduventures.com.

 

 

 

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Eduventures Releases New Research on the Effect of COVID-19 on High School Experience & College Choice

Report and Webinar Detail Findings from a National Sample of High School Seniors and Provides Recommendations for Enrollment Teams

Boston, MA – April 15, 2020

ACT® | NRCCUA®, an educational data science and research organization, announced today the publication of the Eduventures Report on the Effects of COVID-19 on High School Students & College Choice. College-bound high school seniors across the country are experiencing an unprecedented disruption in their lives. They feel disconnected from friends, family, and educators. They’ve lost the important rituals of senior year. One of these central rites of passage, their choice of and transition to college, has been thrown into turmoil.

This study explores perspectives of high school seniors on how the pandemic will influence college choice and enrollment plans, and how institutions can help them make the best decision in lieu of in-person efforts. The research also reveals that reactions to the COVID-19 pandemic involve a complex interplay of regional infection severity and socio-political affiliations. This report provides both a geographic and demographic mapping of how reactions are shaping college plans across key segments of the U.S. college-bound student population. Some key findings include:

  • 1 in 4 students believe that the pandemic may cause them to change their college choice.
  • About half of students are worried that the pandemic may delay their enrollment.
  • About a third of students have already experienced a loss of family income.
  • Students are three times more concerned about losing out on key high school experiences than they are about having to change college plans.
  • Student whose enrollment decisions may be most impacted are more likely to be first generation, non-white, and/or reside in a county that leaned democratic in the 2016 presidential election.

The research is based on an Eduventures survey of over 7,100 high school seniors nationally conducted in March and April. It is designed as a complement to the Eduventures Survey of Admitted Students™, which examines how students make enrollment decisions and helps institutions improve yield.

The Eduventures research team will offer enrollment teams recommendations on how they can move forward with these findings in a webinar on Wednesday, April 15 at 2pm ET entitled “Effects of COVID-19 on High School Students and College Choice”.  The webinar will explore the following seven data-driven recommendations for institutions:

  1. Concern is Evident, Be a Calming Voice for Families. Students are worried, but not necessarily panicking. The communication style that institutions adopt is critical; offer a steady and calming source of support and information for students.
  2. Put Students First. Acknowledge the loss that students are feeling, but do so within context. Colleges should make a concerted effort not to place their needs above those of students.
  3. Stay the Course on Message. Students worry about paying for college, or delaying enrollment, but changing their choice is not in the cards for many.
  4. Be Virtual Far Beyond the Visit. The virtual campus visit is not top-of-mind content for many students. Institutions should prioritize the virtual opportunities students care about most.
  5. Strike the Right Tone – Communicate with Your Communities in Appropriate Ways. Communications strategies should consider how the students, families, and communities they serve might be reacting to COVID-19 based on regional infection severity and socio-political affiliations.
  6. Supercharge Your Melt Strategies – Students Who Wouldn’t Normally Melt Will. The risk of melt is from delayed enrollment more so than currently changing choice; will choice change in the future, though?
  7. Develop Financial Aid Strategies for Students who have Experienced Economic Loss. Students who have already experienced job loss have a high expectation of delaying their college enrollment.

According to Kim Reid, Principal Analyst for Eduventures Research and primary author of this study,

“The greatest certainty in these uncertain times is that families are experiencing and will continue to experience financial instability. We may see some families rebound from initial losses, but we will see other families endure financial loss as layoffs move deeper into the economy.” Reid added, “We feel that institutions must be prepared for scenarios with increased financial pressure on families. This means moving beyond the immediate communication and yield efforts into discussions of sustainable financial aid and pricing strategies that will assist families in the difficult time ahead.”

Eduventures will next launch its annual Admitted Student Research in June. This research will gather further insight into the impact of COVID-19 on student enrollment decisions. Comparisons to prior year data will reveal changes in student behavior. Additional special topic questions will explore how students have reacted to the pressure on their decision.

The Eduventures Report on the Effects of COVID-19 on High School Students & College Choice will be available for download following the webinar at www.encoura.org.

 

About ACT | NRCCUA

The National Research Center for College and University Admissions™ (NRCCUA), a wholly owned subsidiary of ACT, is an educational data science and research organization serving over 2,000 member institutions comprised of public and private colleges and universities across the nation. Since 1972, NRCCUA has been a leading provider of data, technology, and programs serving students, high school educators, colleges and universities from its offices in Lee’s Summit, MO, Boston, MA, New York, NY, and Austin, TX. These solutions represent the link between students making important life decisions and those providing the resources and information they need to succeed in their post-secondary educations and careers. With the launch of Encoura™ Data Lab, the company now combines data science, advanced analytics, Eduventures research, predictive modeling and omnichannel enrollment services in one platform to enable institutions to make real-time strategic and operational decisions to meet their unique enrollment goals and create the highest probability of student success. For more information, visit https://encoura.org.

 

Members of the media who would like to speak to the author of this report or obtain a copy of the report can contact Ellen Slaby at eslaby@eduventures.com.

 

 

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Fourth Changing Landscape of Online Education (CHLOE) Report from Quality Matters and Eduventures® Research Shows How Online Modality Is Reshaping Higher Education

CHLOE 4 Finds More Institutions with Chief Online Officers, but Online Orientation for Students Still Uncommon

Boston, MA – March 24, 2020

In its fourth year, the Changing Landscape of Online Education (CHLOE) Survey — a survey of Chief Online Officers (COOs) — continued to expand, with 367 U.S. colleges and universities responding, including public, private and for-profit institutions. That represents a 31% increase from CHLOE 3.

As this research is being released, continuity of instruction during the COVID-19 pandemic is at the forefront. Many are turning to remote instruction without adequate planning and infrastructure. While online learning teams are rising to the occasion with rapid response — clear evidence that the modality is mainstream in higher education — expectations of what the modality can achieve under these emergency circumstances should be tempered. Facilitating communication regarding end-of-term course requirements should be the goal. The CHLOE 5 survey will include questions regarding continuity of instruction during the COVID-19 crisis.

The latest results — available in the report CHLOE 4: Navigating the Mainstream — reflect how institutions have embraced online learning as well as the range of approaches they take to move online learning from the periphery to the mainstream, institution by institution.

“The CHLOE partnership between Quality Matters and Eduventures Research was founded in 2016 on the belief that online learning was transitioning from an experimental phase to a mainstream component of postsecondary education in the U.S.,” said Ron Legon, QM Executive Director Emeritus and co-lead of the CHLOE project. “The CHLOE reports, drawing on the knowledge and observations of the online officers who manage online activity at their institutions, are making a major contribution to understanding this phenomenon in detail and how it is changing higher education.”

According to Richard Garrett, Chief Research Officer for Eduventures® Research, a division of ACT | NRCCUA, and co-lead of the project, “CHLOE helps illuminate how the modality, in diverse forms, is reshaping higher education, and how institutions, and their online leaders, are creatively adapting online education to better serve students, old and new.”

Additional key findings include:

  • Growth of COO Position — Prior to 2000, only 15% of CHLOE 4 participating institutions had a COO role. Today, 100% of responding institutions do, with five out of eight positions developed in the past decade. Additionally, 60% of COOs report that their roles are expanding.
  • Faculty Preparation — Required preparation of faculty members to teach online was reported by 60% of respondents.
  • OPM Partnerships — OPM partnerships have doubled since 2017 – from 12% to 24%.
  • Support Services — Support services for online learners are largely handled by units that also serve the on-campus population. Some services such as student recruitment, orientation and advising are more likely to be separately administered for online students.
  • Online Orientation — Online student orientation is surprisingly uncommon with only 30% of respondents reporting that it is required at their institution.

“We believe that the CHLOE Report is important to everyone who is striving for quality in their online offerings,” shared Whitney Kilgore, Chief Academic Officer at iDesign, CHLOE 4’s platinum sponsor. “This year’s report provides critical insights into key elements of online learning, including course design, engagement strategies and accessibility.”

CHLOE 4 also expanded the institutional models of online learning, adding a sixth model — Flagship — comprised of the leading 4-year public universities, with research and public service roles, as designed by their home states and recognized by the Association of American Universities, with fewer than 7,500 fully and partly online students. Twenty out of the 60 flagship schools in the U.S. are represented in the CHLOE Report.

Eric E. Fredericksen, Contributing Editor of CHLOE, and Associate Vice President of Online Learning at the University of Rochester, acknowledged the important role of his colleagues. “The CHLOE team is grateful to the Chief Online Officers at our colleges and universities for their contribution to this research effort. This study is essential to our understanding of an area that is vital to most higher education institutions in the United States.”

This report was made possible through the partnership of QM and Eduventures Research — the research division of ACT® | NRCCUA® — and the support of sponsors iDesign, ExtensionEngine and Instructional Connections. To download the report, visit the Quality Matters website or the Eduventures Research website.

The co-authors of the report, Ron Legon for Quality Matters and Richard Garrett for Eduventures Research, are available for comment:

Ron Legon, Ph.D., Executive Director Emeritus, Quality Matters (rlegon@qualitymatters.org; 312.545.2325)

Richard Garrett, Eduventures Chief Research Officer, ACT | NRCCUA (rgarrett@eduventures.com; 617.704.8481)

Eric Fredericksen, Ed.D., Associate Vice President for Online Learning and Associate Professor, University of Rochester (eric.fredericksen@rochester.edu; 585.273.1714)

About Quality Matters
Quality Matters (QM) is the global organization leading quality assurance in online and innovative digital teaching and learning environments. It provides a scalable quality assurance system for online and blended learning used within and across organizations. When you see QM Certification Marks on courses or programs, it means they have met QM Course Design Standards or QM Program Review Criteria in a rigorous review process.

About ACT | NRCCUA
Now part of ACT, The National Research Center for College and University Admissions™ is an educational data science and research organization serving over 2,000 member institutions comprised of public and private colleges and universities across the nation. Since 1972, NRCCUA has been a leading provider of data, technology, and programs serving students, high school educators, colleges and universities from its offices in Lee’s Summit, MO, Boston, MA, New York, NY, and Austin, TX. These solutions represent the link between students making important life decisions and those providing the resources and information they need to succeed in their post-secondary educations and careers. With the launch of Encoura™ Data Lab, the company now combines data science, advanced analytics, Eduventures research, predictive modeling and omnichannel enrollment services in one platform to enable institutions to make real-time strategic and operational decisions to meet their unique enrollment goals and create the highest probability of student success. For more information, visit https://encoura.org.

 

 

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Annual Eduventures® Transfer Student Research Report Examines Preferences, Motivations, and Barriers to Success for College Students in the Transfer Process

Data Highlights Search Behaviors of Prospective Transfer Students

Boston, MA – December 6, 2019

ACT® | NRCCUA®, an educational data science and research organization, announced today the publication of the 2019 Eduventures Transfer Student Research Report. The annual report explores the transfer process from the perspective of students who are currently enrolled at post-secondary institutions and are considering transferring to a different institution. In particular, it explores two distinct segments of the transfer market, those transferring from two-year institutions and those currently enrolled at four-year schools.

Increasing Competition for Transfer Students

Prospective transfer students are a little-understood population that is often treated as a homogeneous group by institutions—many of whom have come to rely on them to make enrollment targets. As community college enrollment has dropped by 20% and the transfer-in enrollment at private schools has risen 23% over the past decade, an increasing number of colleges are faced with more competition amid dwindling numbers of transfer applicants. This report outlines the primary motivations, priorities, and concerns among key transfer segments that could impact how they are best identified and cultivated, with implications for a successful transition to their new institutions and, ultimately, academic success.

Key Research Findings Include:

  1. 62% of students at two-year schools solidify their transfer plans before enrolling at their original institution. About half of these students are highly sensitive to cost and are greatly concerned about receiving less financial aid (51%) and having to take on more debt as a result of their transfer (53%). These students also appear to have a greater need for support by others in the transfer process.
  2. 74% of students at four-year schools start thinking about potential transfer schools while enrolled at their original enrollment institution, indicating less certainty about their transfer plans. Transfer motivations are driven by dissatisfaction with their current institution. While financial considerations are a top priority in the search process, four-year transfers worry much more about the credit transfer process (55%) and a delayed graduation timeline (35%). These students tend to be more self-sufficient in their search process.
  3. Students at four-year institutions approach the transfer school search with a do-it-yourself mindset. 45% start their search on online search engines and 40% start on institutional websites, while those at two-year institutions seek help from trusted advisors (33%) and family and friends (39%).

Prospective Transfer Students’ Top Concerns about Transferring by Current School Type

“Students often enter a community college or other two-year school with the strong intention of eventually transferring to a four-year school,” commented Johanna Trovato, Eduventures Senior Analyst at ACT | NRCCUA, and author of this report. “If these schools sit back and let students find them, they are missing key opportunities to engage them early.” Trovato added, “National Student Clearinghouse data on non-enrolling student choices provides a comprehensive list of potential future transfers who may already be open to outreach from prospective transfer schools. This is the time to continue fostering relationships that institutions have already started to build when these students were still in high school.”

 

About ACT | NRCCUA

Now part of ACT, The National Research Center for College and University Admissions™ is an educational data science and research organization serving over 1,900 member institutions comprised of public and private colleges and universities across the nation. Since 1972, NRCCUA has been a leading provider of data, technology, and programs serving students, high school educators, colleges and universities from its offices in Lee’s Summit, MO, Boston, MA, New York, NY, and Austin, TX. These solutions represent the link between students making important life decisions and those providing the resources and information they need to succeed in their post-secondary educations and careers. With the launch of Encoura™ Data Lab, the company now combines data science, advanced analytics, Eduventures research, predictive modeling and omnichannel enrollment services in one platform to enable institutions to make real-time strategic and operational decisions to meet their unique enrollment goals and create the highest probability of student success. For more information, visit ​https://encoura.org  

 

Members of the media who would like to speak to the author of this report or obtain a copy of the report can contact Ellen Slaby at eslaby@eduventures.com.

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Annual Eduventures® Student Sentiment Research Report Examines the Communication Preferences of College-Bound High School Students

Data Highlights the Most Effective Communication Channels to Engage Students at Each Stage of College Search

Boston, MA – October 29, 2019

ACT® | NRCCUA®, an educational data science and research organization, announced today the publication of the Eduventures 2019 Student Sentiment Research Report. The annual report explores the key areas of college search behavior and communication preferences to help higher education enrollment officers create more effective outreach strategies. The report is designed as a complement to the Eduventures Prospective Student Survey™, the nation’s largest college market segmentation and institutional identity study, and the Eduventures Survey of Admitted Students™, which examines how students make enrollment decisions and helps institutions improve yield.

With an estimated 3.7 million high school seniors and nearly 4,000 institutions that offer degree-granting, post-secondary programs, the college search process resembles a maze rather than a straight-forward path. How do students and schools find each other through all the marketing noise? How do they stay engaged? And perhaps most importantly, where do students look for guidance to make their enrollment decisions?

The Eduventures 2019 Student Sentiment Research Report monitors the college search behaviors and communication preferences of these Gen Z students from initial discovery to the enrollment decision. It identifies the most effective communication channels based on student preferences for each stage of the process.

Key Research Findings Include:

  1. Based on students’ ratings for generating awareness, the three highest impact information sources are:
    1. Emails from the school (62%)
    2. Word of mouth from family and friends (57%)
    3. School websites (46%)
  2. After students have identified schools of interest and get closer to decisions about where to apply, high-touch engagement, such as campus visits and one-on-one communication with admissions counselors, becomes much more important. The top information sources at this phase include:
    1. Campus tours, open houses (63%)
    2. College websites (52%)
    3. Emails from the college (41%)
  3. With a focus on getting students on campus, the top three information sources in the enrollment decision are:
    1. Campus tours, open houses (65%)
    2. College websites (44%)
    3. Emails from the college (38%)
  4. Students have different approaches to the college search process. Eduventures has identified four distinct ways students gather information about colleges, called “Search Strategies.” The four Search Strategies are:
    • The Phone is My Friend (13%): Students who use this search strategy seek interactions with institutional stakeholders. These students put a great deal of trust in the information they can glean from faculty, current students and alumni, and administrators at schools they are considering.
    • Friends and Family (30%): Students who use this search strategy trust word-of-mouth perspectives from family and friends more than any other information source.
    • Stealth, All Channels (20%): Students who use this search strategy trust information sources that do not require reciprocation (i.e., emails from schools, postcards, brochures, or print guides to colleges.)
    • Websites and Emails (37%): Students who use this search strategy primarily trust the information they gather through institutional websites and from institutional emails. They also rely more often on search engines than their peers.

“As the Student Sentiment Research Report results show, it takes hard, long-term work and collaboration between the admissions and marketing teams to move a prospective student from initial awareness about a school to enrollment. Each stage in the college search process requires a different outreach strategy that fits within the students’ search behaviors at the particular stage,” said Johanna Trovato, Senior Analyst and primary author of this study.

As generations change and traditional undergraduate student recruiting becomes more complex, a “one-size-fits-all” marketing strategy is not sufficient. This report highlights an outreach strategy that will help institutions attract, engage, and convert their best-fit students.

About ACT | NRCCUA

Now part of ACT, The National Research Center for College and University Admissions™ is an educational data science and research organization serving over 1,900-member institutions comprised of public and private colleges and universities across the nation. Since 1972, NRCCUA has been a leading provider of data, technology, and programs serving students, high school educators, colleges and universities from its offices in Lee’s Summit, MO, Boston, MA, New York, NY, and Austin, TX. These solutions represent the link between students making important life decisions and those providing the resources and information they need to succeed in their post-secondary educations and careers. With the launch of Encoura™ Data Lab, the company now combines data science, advanced analytics, Eduventures research, predictive modeling and omnichannel enrollment services in one platform to enable institutions to make real-time strategic and operational decisions to meet their unique enrollment goals and create the highest probability of student success. For more information, visit ​https://encoura.org  

 

Members of the media who would like to speak to the author of this report or obtain a copy of the report can contact Ellen Slaby at eslaby@eduventures.com.

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Higher Education Technology Landscape - Released by Eduventures®

2019 Report Aims to Address Evolving Market Dynamics through Updated Classification and Segmentation

Boston, MA – October 15, 2019 ​

ACT® | NRCCUA®, an educational data science and research organization, announced today the publication of the Eduventures® 2019 Higher Education Technology Landscape. Created to help higher education leaders prioritize their technology investments and understand the expanding array of standalone and bundled offerings, Eduventures has been publishing an up-to-date report on this ever-changing technology landscape for the past five years. 

The technology environment has changed dramatically since the report’s inception in 2014. As a result, Eduventures has updated the methodology and increased the rigor in defining and classifying these segments. The four segments included in this report include Admissions and Enrollment Management, Advancement, Student Success and Instruction, and College-Wide IT/Enterprise Backbone.

Additions, Deletions, Revisions and Category Definitions

With a sharpened methodology and inclusion criteria, the 2019 report unveiled a number of additions, deletions, revisions, and changes in category definitions:

  • Additions: Seven new segments have been added to reflect the range of products required to support a teaching and learning ecosystem.
  • Deletions: Based on a thorough review of all segments, it has been concluded that online program management providers (OPMs) should not be included. The report provides a separate map for these companies.
  • Revisions: Online Proctoring Solutions has been renamed Assessment Integrity Solutions.
  • Category and Segment Definitions: The College-Wide IT/Enterprise Backbone category was added and represents systems that comprise the core of an institutions technology ecosystem.

Market Pressures that Impact Growth

Research from this Landscape has revealed four key market pressures impacting the market, resulting in downward pressure on some segments while positioning other segments for growth. These include the following:

  • Challenges in Defining “Student Success”: There is a lack of clarity around what higher education means by the ubiquitous term, “student success.” Is it career attainment? Persistence to graduation? Student achievement? Or something else? Likewise, a growing number of technology solutions claims to support different types of student success.
  • Increasing Focus on the Learning Ecosystem: Eduventures has observed a change in how institutions consider technology selection, from a sole focus on a solution’s functionality to balancing these considerations with a solution’s fit within an ecosystem. This ecosystem view plays out in terms of the arrangement of products and guiding principles underlying teaching and learning ecosystems.
  • Aiming for Transformation: College and university leaders care less about the role technology should play in supporting essential operations, such as maintaining student records, and more about the role it should play in helping an institution transform itself to deliver value to its stakeholders.
  • The Rise of the Engagement Layer: Student engagement often refers to how institutions exchange information with students through texts, emails, or social media posts. Increasingly, Eduventures sees institutions look to supplement this type of communication with a deeper form of engagement, one that aims to deliver a better student experience, an increased student sense of belonging, and better student achievement.

According to James Wiley, Principal Analyst at Eduventures and author of the study, “The landscape of higher education, with a growing diversity of institutions, cultural environments and competitive ecosystems, is changing rapidly and disruptively. As we move beyond 2019, we will continue to monitor the market of education technology to determine new segments that are emerging and gaining traction in the marketplace. Likewise, we will closely track how certain technologies, such as student information systems and constituent relationship management solutions extend beyond their origins into other technology categories.” 

About ACT | NRCCUA

Now part of ACT, The National Research Center for College and University Admissions™ is an educational data science and research organization serving over 1,900-member institutions comprised of public and private colleges and universities across the nation. Since 1972, NRCCUA has been a leading provider of data, technology, and programs serving students, high school educators, colleges and universities from its offices in Lee’s Summit, MO, Boston, MA, New York, NY, and Austin, TX. These solutions represent the link between students making important life decisions and those providing the resources and information they need to succeed in their post-secondary educations and careers. With the launch of Encoura™ Data Lab, the company now combines data science, advanced analytics, Eduventures research, predictive modeling and omnichannel enrollment services in one platform to enable institutions to make real-time strategic and operational decisions to meet their unique enrollment goals and create the highest probability of student success. For more information, visit ​https://encoura.org.  

 

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ACT® | NRCCUA® Highlights Trends Impacting the Student Information Systems Market for Higher Education

Eduventures® Highlights Systems that Manage Student Engagement, Record Management, Student Financing and Billing, Attendance Tracking, and Class Registration and Scheduling

Boston, MA – October 4, 2019 ​

ACT® | NRCCUA®, an educational data science and research organization, announced today the publication of the Eduventures 2019 Market Analysis of Student Information Systems. This report includes analysis of products offered by companies such as Campus Management, Ellucian, Jenzabar, Oracle, Unit4, Workday, as well as additional Student Information System (SIS) vendors.  Eduventures Research, ACT | NRCCUA’s research division, has based its analysis of this market segment on its annual Eduventures Higher Education Technology Landscape that categorizes the technology products used in higher education.

The Technology Landscape report has become the definitive source for rationalizing the array of technology products created to support the needs of higher education. Like other technologies included in the CollegeWide/IT Enterprise Backbone category of the landscape report, SIS provides a set of functionalities that meet a broad range of back-office and administrative requirements across multiple administrative units, faculty divisions, and students within an institution.

Eduventures defines SIS solutions as those that allow institutions to collect, store, analyze, track, and report student-level data as systems of record. The functionality of these systems includes outreach and engagement management, student record management, student financing and billing, attendance tracking, and class registration and scheduling.

Competitive Market Pressures

Currently, the SIS segment is best understood as highly competitive; there are a few primary SIS providers for institutions with high enrollments and several players attempting to carve out a niche at institutions with low enrollments that serve specific student populations.

Meanwhile, the market is slowing, as clearly evidenced by a decrease in new system implementations over recent years. This report includes a market share assessment, size and share of implementations, and historical growth rates for a range of technology providers who serve this market.

Highlighted trends in the Eduventures 2019 Market Analysis of Student Information Systems include:

  1. Cloud Migration: Institutions are in varying states of readiness to migrate to hosted or cloud environments and oftentimes wedded to highly customized legacy systems and outmoded operations. Migration to the cloud has been a concentrated effort of SIS vendors. This report analyzes the longitudinal trend of on-premises and hosted/cloud SIS implementations.
  2. Increased Interest in Institutional Transformation: Institutions are increasingly focused on initiatives such as digital transformation and expanding non-traditional academic models and programs (e.g., competency-based education and certificate programs) and online and hybrid programs. Many student information systems seem largely concentrated on operational concerns—tracking student records, for example—and do not appear to lend themselves to helping institutions address the more transformational concerns.
  3. The Rise of CRM: Constituent Relationship Management (CRM) solutions have historically been used for marketing campaigns, recruitment, and other areas that address stakeholder engagement. As such, institutions have deployed integrations between the CRM and SIS to ensure that they captured and consolidated student data. Recently, we have seen a rise in institutions considering whether a CRM alone can address both areas by serving as the central source of student data and providing a mechanism by which institutional leaders can engage with stakeholders.

According to Michael Miller, Eduventures Senior Analyst, ACT | NRCCUA, “The SIS segment is at a crossroads. For providers to be successful, they must demonstrate the value of SIS as an asset that cannot only provide operational efficiencies, but help institutions create a platform for strategic transformation.”

 

About ACT® | NRCCUA®

Now part of ACT, The National Research Center for College and University Admissions™ is an educational data science and research organization serving over 1,900 member institutions comprised of public and private colleges and universities across the nation. Since 1972, NRCCUA has been a leading provider of data, technology, and programs serving students, high school educators, colleges and universities from its offices in Lee’s Summit, MO, Boston, MA, New York, NY, and Austin, TX. These solutions represent the link between students making important life decisions and those providing the resources and information they need to succeed in their post-secondary educations and careers. With the launch of Encoura™ Data Lab, the company now combines data science, advanced analytics, Eduventures research, predictive modeling and omnichannel enrollment services in one platform to enable institutions to make real-time strategic and operational decisions to meet their unique enrollment goals and create the highest probability of student success. For more information, visit ​https://encoura.org  

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ACT® | NRCCUA® Unveils New Insights into How College-Bound Seniors Make Enrollment Decisions

Based on Eduventures® Annual Survey of Admitted Students, Research Findings Highlight Nine National Benchmarks to Inform Yield Strategy

Boston, MA – September 26, 2019 ​

ACT | NRCCUA, an educational data science and research organization, announced today the publication of Eduventures’ 2019 Benchmarks for Admitted Students report. This research uses data from the Eduventures Survey of Admitted Students to understand student decision-making around college choices. Eduventures is the research division of NRCCUA.

Bringing Student Enrollment Drivers into Sharper Focus

This new report is designed as a “how to” guide to enable enrollment offices to measure their performance on yield and take specific action. It is a complementary report to the recently-published piece Enrollment Driver Analysis: How Admitted Students’ Perceptions Shape the Enrollment Choice, which examines both stated and latent factors influencing a student’s enrollment choice vs. the next alternative institution. The benchmarks included in this new body of research provide a deeper dive into Eduventures Survey of Admitted Students and includes regional and national data. A set of questions is included with each benchmark, providing enrollment leaders with a way to contextualize findings based on their specific datasets.

The Nine National Benchmarks for Admitted Students unveiled in this report include the following:

  1. Admitted Student Mindsets: This benchmark includes the percentage of enrolling students who belong to each of Eduventures’ six behavioral and attitudinal Admitted Student Mindsets (Mindsets): Experiential Interest, Career Pragmatists, Social Focus, Exploration & Meaning, Career through Academics and Grad School Bound.
  2. Decision Segments: This benchmark represents the percentage of students identifying the most important single factor in their enrollment decisions among the top eight: Affordability, Reputation, Feeling of Fit, Quality of Program, Value for Money, Career Outcomes, Sense of Community, and Proximity to Home.
  3. First Choice: This benchmark measures the number of enrolling students who choose a particular institution as their first choice destination.
  4. Destination: This benchmark shows where non-enrolling students are attending school, segmented by control, Carnegie classification, and in-state vs. out-of-state status for public destinations.
  5. Distance: This benchmark measures the mileage between an enrolling students’ home zip codes and location of the institution in which they enrolled.
  6. Brand Constructs: This benchmark shows student ratings on 10 aggregated brand constructs, including: Friendly/Comfortable/Community, High Quality/Challenging/Intelligent, Well-Rounded, Fun/Exciting, Career-Minded, Spirit School/Athletics, Prestige/Rigor, Affordable/Value, Diverse or Well-Known.
  7. Quality Perception Gap: This benchmark measures the gap between enrolling and non-enrolling students on perceptions of quality for key enrollment drivers, including: Overall Reputation, Strength of Program, Job Opportunities for Graduates, Sense of Community, Feeling of Fit, Value for Cost, and Availability of Financial Aid.
  8. Communications: This benchmark shows the percentage of students who both use and find useful key components of enrollment communications, including: In-Person, Websites, Publications, Social Media, Campus Visits, and Admitted Student Events.
  9. Net Cost Comparisons: This benchmark shows the percentage of students choosing to attend an institution with a lower, same, or higher net cost than the inquiring institution. It includes student-estimated dollar amounts of the difference in net cost.

According to Kim Reid, Principal Analyst at Eduventures and author of this study, “The Eduventures Survey of Admitted Students helps institutions to understand the nature of important perception gaps and to develop appropriate strategies for addressing these gaps for traditional-aged undergraduates. Our new benchmark research goes further by helping institutions accurately measure themselves against regional and national competitors to craft and apply an informed yield strategy.”

About ACT | NRCCUA

Now part of ACT, The National Research Center for College and University Admissions™ is an educational data science and research organization serving over 1,900-member institutions comprised of public and private colleges and universities across the nation. Since 1972, NRCCUA has been a leading provider of data, technology, and programs serving students, high school educators, colleges and universities from its offices in Lee’s Summit, MO, Boston, MA, New York, NY, and Austin, TX. These solutions represent the link between students making important life decisions and those providing the resources and information they need to succeed in their post-secondary educations and careers. With the launch of Encoura™ Data Lab, the company now combines data science, advanced analytics, Eduventures research, predictive modeling and omnichannel enrollment services in one platform to enable institutions to make real-time strategic and operational decisions to meet their unique enrollment goals and create the highest probability of student success. For more information, visit ​https://encoura.org  

 

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ACT® | NRCCUA® Releases Eduventures® 2019 Higher Education Technology Landscape

Eduventures Research Highlights Four Market Pressures that Impact Technology Decisions

June 24, 2019 – Boston, MA

ACT | NRCCUA, an educational data science, analytics, and research organization, today announced the publication of the Eduventures 2019 Higher Education Technology Landscape (Landscape). Eduventures Research, ACT | NRCCUA’s research division, began publishing the Landscape to make the market more understandable and help higher education leaders evaluate the expanding array of standalone and bundled offerings. Available today, this Landscape is part of an ongoing body of research that includes updated market data and trends for specific segments of the technology market.

Since the inception of this Landscape in 2014, classifying technology solutions has proven to be both challenging and dynamic: various solutions have overlapping functionalities, and there are conflicting marketing messages around the benefits solutions provide. As a result, the accompanying Landscape Report, to be published in fall 2019, will provide greater insight into the technology segments through the lens of macro pressures.

This year, while our overall classification method remains the same, we further enforced our criteria to exclude services and added new segments to reflect solutions that support the teaching and learning ecosystem.

Market Pressures Driving Change

Ongoing analysis of the Landscape has concluded that four market pressures are impacting segments of the higher education technology market. They include:

  • Challenges in Defining Student Success – Today, there is a lack of clarity around the term “student success.” Is it career attainment? Persistence to graduation? Student achievement? Or something else? Likewise, a growing number of technology solutions claim to support different types of student success, which increases the difficulty of institutions trying to determine which meaning of student success is a priority and align that meaning to the right technology segment.
  • Increasing Focus on the Learning Ecosystem – Ongoing Eduventures technology research highlights a change in how institutions consider technology selection. It’s shifting from solely focusing on a solution’s functionality to balancing these considerations with a solution’s fit within an ecosystem. This ecosystem view plays out in terms of the arrangement of products and guiding principles underlying teaching and learning ecosystems. Within the market segments that support teaching and learning, there is an increased expectation that they fit within and support this ecosystem.
  • Aiming for Transformation – Today, institutions are less focused on the role technology plays in supporting essential operations, such as maintaining student records, and more about the role it should play in helping an institution transform itself to deliver value to its stakeholders. Many institutions ask how solutions in specific segments help them go beyond supporting functions, such as managing grades and courses to empowering them to leverage data for performance improvement.
  • The Rise of the Engagement Layer – Student engagement often refers to how institutions exchange information with students through texts, emails, or social media posts. Increasingly, institutions look to supplement this type of communication with a deeper form of engagement—one that aims to deliver a better student experience, an increased student sense of belonging, and better student achievement.

According to James Wiley, Eduventures Principal Analyst, ACT | NRCCUA, “Most attempts to provide a deeper understanding of market pressures rely on an analysis of trends of implemented solutions over time or the competitive environment of vendors within a market segment, such as learning management systems. Our research has shown that relying solely on these approaches can obfuscate the overarching pressures that make segments poised for growth (positively affected) and under pressure (negatively impacted).”

To download the Eduventures 2019 Higher Education Technology Landscape, visit: https://encoura.org/Tech-Landscape-2019 

About ACT | NRCCUA
Now part of ACT, The National Research Center for College and University Admissions™ is an educational data science and research organization serving over 1,900 member institutions comprised of public and private colleges and universities across the nation. Since 1972, NRCCUA has been a leading provider of data, technology, and programs serving students, high school educators, colleges and universities from its offices in Lee’s Summit, MO, Boston, MA, New York, NY, and Austin, TX. These solutions represent the link between students making important life decisions and those providing the resources and information they need to succeed in their post-secondary educations and careers. With the launch of Encoura™ Data Lab, the company now combines data science, advanced analytics, Eduventures research, predictive modeling and omnichannel enrollment services in one platform to enable institutions to make real-time strategic and operational decisions to meet their unique enrollment goals and create the highest probability of student success. For more
information, visit https://encoura.org

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ACT® | NRCCUA® Announces the 2019 Eduventures® Innovation Award Winners

Award Winners Honored at Eduventures Summit and Include Adelphi University, Harvard Business School Online, Southern New Hampshire University, and Western Governors University

June 7, 2019 – Boston, MA

ACT | NRCCUA, an educational data science, analytics, and research organization, announces the winners of the annual Eduventures Innovation Award Program. The Program was created to recognize the achievements of individuals and institutions that share the company’s vision for innovating to improve enrollment, student experience, and student outcomes. Selected by a panel of higher education leaders and advisors, winners were celebrated at a ceremony and reception that took place during Eduventures Summit, which is co-presented by
ACT | NRCCUA and Strada Education Network℠.

The 2019 winners include:

  • Adelphi University in Garden City, New York
  • Harvard Business School Online in Cambridge, Massachusetts
  • Southern New Hampshire University in Manchester, New Hampshire
  • Western Governors University in Salt Lake City, Utah

Award winners were announced by Patrick Vogt, CEO of ACT | NRCCUA and Cara Quackenbush, Eduventures Vice President of Research for ACT | NRCCUA.

“By embracing new thinking and bold ideas, these teams and institutions are redefining the meaning of excellence and demonstrating the transformative power of higher education for students, educators, and communities,” said Patrick Vogt, CEO of ACT | NRCCUA. “Winners leverage best-in-class processes, technologies, and teams to set themselves apart from the competition. On behalf of all of us at ACT |
NRCCUA, I congratulate this year’s group of individuals and institutions.”

“Innovation, at its best, is a collaborative effort, and the Center for Applied Learning Science (CALS) exists to incubate and spread the best ideas with the greatest potential to improve student learning—redefining the way we serve students in a changing world,” said Jason Levin, Executive Director of CALS. “We’re honored to receive this award from Eduventures and thank them for recognizing the power of innovation to benefit not just WGU students but learners everywhere.”

About the Eduventures Innovation Award Program

Now in its 5th year, the Eduventures Innovation Awards Program honors organizations and teams that are shaping the future of Higher Education. Entries are submitted in 3 categories and are designed to identify higher education institutions that have demonstrated significant innovations when developing and deploying programs that impact these areas of an institution:

  • Enrollment: A new enrollment management strategy in a fast-changing environment
  • Student Experience: A new approach to teaching and learning or student support
  • Outcomes: A new effort to define and report student outcomes

Judges select winners from written applications and, if needed, follow-up interviews. Entries are scored on value to the institution, innovation, and relevance to the mission of the school and are announced in conjunction with Eduventures Annual Summit.

About ACT | NRCCUA

Now part of ACT, The National Research Center for College and University Admissions™ is an educational data science and research organization serving over 1,900 member institutions comprised of public and private colleges and universities across the nation. Since 1972, NRCCUA has been a leading provider of data, technology, and programs serving students, high school educators, colleges and universities from its offices in Lee’s Summit, MO, Boston, MA, New York, NY, and Austin, TX. These solutions represent the link between
students making important life decisions and those providing the resources and information they need to succeed in their post-secondary educations and careers. With the launch of Encoura™ Data Lab, the company now combines data science, advanced analytics, Eduventures research, predictive modeling and omnichannel enrollment services in one platform to enable institutions to make real-time strategic and operational decisions to meet their unique enrollment goals and create the highest probability of student success. For more
information, visit https://encoura.org

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Fresh Insights Into Online Learning Emerge In Newly Released Changing Landscape of Online Education (CHLOE) Report From Quality Matters and Eduventures® Research

CHLOE 3 Breaks New Ground in Identifying Five Institutional Models of Online Learning While Providing a More Complete Picture of Key Strategic and Operational Initiatives

March 26, 2019 – BOSTON, MA

In its third year, the Changing Landscape of Online Education (CHLOE) Survey — a survey of Chief Online Officers (COOs) — experienced significant growth, with 280 U.S. colleges and universities responding, including public, private and for-profit institutions. That represents a 54% increase from CHLOE 2.

The results — now available in the report CHLOE 3: Behind the Numbers — reflect the strategic and operational evolution of online learning and provide important insight into online learning trends and developments, including the emergence of five institutional models of online learning.

“The developing picture of online learning models is a significant new finding,” said Ron Legon, QM Executive Director Emeritus and co-lead of the CHLOE project. “These models — such as enterprise schools and community colleges — represent clusters of institutions based on shared characteristics, including online enrollment, institutional type, online management, pedagogy, and outcomes. These models are important because they help define the scope of what is typical — and what is possible — for similar institutions and may provide those institutions with a benchmark for their own practices, policies and strategies”

According to Richard Garrett, Chief Research Officer for Eduventures® Research, a division of  ACT | NRCCUA, and co-lead of the project, “CHLOE 3 also goes behind the online learning label to explore the nature of a typical course. We found a striking association between the required involvement of instructional designers or design teams and diversified online student interaction. Other things being equal, a systematic approach to online course design means a better student experience.”

Additional key findings include:

  • Online Growth — In an otherwise weak enrollment environment, online keeps growing. Median online enrollment growth among CHLOE 3 respondents was 10% between Spring 2017 and 2018.
  • Councils and Committees The emergence of online-focused committees and councils in all sectors of online learning.
  • Neglect of Blended Despite evidence of student demand for blended options, CHLOE 3 respondents reported that blended course enrollment growth is less prevalent than for fully online courses, and median growth rates are lower.
  • Alternatives A significant interest in alternative models and credentials, but a lack of investment.

“This year’s report reflects the continued evolution of online learning from a tool for access and scale, toward a strategy to improve outcomes and equity at scale,” shared Whitney Kilgore, Chief Academic Officer at iDesign, CHLOE 3’s platinum sponsor.

Additional CHLOE 3 content includes:

  • A summary of Eric Fredericksen’s work in identifying the background, characteristics, and organizational placement of online learning leaders. Eric is the Associate Vice President for Online Learning at the University of Rochester.
  • Quotes from COOs on several contentious issues, including online governance and the role of instructional designers in online course development.

This report was made possible through the partnership of QM and Eduventures Research — a division of ACT® | NRCCUA®  — and the support of sponsors iDesign, ExtensionEngine and Instructional Connections. To download the report, visit the Quality Matters website or the Eduventures Research website.

The co-authors of the report, Ron Legon for Quality Matters and Richard Garrett for Eduventures Research, are available for comment:

Ron Legon, Ph.D., Executive Director Emeritus, Quality Matters (rlegon@qualitymatters.org;  312.545.2325)

Richard Garrett, Eduventures Chief Research Officer, ACT | NRCCUA (rgarrett@eduventures.com;  617.704.8481)

About Quality Matters
Quality Matters (QM) is the global organization leading quality assurance in online and innovative digital teaching and learning environments. It provides a scalable quality assurance system for online and blended learning used within and across organizations. When you see QM Certification Marks on courses or programs, it means they have met QM Course Design Standards or QM Program Review Criteria in a rigorous review process.

About ACT | NRCCUA
Now part of ACT, The National Research Center for College and University Admissions is an educational data science and research organization serving over 1,900 member institutions comprised of public and private colleges and universities across the nation. For 45 years, NRCCUA has been a leading provider of data, technology, and programs serving students, high school educators, colleges and universities from its offices in Lee’s Summit, MO, Boston, MA, New York, NY, and Austin, TX. These solutions represent the link between students making important life decisions and those providing the resources and information they need to succeed in their post-secondary educations and careers. With the launch of Encoura Data Lab, the company now combines data science, advanced analytics, Eduventures research, predictive modeling and omnichannel enrollment services in one platform to enable institutions to make real-time strategic and operational decisions to meet their unique enrollment goals and create the highest probability of student success. For more information, visit ​https://encoura.org


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Members of the media who wish to receive a press pass for Eduventures Summit 2019 can contact Ellen Slaby at eslaby@eduventures.com.

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Eduventures® Student Success Ratings Identify Institutions That Excel at Retaining and Graduating Students

After Analyzing 1,100 Institutions, the Report Illustrates Which Have Made Demonstrated Improvements in Student Retention and Graduation Rates and How They Were Successful

February 25, 2019
BOSTON, MA

The National Research Center for College and University Admissions™ (NRCCUA®), an educational data science and research organization that was recently acquired by ACT®,​ ​today announced findings from its Eduventures Research division. The 2019 Student Success Ratings Report is designed to help colleges, universities, students, and their families by identifying institutions that excel at retaining and graduating students, as well as potential trouble spots that would hinder student success initiatives.

Efforts to improve student success involve almost every constituent on campus and are among the most complex endeavors an institution can make. Institutions of different sizes with different student bodies and different missions must find contextually appropriate approaches. Even then, changing the institutional culture, prioritizing a new strategy, and executing targeted programs is challenging. By showcasing best practice examples, the Student Success Ratings Report can help other institutions find their own way.

The Eduventures Student Success Ratings offer an excellent starting point for institutional self-management on student success. Note that this report identifies schools’ “ratings” not “rankings.” This is a small, but important distinction. Fundamentally, Eduventures created these scores for institutions to measure themselves against their own efforts within the context of their peers. This is a subtle point, because one institution surely does end up being the top-rated institution. From a philosophical standpoint, however, the ratings are intended for self-reflection in balance with competitive comparison.

Which colleges and universities are beating the student success odds?

Eduventures analyzed more than 1,100 institutions based in the United States and compared a composite of each institution’s predicted retention and graduation rates with its actual rates based on academics, affordability, and social factors. The results of that analysis, our Student Success Ratings, with institutions categorized by Doctoral, Master’s, and Baccalaureate levels in both public and private sectors, can be found here: http://bit.ly/ev-ssratings-2019

Key findings from the 2019 report include the following: 

  • Our research on overperforming schools shows us that the best public institutions are aggressively moving forward on the agenda to improve completion rates. For over-performing private institutions that generally have less room to improve than the public sector, we see evidence of steady balanced improvement in both first-year retention and graduation rates.
  • At the low end, the underperforming public institutions are mired in persistent poor performance on graduation rates with continuing slight declines in both retention and graduation. In the private sector, these underperforming institutions are experiencing more acute cases of decline. According to our research, they should be doing better given their circumstances, and their retention and graduation rates are approaching something of a freefall.

According to Kim Reid, Eduventures Principal Research Analyst and author of the study, “Given our philosophical standpoint that all student success efforts are highly contextualized to institutional settings, the case studies of overperforming institutions included in this report will bring a depth of understanding to how they have been able to achieve real student success.”

Quantitative Research that Matters

The cornerstone of Eduventures Research is the quantitative research that is conducted across multiple disciplines within higher education. A team of experienced quantitative research analysts collects and analyzes data from both prospective and current students.

Eduventures Research conducts a wide array of scientific survey projects each year, from highly-targeted single-client surveys to large multi-client studies that include tens of thousands of prospective students. It provides a combination of robust measurement tools, custom data cuts, data analysis, and ongoing client advisory services to help private, public, nonprofit, and for-profit institutions accelerate their recruiting strategies, boost program growth, and create compelling messages for their target audiences.

About ACT | NRCCUA

Now part of ACT, The National Research Center for College and University Admissions is an educational data science and research organization serving over 1,900 member institutions comprised of public and private colleges and universities across the nation. For 45 years, NRCCUA has been a leading provider of data, technology, and programs serving students, high school educators, colleges and universities from its offices in Lee’s Summit, MO, Boston, MA, New York, NY, and Austin, TX. These solutions represent the link between students making important life decisions and those providing the resources and information they need to succeed in their post-secondary educations and careers. With the launch of Encoura Data Lab, the company now combines data science, advanced analytics, Eduventures research, predictive modeling and omnichannel enrollment services in one platform to enable institutions to make real-time strategic and operational decisions to meet their unique enrollment goals and create the highest probability of student success. For more information, visit  ​https://encoura.org

About ACT

ACT is a mission-driven, nonprofit organization dedicated to helping people achieve education and workplace success. Headquartered in Iowa City, Iowa, ACT is trusted as the nation’s leader in college and career readiness, providing high-quality achievement assessments grounded in more than 50 years of research and experience. ACT offers a uniquely integrated set of solutions that help people succeed from elementary school through career, providing insights that unlock potential. To learn more about ACT, visit www.act.org.

Members of the media who wish to receive a press pass for Eduventures Summit 2019 can contact Ellen Slaby at eslaby@eduventures.com.

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ACT® | NRCCUA® Announces Marquee Lineup of Keynote Speakers for Eduventures® Summit 2019

Confirmed Keynote Speakers Include College President, Author, and Retired Politician Mitch Daniels and Former New Orleans Major, Social Justice Champion and Author Mitch Landrieu

February 20, 2019
BOSTON, MA

The National Research Center for College and University Admissions™ (NRCCUA®), an educational data science and research organization that was recently acquired by ACT®,​ ​​today announced a lineup of accomplished professionals from the public and private sectors who will share expertise and insights on an array of issues facing the higher education community.

The annual Summit, delivered in conjunction with NRCCUA’s research division, Eduventures®, will include keynote presentations by visionary thought leaders Mitch Daniels, the president of Purdue University and Mitch Landrieu, the former mayor of New Orleans. Eduventures Summit will take place at the InterContinental Boston Hotel, June 5 – 7, 2019.

The event, which will sell out, provides a one-of-a-kind opportunity for leaders from higher education institutions and the partners who serve them to come together to network with one another, share best practices, and engage in a discussion about the future of higher education. The program theme, Higher Ed Remastered, captures both the timeless qualities of higher education and the need to create innovative models. Given the current state of higher education, this theme promises to stimulate debate and discussion on a variety of issues.

Headlining keynote speakers include:

  • Mitch Daniels, President of Purdue University. Joining the institution at the conclusion of his term as the 49th governor of Indiana, Daniels is responsible for making student affordability and student success a priority at Purdue.
  • Mitch Landrieu, former Mayor of New Orleans. In his first term as mayor, Landrieu inherited a city stalled by post-Katrina and on the brink of bankruptcy. He is credited with creating, among many things, an Office of Social Entrepreneurship to advance measurable and sustainable solutions to social problems.

In addition to keynote speakers, Eduventures principal analysts will present new research and proprietary market data gathered and analyzed from thousands of students and adult learner surveys. Plenary sessions and workshops will debate burning issues facing higher education leaders, such as the degree market, online learning, the evolution of enrollment recruiting based on student mindsets, and how to quantify student success.

The cornerstone of Eduventures Summit is to provide access to insights from prominent, high-caliber experts across multiple fields, and our keynote speakers are an integral component of this. With an agenda that highlights our commitment to access, fit and career success for all students, our keynote speakers will help us envision a world where the opportunities afforded by an education transform lives and communities. Eduventures Summit will continue to be one of the most important events for higher education leaders who are looking for transformational ideas that address the pressing issues of the day,” said Patrick Vogt, CEO of NRCCUA.  

The Eduventures research team will also showcase winners of its Annual Innovation Award program, which honors higher education institutions, companies and other organizations that share Eduventures’ vision for a responsive, innovative higher education sector through programming that has impacted enrollment management strategy, teaching and learning and student outcomes. Last year’s winners included Adelphi University, Anderson University, Elon University, Georgia State University, National Louis University, and Walden State University.

To view the preliminary conference agenda, visit https://encoura.org/resources/eduventures-summit/eduventures-summit-2019-agenda/

About ACT | NRCCUA

Now part of ACT, The National Research Center for College and University Admissions is an educational data science and research organization serving over 1,900 member institutions comprised of public and private colleges and universities across the nation. For 45 years, NRCCUA has been a leading provider of data, technology, and programs serving students, high school educators, colleges and universities from its offices in Lee’s Summit, MO, Boston, MA, New York, NY, and Austin, TX. These solutions represent the link between students making important life decisions and those providing the resources and information they need to succeed in their post-secondary educations and careers. With the launch of Encoura Data Lab, the company now combines data science, advanced analytics, Eduventures research, predictive modeling and omnichannel enrollment services in one platform to enable institutions to make real-time strategic and operational decisions to meet their unique enrollment goals and create the highest probability of student success. For more information, visit  ​https://encoura.org

About ACT

ACT is a mission-driven, nonprofit organization dedicated to helping people achieve education and workplace success. Headquartered in Iowa City, Iowa, ACT is trusted as the nation’s leader in college and career readiness, providing high-quality achievement assessments grounded in more than 50 years of research and experience. ACT offers a uniquely integrated set of solutions that help people succeed from elementary school through career, providing insights that unlock potential. To learn more about ACT, visit www.act.org.

Members of the media who wish to receive a press pass for Eduventures Summit 2019 can contact Ellen Slaby at eslaby@eduventures.com.

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EduventuresⓇ Research Reveals the Role of Social Media in Higher Education Recruitment Marketing

New Research Shows That the Influence of Social Media in College Recruitment Varies Significantly by Platform

February 5, 2019
BOSTON, MA

The National Research Center for College and University Admissions™ (NRCCUA®), an educational data science and research organization that was recently acquired by ACT®,​ ​today announced findings from its Eduventures® Research division. The 2019 Social Media Report focuses on the use and effectiveness of social media for the purpose of college search. The report builds on initial findings from the annual Student Sentiment Survey™ and reveals the impact of social media recruitment practices based on specific student populations. With current high school students active across a variety of popular social media platforms including Snapchat, Instagram, YouTube, Facebook, and Twitter, research shows that the influence of social media in college recruitment varies significantly by platform.

Key findings in the report include the following:

  • Currently, nearly one-third of students say social media is influential in their college searches.
  • The same number of students plan to use it when deciding where to enroll.
  • Some student populations are more likely to be influenced by social media:
    • African American and Hispanic or Latino populations
    • Career Pragmatist and Exploration and Meaning students as defined by Eduventures Student Mindsets™
    • High school sophomores
  • An emerging trend illustrates that one-third of prospective students find college sponsored ads on social media helpful in their searches.

According to Johanna Trovato, Eduventures Senior Analyst and author of the study, “Technology and social media play an important role in the way colleges and universities communicate with students and share information. Today, the savviest schools are using social media platforms to reach students at every stage of the student lifecycle, from awareness, to enrollment, to graduation. Colleges and universities have learned from other industries about the power of branding and digital marketing, using social media to attract students and keep them engaged throughout the course of their education and beyond.” But, Trovato warns, “Social media is most effective when used as one part of a holistic outreach strategy and mindful about the specific target audiences it will reach.”

Applying the Data 
The data on social media preferences confirms the dawn of the digital advertising age in undergraduate recruitment. Other engagement channels, including website, print collateral, and face-to-face outreach must complement social media as a way to influence prospective students.

Quantitative Research that Matters 
The cornerstone of Eduventures Research is the quantitative research that is conducted across multiple disciplines within higher education. A team of experienced quantitative research analysts collects and analyzes data from both prospective and current students.

Eduventures Research conducts a wide array of scientific survey projects each year, from highly-targeted single-client surveys to large multi-client studies that include tens of thousands of prospective students. It provides a combination of robust measurement tools, custom data cuts, data analysis, and ongoing client advisory services to help private, public, nonprofit, and for-profit institutions accelerate their recruiting strategies, boost program growth, and create compelling messages for their target audiences.

About ACT | NRCCUA 
Now part of ACT, The National Research Center for College and University Admissions is an educational data science and research organization serving over 1,900 member institutions comprised of public and private colleges and universities across the nation. Since 1972, NRCCUA has been a leading provider of data, technology, and programs serving students, high school educators, colleges, and universities from its offices in Lee’s Summit, MO, Boston, MA, New York, NY, and Austin, TX. These solutions represent the link between students making important life decisions and those organizations providing the resources and information they need to succeed in their post-secondary educations and careers. With the launch of Encoura™ Data Lab, the company now combines data science, advanced analytics, Eduventures research, predictive modeling, and omnichannel enrollment services in one platform to enable institutions to make real-time strategic and operational decisions to meet their unique enrollment goals and create the highest probability of student success. For more information, visit ​https://encoura.org.

About ACT 
ACT is a mission-driven, nonprofit organization dedicated to helping people achieve education and workplace success. Headquartered in Iowa City, Iowa, ACT is trusted as the nation’s leader in college and career readiness, providing high-quality achievement assessments grounded in more than 50 years of research and experience. ACT offers a uniquely integrated set of solutions that help people succeed from elementary school through career, providing insights that unlock potential. To learn more about ACT, visit https://www.act.org.

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Eduventures® 2018 Prospective Student Survey™ Report Reveals the Mindsets of College-Bound, Gen Z Students

The most comprehensive research of student expectations and perceptions of colleges and universities nationwide, the Prospective Student Survey details how Student Mindsets™ provide critical direction for enrollment professionals.

December 6, 2018
BOSTON, MA

The National Research Center for College and University Admissions™ (NRCCUA®), an educational data science and research organization that was recently acquired by ACT®,​ ​today announced findings from its Eduventures® Research division. Available in the Eduventures app on the Encoura™ Data Lab platform, the 2018 Prospective Student Survey Report is the largest student market segmentation and brand study revealing the preferences of Gen Z college-bound students. Using Eduventures’ Student Mindsets, the results of this study are used to provide critical direction for enrollment professionals, as it informs their practices to better recruit, retain, and serve students.

What are Prospective Student Mindsets?

Initially developed to identify high school juniors’ and seniors’ dreams and desires for college, the Student Mindsets help institutions understand what students expect from their college experiences, know what their blind spots are, and evaluate how to support them throughout the student lifecycle. Prospective students in Generation Z fall into six distinct Mindsets: Experiential Interest, Career Pragmatist, Social Focus, Exploration & Meaning, Career Though Academics, and Grad School-Bound. This report provides dossiers on how to work with each Mindset, and illustrates the most common areas for enrollment professionals to infuse a “mindset approach” into their practices.

Key Findings in the 2018 Report Include the Following: 

  • Every institution has a distinct profile of Mindsets that are drawn to that type of institution. For example, the top Mindset for students likely to attend an in-state public university is Experiential Interest at 23%.
  • Academic major is strongly linked to Mindsets. For example, nearly half (45%) of students interested in studying the physical sciences fall into the Grad School-Bound Mindset.
  • Access students—defined as first-generation college, low-income, or underrepresented minority students—are increasingly aligned with the two career-oriented Mindsets, Career Through Academics and Career Pragmatist.
  • Eduventures recommends using a Mindsets approach for opening conversations with prospective students, to address their blind spots, and to identify opportunities to support them.

Our Research has Identified Four Main Ways to Apply Mindsets:

  • Bursting recruiter bubbles: sharing the Mindset research with recruiting stakeholders helps them learn about a data-driven typology of students.
  • Revitalizing communications with relevance: by prioritizing which Mindsets your institution should target, enrollment marketing and communications professionals can immediately see the benefits.
  • Rethinking campus visits: the Mindsets can be used to differentiate campus visits; a relatively simple, pre-visit Mindset assessment can change the nature of visit programs.
  • Helping academic colleagues see their students: the final, and potentially most fruitful area, is the ability to share

Mindset research with faculty to impact not only the recruiting partnership, but also the way faculty think about student support and academic programs.

“Mindsets provide a point-in-time snapshot of prospective undergraduate students,” said Kim Reid, Eduventures Principal Analyst and author of the report. “One of the most important ways to use Mindsets is the ability to train those involved in recruiting to empathize with today’s prospective students. Mindsets provide context for how institutions should bring students into the enrollment funnel.”

Quantitative Research that Matters

The cornerstone of Eduventures Research is the quantitative research that is conducted across multiple disciplines within higher education. A team of experienced quantitative research analysts collects and analyzes data from both prospective and current students.

Eduventures Research conducts a wide array of survey projects each year, from highly-targeted single-client surveys to large, national, multi-client studies that include tens of thousands of students. Our team of quantitative and principal analysts provide robust measurement tools, custom data cuts, data analysis, and ongoing client advisory to help private, public, for-profit and non-profit institutions accelerate their recruiting strategies, boost program growth, and create compelling messages for their target audiences.

About ACT® | NRCCUA®

Now part of ACT, The National Research Center for College and University Admissions™ (NRCCUA®) is an educational data science and research organization serving over 1,900 member institutions comprised of public and private colleges and universities across the nation. Since 1972, NRCCUA has been a leading provider of data, technology, and programs serving students, high school educators, colleges and universities from its offices in Lee’s Summit, MO, Boston, MA, New York, NY, and Austin, TX. These solutions represent the link between students making important life decisions and those providing the resources and information they need to succeed in their post-secondary educations and careers. With the launch of Encoura™ Data Lab, the company now combines data science, advanced analytics, Eduventures® research, predictive modeling and omnichannel enrollment services in one platform to enable institutions to make real-time strategic and operational decisions to meet their unique enrollment goals and create the highest probability of student success. For more information, visit ​https://encoura.org

Members of the media who wish to speak to the author of this study or obtain the full report can contact Ellen Slaby at eslaby@eduventures.com.

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Eduventures® Student Sentiment Survey™ Examines the Communication Preferences of College-Bound High School Students

Data Highlights the New Communication Landscape of College Search

August 29, 2018
BOSTON, MA

The National Research Center for College and University Admissions™ (NRCCUA®), an educational data science and research organization that was recently acquired by ACT®,​ ​today announced findings from its Eduventures’ Research division. Available in the Eduventures app on the Encoura™ Data Lab platform, the inaugural Student Sentiment Survey™ explores the key areas of college search behavior and communication preferences to help higher education enrollment officers create more effective outreach strategies. Designed as a compliment to Eduventures’ Prospective Student Survey™, which measures brand perceptions of college-bound high-school students, and the Survey of Admitted Students™, which examines the enrollment decision and helps traditional institutions improve yield, this latest survey answers one of the most burning questions facing enrollment offices today: Now that I’ve identified my prospective students and crafted my message, how do I get it out?

Key findings from the survey include:

Six Prospective Student Search Strategies that reinforce that students are not a homogeneous group, but rather they are individuals with unique preferences and behaviors. These include:

  • Let Me Talk to Someone (15%)
  • Don’t Find Me, I’ll Find You (25%)
  • Excuse Me, Do I Know You? (14%)
  • I Already Know You (16%)
  • Whatever You Say (17%)
  • Give Me All You Got (14%)

Analysis of the most used vs. most trusted marketing channels that highlights the influence of email (most used and trusted), social media (less used and very little-trusted), and third-party sources (often used and trusted).

The influence of search stage that illustrates how more than 80% of all students—sophomores, juniors, and seniors—actively engage in college search, their communication preferences change as their searches progress. In particular, it highlights the increased use of mobile for college search among younger students (39% of sophomores vs. 30% of seniors).

“As growth in the number of high school students has stalled in recent years, the composition of those students has evolved,” said Johanna Trovato, Senior Analyst and primary author of this study. “More first generation, underrepresented minority, and low income students are placing a wholly different set of pressures on recruiting efforts. Students are applying to nearly twice as many colleges and universities, on average, than they did a decade ago. In the zero-sum game of traditional undergraduate student recruitment, this creates an increasingly competitive landscape.”

As generations change and traditional undergraduate student recruiting becomes more complex, a “one-size-fits-all” marketing strategy is not sufficient. This report highlights an outreach strategy that will help institutions attract, engage, and convert best-fit students.

About ACT

ACT is a mission-driven, nonprofit organization dedicated to helping people achieve education and workplace success. Headquartered in Iowa City, Iowa, ACT is trusted as the nation’s leader in college and career readiness, providing high-quality achievement assessments grounded in more than 50 years of research and experience. ACT offers a uniquely integrated set of solutions that help people succeed from elementary school through career, providing insights that unlock potential. To learn more about ACT, visit http://www.act.org.

About ACT | NRCCUA

Now part of ACT, The National Research Center for College and University Admissions is an educational data science and research organization serving over 1,900 member institutions comprised of public and private colleges and universities across the nation. For 45 years, NRCCUA has been a leading provider of data, technology, and programs serving students, high school educators, colleges and universities from its offices in Lee’s Summit, MO, Boston, MA, New York, NY, and Austin, TX. These solutions represent the link between students making important life decisions and those providing the resources and information they need to succeed in their post-secondary educations and careers. With the launch of Encoura Data Lab, the company now combines data science, advanced analytics, Eduventures research, predictive modeling and omnichannel enrollment services in one platform to enable institutions to make real-time strategic and operational decisions to meet their unique enrollment goals and create the highest probability of student success. For more information, visit ​https://encoura.org.

Members of the media who would like to speak to the author of this study or obtain the full report can contact Ellen Slaby at eslaby@eduventures.com.

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ACT® Acquires NRCCUA®

Acquisition is aligned with ACT growth objectives and mission to support educational success for students

IOWA CITY, IOWA – July 24, 2018

ACT® , Inc., the nonprofit developer of the ACT® test and other assessments taken by millions of individuals annually worldwide, announced today that it has acquired The National Research Center for College and University Admissions™ (NRCCUA®), an educational data science and research organization. NRCCUA was a portfolio company of Sterling Partners’ Education Opportunity Fund. Terms were not disclosed.

Founded in 1972, NRCCUA links colleges and universities to the nation’s largest college and career planning program for students seeking post-secondary guidance. More than 1,800 four-year non-profit colleges and universities are NRCCUA members.

NRCCUA serves K-12 schools, students, parents, and educators with a free college and career program called myOptions™, which is the nation’s largest college planning program, currently reaching 6 million students.  In addition, the company’s Encoura™ platform provides colleges and universities with advanced, data-driven enrollment management and research offerings.

“ACT’s acquisition of NRCCUA advances our mission to help people achieve education and workplace success,” said ACT CEO Marten Roorda. “NRCCUA is a longtime champion of lifelong learning, providing proven solutions to students and colleges. Together, ACT and NRCCUA will be able to provide more students with comprehensive tools and resources to make the best decisions as they navigate their future. NRCCUA’s services and capabilities closely align with ACT’s efforts to transform into a learning, measurement and navigation organization.”

“ACT and NRCCUA are mission-aligned in helping both students and institutions make more informed decisions that optimize fit for the highest probability of success,” said NRCCUA CEO Patrick Vogt. “Together, we will be the most skilled, innovative and effective organization in the higher education industry in delivering data science, analytics, research, measurement and assessments. Our collective members and clients will benefit from our focus on encouraging students to find their path, while also helping colleges and universities better serve students to significantly improve outcomes.”

Vogt will remain on as CEO of NRCCUA and myOptions, reporting directly to Roorda.

The acquisition of NRCCUA will advance ACT’s efforts to promote equity in education, providing the organization with immediate opportunities to make a meaningful impact on underserved K-12 students through expanding market reach and access to free, comprehensive career and college planning tools and resources. ACT will also leverage NRCCUA’s capabilities to enhance ACT’s Enrollment Management products and services.

Postsecondary institutions will benefit from ACT and NRCCUA joining forces by having access to actionable data science and relevant research—delivered through Encoura Data Lab—that will enhance their marketing and recruiting efforts. NRCCUA’s Encoura platform, college member reach, and marketing strengths foster insightful decision making for colleges and universities. Their proven solutions enable higher education to combine data, analytics, technology, and digital services to make more informed decisions that help improve student outcomes.

ACT’s acquisition of NRCCUA follows other recent investments and acquisitions designed to help the organization transform from an assessment company into a measurement, learning and navigation company.

In the past few years, ACT acquired OpenEd and ProExam and made strategic investments in Smart Sparrow and the New Markets Venture Partners, a pioneering education-focused fund. In partnership with nonprofit The NROC Project, ACT created ACT CollegeReady. And, earlier this year, it announced a partnership with Arizona State University to identify dozens of advanced research and product development initiatives to enhance the future of learning.

About ACT

ACT is a mission-driven, nonprofit organization dedicated to helping people achieve education and workplace success. Headquartered in Iowa City, Iowa, ACT is trusted as the nation’s leader in college and career readiness, providing high-quality achievement assessments grounded in more than 50 years of research and experience. ACT offers a uniquely integrated set of solutions that help people succeed from elementary school through career, providing insights that unlock potential. To learn more about ACT, visit www.act.org.

About NRCCUA

The National Research Center for College and University Admissions is an educational data science and research organization serving over 1,800 member institutions comprised of public and private four-year colleges and universities across the nation. For 45 years, NRCCUA has been a leading provider of data, technology, and programs serving students, high school educators, four-year colleges and universities from its offices in Lee’s Summit, MO, Boston, MA, New York, NY, and Austin, TX. These solutions represent the link between students making important life decisions and those providing the resources and information they need to succeed in their post-secondary educations and careers. With the launch of its Encoura™ Data Lab, the company now combines data science, advanced analytics, research, predictive modeling and omnichannel enrollment services in one platform to enable institutions to make real-time strategic and operational decisions to meet their unique enrollment goals and create the highest probability of student success. NRCCUA was part of Sterling Partners’ Education Opportunity Fund (EOF), which is a mission-based private equity fund investing in purpose-driven educational organizations. For more information, visit https://www.nrccua.org or http://www.encoura.org.

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NRCCUA® Announces the 2018 Eduventures® Innovation Award Winners

Award Winners Lauded at Eduventures Summit for Excellence and Innovation in the Areas of Enrollment, Student Experience, and Student Outcomes

Boston, MA – June 15, 2018

The National Research Center for College and University Admissions™ (NRCCUA®), an educational data science and research organization,​ ​today announced the winners of the 2018 Eduventures® Innovation Award. This awards program was created to recognize and showcase the achievements of individuals and organizations that share NRCCUA’s vision for generating improved outcomes through innovative programming that supports critical areas of an institution.

Selected by a jury of higher education leaders and advisors, NRCCUA celebrated award winners at an awards ceremony and reception that took place during Eduventures Summit in Boston, Massachusetts. The winners were announced by Todd Boullion, Chief Marketing Officer at NRCCUA and Cara Quackenbush, Vice President of Research at NRCCUA, and include:

  • Adelphi University
  • Anderson University, South Carolina
  • Elon University
  • Georgia State University
  • National Louis University
  • Walden University

“The 2018 Eduventures Innovation Awards winners showcase true thought leadership at their institutions,” said Patrick Vogt, CEO at NRCCUA. “They exemplify creative and forward-thinking approaches that are making demonstrable changes in the way colleges and universities recruit, teach and retain students. On behalf of the team at NRCCUA, I congratulate this year’s group of individuals and organizations.”

“Our team is constantly creating new ways to define and enhance the teaching and learning experience across our institution,” said Dr. Benjamin Deaton, Vice President for Technology, Online Learning and Innovation at Anderson University (SC). “We are thrilled to see our team honored for their unwavering dedication to innovative programming.”

About the Eduventures Innovation Award Program
The Eduventures Innovation Awards Program was created by NRCCUA’s research division. It is designed to identify and honor higher education institutions that have demonstrated significant innovations when developing and deploying programs in each of these categories:

  • Enrollment: A new enrollment management strategy in a fast-changing environment
  • Student Experience: A new approach to teaching and learning or student support
  • Outcomes: A new effort to define and report student outcomes

Judges select winners from written applications and, if needed, follow-up interviews. Entries are scored on value to the institution, innovation, and relevance to the mission of the school and are announced annually in conjunction with Eduventures Summit.

About NRCCUA
The National Research Center for College and University Admissions is an educational data science and research organization serving over 1,800 member institutions comprised of public and private colleges and universities across the nation. For more than 45 years, NRCCUA has been a leading provider of data, technology, and programs serving students, high school educators, colleges and universities from its offices in Lee’s Summit, MO, Boston, MA, New York, NY, and Austin, TX. These solutions represent the link between students making important life decisions and those providing the resources and information they need to succeed in their post-secondary educations and careers. With the launch of Encoura™ Data Lab, the company now combines data science, advanced analytics, research, predictive modeling and omnichannel enrollment services in one platform to enable institutions to make real-time strategic and operational decisions to meet their unique enrollment goals and create the highest probability of student success. For more information, visit ​https://encoura.org

NRCCUA® Announces Featured Programming for Eduventures® Summit 2018: Higher Ed Remastered

Pulitzer Prize-Winning Biographer and Historian Doris Kearns Goodwin, MissionU CEO Adam Braun, and Strada Education Network Executive Vice President and Former Assistant Secretary for Adult and Vocational Education Carol D’Amico to Provide Keynote Addresses.

Boston, MA – May 17, 2018

The National Research Center for College and University Admissions™ (NRCCUA®), an educational data science and research organization, today announces that Pulitzer Prize-winning historian and American presidential biographer, Doris Kearns Goodwin, will serve as a keynote speaker for Eduventures® Summit: Higher Ed Remastered, NRCCUA’s 2018 annual summit with presenting partner Strada Education Network. MissionU CEO and co-founder, Adam Braun, and Carol D’Amico, executive vice president of mission advancement and philanthropy, with Strada and former assistant secretary of adult and vocational education, will also deliver keynote addresses during the conference, which is scheduled to take place at the Intercontinental Boston Hotel June 13-15, 2018.

The annual event provides a one-of-a-kind opportunity for leaders from higher education institutions and the partners who serve them to network with one another, share best practices, and engage in a discussion about the future of higher education. The program theme, Eduventures Summit: Higher Ed Remastered, captures both the timeless qualities of higher education and the need to create innovative models. Given the current state of higher education, this theme promises to stimulate debate and discussion on a variety of issues.

In addition to keynote speakers, Eduventures principal analysts will present new research and proprietary market data gathered and analyzed from thousands of student and adult learner surveys. The Eduventures research team will showcase Innovation Award Program winners, honoring higher education institutions, companies, and other organizations that share the Eduventures vision for a responsive, innovative higher education sector through programming that has impacted enrollment management strategy, teaching and learning, and student outcomes.

Plenary sessions and workshops are designed to address critical issues facing higher education leaders and shed light on answers to the following questions:

  • Will online learning continue to expand the degree market or boost degree alternatives?
  • How can enrollment offices adapt recruiting practices to reflect prospective undergraduate mindsets?
  • How do institutions convert adult learner mindsets into action through marketing, promotion, and recruitment?
  • With a goal of quantifying student success, how do institutions know if they are on track?

More about the keynote speakers:

  • Doris Kearns Goodwin – a world-renowned presidential historian, public speaker and Pulitzer Prize-winning author of six critically acclaimed and The New York Times bestselling books, including her most recent, The Bully Pulpit: Theodore Roosevelt, William Howard Taft, and the Golden Age of Journalism (November, 2013).
  • Adam Braun – New York Times bestselling author and the founder & CEO of MissionU. He was previously founder & CEO of Pencils of Promise, the award-winning organization that has built nearly 400 schools around the world.
  • Carol D’Amico – executive vice president, mission advancement and philanthropy, Strada Education Network and former assistant secretary for adult and vocational education at the U.S. Education Department. Co-author of “Workforce 2020: Work and Workers in the 21st Century,” she is a nationally recognized expert in designing and leading strategies related to higher education, workforce development, and business-led involvement in education reform.
    “We have developed this year’s agenda to highlight our commitment to access, fit, and career success for all students,” said Patrick Vogt, CEO of NRCCUA. “Eduventures Summit will continue to be one of the most important events for higher education leaders who are looking for strategic advice and guidance on new ways to enhance decision making, and we are thrilled to have Strada Education Network join us as the presenting partner for our 2018 Summit.”

View the full Summit agenda here.

Members of the media who wish to receive a press pass for Eduventures Summit 2018 can contact Ellen Slaby at eslaby@eduventures.com.

About NRCCUA
The National Research Center for College and University Admissions is an educational data science and research organization serving over 1,800 member institutions comprised of public and private colleges and universities across the nation. For 45 years, NRCCUA has been a leading provider of data, technology, and programs serving students, high school educators, colleges and universities from its offices in Lee’s Summit, MO, Boston, MA, New York, NY, and Austin, TX. These solutions represent the link between students making important life decisions and those providing the resources and information they need to succeed in their post-secondary educations and careers. With the launch of Encoura™ Data Lab, the company now combines data science, advanced analytics, research, predictive modeling and omnichannel enrollment services in one platform to enable institutions to make real-time strategic and operational decisions to meet their unique enrollment goals and create the highest probability of student success. For more information, visit Encoura.org.

About Strada Education Network
Strada Education Network is a national nonprofit dedicated to improving lives by catalyzing more direct and promising pathways between education and employment. We engage partners across education, nonprofits, business and government to focus relentlessly on students’ success throughout all phases of their working lives. Together, we address critical college to career challenges through strategic philanthropy, research and insights and mission-aligned affiliates — all focused on advancing the universal right to realized potential we call Completion With a Purpose. Learn more at StradaEducation.org.

Eduventures® Releases 2018 Report on the Changing Higher Education Technology Landscape

New taxonomy and updated market map show a dynamic sector that continues to mature, converge and evolve.  

Boston, MA – April 23, 2018

The National Research Center for College and University Admissions™ (NRCCUA®), an educational data science and research organization, today announces the publication of the Eduventures 2018 Higher Education Technology Landscape Report. Eduventures® Research, NRCCUA’s research division, began publishing the landscape to make the market more understandable and help higher education leaders evaluate the expanding array of standalone and bundled offerings. Available today, this report is part of an ongoing body of research that includes updated market data and trends for specific segments of the technology market.

Since the inception of this report in 2014, classifying technology solutions has proven to be both challenging and dynamic. Various solutions have overlapping functionalities, and there are conflicting marketing messages around the benefits solutions provide. For the 2018 market map, Eduventures has updated the methodology and analysis used in the report and refreshed the technology landscape as it matures, converges, and changes.

Highlights of this report is as follows:

  • Eduventures has sharpened the methodology and inclusion criteria into four categories that align with our definition of the student life-cycle: Enrollment Management, Student Success & Instruction, and Advancement. The fourth involves those solutions that underpin the entire learner lifecycle and support the creation of institutional educational intelligence – College-Wide IT/Enterprise Backbone.
  • Our work on the education technology landscape has also revealed five segments under pressure from changing institutional needs or internal competition. These highlighted segments include Learning Management Systems, Competency-Based Platforms and Advisory Services, Learning Analytics, Systems Integration Solutions, and Financial Aid Processing Solutions.

According to James Wiley, Principal Analyst at Eduventures, “Technology solutions have the unique potential to help institutions overcome the challenges associated with recruiting and educating a large and diverse group of students. There are so many demands on higher education to improve teaching and learning. From instructional models to accessibility to engagement needs, as well as rapid changes in technology, such as cloud services and online delivery, higher education leaders need to ensure that their technology choices help them meet these demands. Our goal is to provide a framework that helps both institutions and vendors understand the role technology plays throughout the student lifecycle.”

Wiley added, “The characteristics of the higher education technology market make it an attractive one for vendors seeking to grow revenue by increasing their footprint within the institution. However, as institutions are becoming more skilled at identifying the degree to which technology solutions align with their unique needs, they will select products that can deliver value.”

About NRCCUA
The National Research Center for College and University Admissions is an educational data science and research organization serving over 1,800 member institutions comprised of public and private colleges and universities across the nation. For 45 years, NRCCUA has been a leading provider of data, technology, and programs serving students, high school educators, colleges and universities from its offices in Lee’s Summit, MO, Boston, MA, New York, NY, and Austin, TX. These solutions represent the link between students making important life decisions and those providing the resources and information they need to succeed in their post-secondary educations and careers. With the launch of Encoura™ Data Lab, the company now combines data science, advanced analytics, research, predictive modeling and omnichannel enrollment services in one platform to enable institutions to make real-time strategic and operational decisions to meet their unique enrollment goals and create the highest probability of student success. For more information, visit https://encoura.org

Members of the press who would like to receive a copy of the Eduventures 2018 Higher Education Technology Landscape Report and would like to

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Eduventures® Launches Online Program Management Market Forecast for 2018

Research Findings Suggest that Schools Partnering with OPMs have Outperformed their Peers in Increasing Enrollment  

Boston, MA – April 9, 2018​ ​The National Research Center for College and University Admissions™ (NRCCUA®), an educational data science and research organization,​ ​today announced findings from Eduventures, NRCCUA’s research division. A new report provides a fresh view of Online Program Management (OPM) companies by examining their business models and service tiers in the context of a more mature and crowded online higher education market. This analysis includes companies that provide combinations of online program services, but may not identify themselves as an OPM. The fourth in a series of research studies, Eduventures has investigated the conventional OPM market since 2013.

The goal of this study is to provide a clearer understanding of the current state of the OPM marketplace and prospects for growth going forward. This will enable institutions seeking to initiate or expand online programming to make more informed decisions about whether to use an OPM provider or leverage internal capabilities. It will also help providers of online program management services to better appreciate their market position.

Research highlights in this report include the following:

  • On average, schools that partner with OPMs have experienced a five-year online enrollment increase significantly above that of peers- 43% versus 15% at undergraduate level, and 34% versus 23% for graduate students.
  • The marketplace of online service providers has become more diversified, specialized, and differentiated with annual revenue forecasted at $2.72 billion by 2020.
  • Changing market dynamics and evolving business models warrant an updated definition of the OPM market.
  • There are two dominant trends shaping OPM innovation cycles:
    • The development of alternative financial models to the classic OPM revenue-share agreements.
    • The development of unbundled service tiers as a contrast to the classic, end-to-end OPM provider model.

According to Howard Lurie, Principal Analyst at Eduventures and author of this study, “Our research has uncovered examples of OPM innovation in response to changing needs of colleges and universities. With evidence of longstanding and successful OPM relationships in many sectors of higher education, we anticipate the market to continue to grow and thrive.”

OPMs provides colleges and universities with services to develop, launch, and support online degree and certificate programs. Typically, these services include marketing and lead generation, enrollment management, student services, and course development and delivery.

To learn more about Eduventures 2018 Market Forecast for OPM providers, members of the media can arrange an interview with the author of this research by contacting Ellen Slaby at eslaby@eduventures.com.

About NRCCUA
The National Research Center for College and University Admissions™ is an educational data science and research organization serving over 1,800 member institutions comprised of public and private colleges and universities across the nation. For 45 years, NRCCUA has been a leading provider of data, technology and programs serving students, high school educators, colleges and universities from its offices in Lee’s Summit, MO, Boston, MA, New York, NY, and Austin, TX. These solutions represent the link between students making important life decisions and those providing the resources and information they need to succeed in their post-secondary educations and careers. With the launch of Encoura™ Data Lab, the company now combines data science, advanced analytics, research, predictive modeling and omnichannel enrollment services in one platform to enable institutions to make real-time strategic and operational decisions to meet their unique enrollment goals and create the highest probability of student success. For more information, visit  ​https://encoura.org

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Eduventures® Annual Survey of Admitted Students Examines the Enrollment Decisions of College-Bound High School Students
Data Highlights Seven Key Decision Segments Driving 80% of Enrollment Choices

Boston, MA – February 15, 2018

The National Research Center for College and University Admissions™ (NRCCUA®), an educational data
science and research organization, today announced findings from Eduventures, NRCCUA’s research division.
The annual Survey of Admitted Students analyzes the findings from a national panel of more than 100,000 high
school student respondents nationwide and identifies seven key enrollment Decision Segments of admitted
students. The goal of this study is to help enrollment management leaders better understand the decisionmaking
process of admitted students and improve the yield and fit of their incoming class.

Creating a More Relevant Yield Strategy based on Decision Segments

By the time a college-bound high school student is ready to make a final enrollment decision, they have learned
a lot about themselves, their desires for college, and what they believe should make or break the final decision.
They are no longer looking at a wide array of schools on broad characteristics. Rather, they are down to the
details of fit among a finite set of alternatives. Understanding the nature of these seven Decision Segments will
help institutions personalize recruiting and maximize the chance of enrolling each student. Decision Segments
include affordability, availability of a desired program, reputation/academic quality, career outcomes/job
opportunities, value of education for cost, feeling of fit, and proximity to home. When layered with other data
from this study on influencers—pivotal informational needs, communications, and financial aid—enrollment
officers can derive segment priorities and implement targeted yield strategies.

According to Kim Reid, Principal Analyst at Eduventures and author of this study, “Eduventures recommends
that institutions work with their inquiries and admits during the enrollment cycle to understand their individual
concerns. Knowing this information can help you communicate with students throughout the enrollment cycle,
but is vital when admits are making their final decision. If you have an understanding of each student’s main
concerns and their likely Decision Segment, you can create a more relevant yield strategy.”

Key insights in this report include:

  • Eighty percent of admitted students cited one of these seven main reasons—or Decision Segments—driving their eventual enrollment choice.
  • For the 57% of students attending in-state public institutions the largest decision segment was affordability (24%) followed by finding a desired program (14%).
  • Among students attending private institutions (27%), the top Decision Segments were reputation/academic quality (17%), career outcomes (14%), and finding a desired program (13%)
  • First generation college (69%), low-income (70%), and Latino (70%) students were most likely to end up attending in-state public in-state institutions and most influenced by affordability in their choice.
  • Students in the affordability Decision Segment acknowledge that their alternative choice was just as good or better on quality, but cost was the sole factor in the decision.
  • Additionally, for affordability-driven students, decisions are very much made at the family level. Thus, yield strategies should be family focused.
  • As a corollary, for students in other decision segments, while parents do play a role, it is a background role. Yield strategies for these students can assume a greater degree of decision making independence.
  • Admits make decisions for a variety of complex reasons requiring thoughtful communications and messaging during yield season.

Institutions who wish to participate in the 2018 Survey of Admitted Students can contact Eduventures at
contact@nrccua.com.

About NRCCUA®
The National Research Center for College and University Admissions™ is an educational data science and research organization serving over 1,800 member institutions comprised of public and private colleges and universities across the nation. For 44 years, NRCCUA has been a leading provider of data, technology and programs serving students, high school educators, colleges and universities from its offices in Lee’s Summit, MO, Boston, MA, New York, NY, and Austin, TX. These solutions represent the link between students making
important life decisions and those providing the resources and information they need to succeed in their post-secondary educations and careers. With the launch of Encoura™ Data Lab, the company now combines data science, advanced analytics, research, predictive modeling and omnichannel enrollment services in one platform to enable institutions to make real-time strategic and operational decisions to meet their unique enrollment goals and create the highest probability of student success. For more information, visit
https://encoura.org 

###

Select Media Coverage

CHLOE 5 Examines the Future of Remote Learning
Excerpt from Inside Higher Ed

“‘Everything was turned on its head in the spring,’ said Richard Garrett, Eduventures’ chief research officer and co-lead of the CHLOE project. Faculty with limited online experience faced a lot of pressure to quickly convert courses from face-to-face to remote instruction. ‘No one is pretending that equivalent design and care and attention was taken to build out these classes as would be normally be taken to design a high-quality online course,’ said Garrett.

“While most online leaders described their spring pivot to remote instruction as a success, most also recognized that plenty of improvements could be made to their remote courses. Many respondents felt that their remote courses fell short in terms of student engagement when compared to their fully online courses, said Ron Legon, executive director emeritus of Quality Matters and co-lead of the CHLOE project.”

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Eduventures Research Finds Community Colleges Could See Fall Enrollment Increases
Excerpt from Inside Higher Ed

“The report points out that community colleges did well with their enrollments in the Great Recession of 2008. But the enrollment for this coming academic year will be a “cliff-hanger” as students hold off on making decisions due to the COVID-19 pandemic.

Most likely, though, the report said community colleges will see a boost in enrollment in the fall. Adults will lean toward colleges that are affordable and have a local presence. Traditional-aged students from lower-income families will opt for two-year colleges, as they have been disproportionately affected by the pandemic. And students from four-year colleges may opt to attend a community college for a period of time if their original institutions are cavalier about reopening or provide online learning options that aren’t compelling.”

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Eduventures Research Provides 7 Ways to Support High School Students During COVID-19
Excerpt from eSchool News

“Although COVID-19 has disrupted education for everyone, college-bound high school seniors have seen pronounced disruption in both the abrupt end to their senior year–an end without milestones or fanfare–and in the uncertainty surrounding how they will begin their college experience in the fall.

“New Eduventures research sheds light on the best ways to support high school seniors as they prepare for a new educational chapter.

“Sixty-three percent of surveyed students say the COVID-19 crisis has influenced their college choice, but 54 percent also say they are very certain that their choice is right for them.”

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Eduventures Research Reveals Mixed Outlook for Adult Student Enrollment
Excerpt from Inside Higher Ed

“Recessions are normally good times for colleges that enroll adult students. A new report from Eduventures explores the reasons that may not be the case with the recession that was brought about by the COVID-19 pandemic.

“‘While we conclude that economically distressed adults will need education and training, just as they always have, the question is whether this downturn will favor colleges and universities or prove a breakthrough for other providers,’ the report says. ‘The currency of degrees, long and expensive, and often not directly tied to employment, will be tested as never before. Alternative credentials, typically short, relatively inexpensive and more closely aligned with the ultimate ‘good job’ goal of most adult learners, may look particularly attractive. Some nontraditional providers are pressing to be admitted to federal student aid, which would break a distinct advantage enjoyed by college and universities.'”

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Chief Research Officer Richard Garrett Describes 5 Enrollment Scenarios for Fall 2020
Excerpt from Campus Technology

“…According to Richard Garrett, Eduventures chief research officer, writing in ‘Forecasting Five Fall Enrollment Scenarios,’ the last economic downturn saw undergraduate enrollment rise by about 3 percent in fall 2007 and 2008. As he noted, the Great Recession happened to coincide ‘with perhaps the largest high school graduating classes in U.S. history, boosting enrollment regardless.’

However, the current situation has several variables in play other than demographics: the extent of federal stimulus funding bolstering schools and families; the persistence of the virus; and the quality of the learning experience delivered online.”

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Chief Research Officer Richard Garrett Forecasts International Student Impact on Graduate Programs During Pandemic
Excerpt from The Hechinger Report

“…The biggest question is whether students from abroad will risk coming to the United States. While that’s a problem at all levels of higher education, it has much more of an impact on graduate programs, where international students make up 13 percent of the enrollment, compared to less than 3 percent of undergrads.

“’If you took the international students out, some of those programs would halve in size, or worse, and the revenue also is obviously critical,’ said Richard Garrett, chief research officer at the consulting firm Eduventures.

“The pandemic has restricted travel and closed consulates that process student visas. Garrett also expects international skepticism about the American response to the crisis to keep potential students away — especially from China, the biggest source of graduate students, with which there are also growing geopolitical tensions.”

 

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Eduventures Research Reveals How Colleges Can Provide Best Fully Virtual Experience
Excerpt from Inside Higher Ed

“…If campuses are unable to open physically in the fall — and therefore less able to deliver on what Garrett calls the ‘higher education fundamentals’ of ‘learning communities, diversity of ideas, human formation,’ can canceling the semester and closing the colleges really be the right answer? ‘Surely the right move is not to give up, postpone or settle, but to recreate those fundamentals in new ways,’ the report states.

“It adds, ‘If fall 2020 can’t happen on campus, we need to find a way for it to happen, vibrant and unchecked, online.’

“In an interview, Garrett said he understands the tendency of many people at traditional colleges to assume that without the campus, ‘we can’t function.’ But the ‘essence of higher education is not defined by these physical objects,’ Garrett said. ‘It can persist between engaged faculty, staff and students. We just have to reimagine how.'”

 

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Chief Research Officer Richard Garrett Remarks on Gap Year Options During Pandemic
Excerpt from PBS News Hour

“…Gap years traditionally involve travel abroad, internships, full-time work or volunteering, which will be off the table if international borders remain closed and jobs prove hard to come by.

“One option might be a national service program such as AmeriCorps, which some officials have said could be critical to the nation’s response to the pandemic. Two Democratic senators have introduced a bill that would increase the number of AmeriCorps volunteers to as many as 500,000, and double the stipends that participants receive.

“Still, ‘if you’re an 18- or 19-year-old, your alternatives are pretty limited,’ said Richard Garrett, chief research officer at the consulting company Eduventures. ‘Your job prospects are very much curtailed. Your ability to travel and volunteer [is] very, very much curtailed.'”

 

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Principal Analyst Kim Reid Shares Students' Views About College Amidst Pandemic
Excerpt from WGBH News

“…The pandemic is reshaping students’ choices and their decisions on whether to enroll right away as they face the deadline of Friday, May 1, for submitting deposits to most colleges. Many high school students, like Serratore, are also wondering whether they’ll be able to afford to go to college at all, given economic conditions. Some colleges have moved their deposit deadline back a month, to June 1, to give themselves more time to sort out their incoming first-year class.

“’Students are really thinking about COVID in terms of the influence it might have on their college choice, but they’re not really panicked yet,’ said Kim Reid, an analyst with the Boston-based research and advisory firm Eduventures. ‘It’s a very uncertain time.’

“…'”If this is not the college experience that I imagined in my dreams, do I want to go? Do the colleges want me to go? Will they delay it? What would it look like?”‘ Reid said, ticking off a series of unanswered questions running though students’ minds as their families prepare to make initial deposits. ‘I don’t think that the students have answers for that yet, and I don’t think that the colleges have answers for that yet.’”

 

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Principal Analyst Kim Reid Reveals Student Financial Concerns for College During Pandemic
Excerpt from the Metrowest Daily News

“Concerns about delays were prominent among students whose families had experienced a job loss or other financial blows as a result of the public health restrictions. Thirty-four percent of respondents reported some lost family income, and of those students, 64 percent believed they may delay their enrollment and 30 percent were concerned they may change their college choice.

“‘The greatest certainty in these uncertain times is that families are experiencing and will continue to experience financial instability,’ Kim Reid, the principal analyst for Eduventures Research and the study’s primary author, said in a statement. ‘We may see some families rebound from initial losses, but we will see other families endure financial loss as layoffs move deeper into the economy.’

“More than 22 million workers across the United States and almost 573,000 in Massachusetts have filed initial unemployment claims over the past four weeks, a never-before-seen level of need.

“Reid said higher education institutions ‘must be prepared for scenarios with increased financial pressure on families.’”

“’This means moving beyond the immediate communication and yield efforts into discussions of sustainable financial aid and pricing strategies that will assist families in the difficult time ahead,’ Reid said.”

 

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CHLOE 4 Report Recommends Focus on Completing Course Requirements Online
Excerpt from Campus Technology

“…This response to the crisis is clear evidence that online learning has entered the higher education mainstream, but expectations of what the online infrastructure can achieve in the short run need to be tempered. Mounting successful online courses requires time, effort, and expertise that are likely in short supply under emergency conditions. The immediate goal should be to facilitate communication between faculty and students on the remaining tasks and assignments necessary to complete course requirements, and to help sustain campus communities in these difficult times.”

 

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Eduventures Research Finds Students May Change College Choice or Delay Enrollment
Excerpt from The Daily News of Newburyport

“An Eduventures Research survey released last week found that a quarter of students believe that the pandemic may cause them to change their college choice, and 56 percent were either moderately or extremely concerned that it may delay their enrollment.

“About a third were “extremely concerned” about their family’s financial situation changing, and all but 10 percent expressed some level of concern about the impact of illness on their families.

“…Reid said higher education institutions ‘must be prepared for scenarios with increased financial pressure on families.’

 

‘This means moving beyond the immediate communication and yield efforts into discussions of sustainable financial aid and pricing strategies that will assist families in the difficult time ahead,’ Reid said.”

 

Read More

Chief Research Officer Richard Garrett Remarks on Online Learning Post-Coronavirus
Excerpt from The New York Times

“…advocates for true online instruction say that students’ experience of taking courses on their own schedules over mobile platforms may come back to them later, when they’re ready to move on to graduate or professional educations.

“Online higher education ‘is a thin diet for the typical 18-year-old,’ said Richard Garrett, the chief research officer at Eduventures. ‘But today’s 18-year-olds are tomorrow’s 28-year-olds with families and jobs, who then realize that online can be useful.’

 

“Already, more than half of American adults who expect to need more education or training after this pandemic say they would do it online, according to a survey of 1,000 people by the Strada Education Network, which advocates connections between education and work.”

 

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Chief Research Officer Richard Garrett Provides Insight on "Transnational Education"
Excerpt from Inside Higher Ed

“…While Ramsammy’s model for “transnational education” may be unique in the United States, other countries have used it for some time, according to Richard Garrett, chief research officer at Eduventures, a higher education research and consulting company.

“There’s great potential for a variety of U.S. institutions to think about these kinds of arrangements,” Garrett said, adding that the current political climate and increased competition from other countries makes it somewhat necessary. “It wouldn’t surprise me if more U.S. institutions are saying, ‘We need more tools in our tool kit.'”

 

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Principal Analyst James Wiley Identifies Essential Components for Digital Transformation
Excerpt from EdTech Magazine

“…While transformation is undoubtedly a type of change, it differs from more routine types of change in its depth and breadth. Change is more about reacting to immediate needs and focusing on the incremental and local shifts that are required to meet those needs. Transformation is about the proactive, enterprisewide steps that institutions can take to meet future needs.”

 

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Senior Analyst Michael Miller Reveals Key Factors for College Esports Program
Excerpt from EdTech Magazine

“…Making an investment in a sustainable esports program should be viewed as a long-term, continuous endeavor in an evolving field rather than a one-and-done addition to the list of cocurricular activities offered on campus. The promise of esports programs is massive, and some institutions will undoubtedly realize positive outcomes in numerous forms. But this will not be everyone’s experience.”

 

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Eduventures® 2019 Student Sentiment Research Report Explores College Search Sources
Excerpt from Campus Technology

…”As the Student Sentiment Research Report results show, it takes hard, long-term work and collaboration between the admissions and marketing teams to move a prospective student from initial awareness about a school to enrollment,” said Johanna Trovato, Eduventures senior analyst and primary author of the study. “Each stage in the college search process requires a different outreach strategy that fits within the students’ search behaviors at the particular stage.”

 

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Principal Analyst James Wiley Provides Insight on LMS Usage
Excerpt from Inside Higher Ed

…James Wiley, a principal analyst at Eduventures, agreed that the rate at which institutions switch LMS providers has slowed, but he said he still hears from many institutions that they are switching providers out of frustration with their existing systems.

Uncertainty about how best to adapt to online learning may be causing some institutions to hesitate about switching to new providers, said Wiley.

“LMS companies are playing catch-up to all the changes happening in teaching and learning,” he said. “There’s a sense that the LMS is necessary but not sufficient.”

Wiley said having to think about all the services and functionality that their institutions will need to add to their LMSes to make them work for them in the future gives some higher ed leaders pause. These leaders are increasingly thinking through “where they might go” and considering whether they want to pursue a bundled or unbundled solution before they purchase a new LMS, he said.

Other colleges have made strides in developing their own software, Lurie said, noting the Massachusetts Institute of Technology and Carnegie Mellon University specifically. Michigan is notable in the space for its commitment to sharing its results and its intention to address diversity and equity.

 

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Principal Analyst Howard Lurie Remarks on University's Center for Academic Innovation
Excerpt from Inside Higher Ed

…Howard Lurie, principal analyst for online and continuing education at Eduventures, said the investment is exciting and a natural progression for the university. “They’re taking advantage of the existing ecosystems they have about teaching and learning,” he said. “Rather than stand up a business unit to go and enroll more students, they’re thoughtfully going about trying to figure out what they can learn through the innovation cycles.”

Other colleges have made strides in developing their own software, Lurie said, noting the Massachusetts Institute of Technology and Carnegie Mellon University specifically. Michigan is notable in the space for its commitment to sharing its results and its intention to address diversity and equity.

 

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Institutional Benchmarks from Principal Analyst Kim Reid's Work on the Survey of Admitted Students
Excerpt from Campus Technology

…Researcher Kim Reid, an Eduventures principal analyst and author of the report, used data on nearly 76,000 students drawn from the company’s “2018 Survey of Admitted Students.” Each student had to make an enrollment choice between at least two schools and provided information and ratings about their ultimate enrollment choice and the next one in line. That analysis allowed Reid to produce an institution-level dataset with 151,676 sets of ratings for 1,383 four-year public and private nonprofit schools. From there, the research resulted in the development of “benchmarks” that institutions can use to “inform recruitment, yield and brand strategy.” 

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Principal Analyst Howard Lurie Gives Insight on How Online Graduate Programs Get You
Excerpt from The Atlantic

…As they communicate with prospective students, universities must contend with an ever more crowded market. Eduventures’ Howard Lurie explained: “Enrollment trends are flattening among graduate populations due to economics and demographics … You have more institutions fighting for more or less the same number of graduate students, while unemployment is dropping.” (Unemployment typically pushes some people to reenter school.) Nearly every university administrator and OPM executive I spoke with alluded to the challenge of breaking through the noise in a hypercompetitive market.

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Principal Analyst Howard Lurie Speaks about 2U and OPMs in IHE
Excerpt from Inside Higher Ed

…Like other OPMs such as Wiley, 2U has been busy acquiring companies that offer non-degree-level credentials. The acquisitions of short-course provider GetSmarter in 2018 and coding boot camp Trilogy earlier this year were early acknowledgments by 2U that its business model had to change, said Pianko.

Howard Lurie, principal analyst for online and continuing education at Eduventures, agreed that the acquisitions were an acknowledgment by 2U that its core business was “going to run into some headwinds.”

“When we think about the OPM market in general, it’s not surprising that 2U and others are having a hard time. Graduate enrollment is flat. The economy has been pretty good, and that means going to school is not as attractive as staying in a job,” said Lurie.

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Chief Research Officer Richard Garrett's Perspective on Online Education
Excerpt from The Chronicle of Higher Education

Sometimes all it takes is one interesting image to drive home a point. Last week, at the Eduventures Summit in Boston, one slide in a presentation by Richard Garrett did it for me. It was a color-coded state map of “Winners and Losers” in online education.

The map, along with Garrett’s commentary, highlighted for me some overlooked opportunities. Many states are not taking concerted steps to use online education to promote the kinds of priorities that state leaders have historically championed, such as affordability, access, or meeting the needs of local employers.

Garrett, the chief research officer at Eduventures, an advisory and research organization, had been talking about trends in distance education, including the dominant role now being played by institutions like Southern New Hampshire University (which I wrote about last year) and other online mega-universities. Then he showed that slide on how states stack up in their population of online students. It compared the number of residents enrolled in online programs at out-of-state institutions to the number enrolled online in-state.

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Principal Analyst Howard Lurie Weighs in on Competency-Based Education (CBE)
Excerpt from Education Dive

Colleges must clear various institutional and regulatory hurdles to implement CBE. That could change as an outcome of the U.S. Department of Education’s negotiated rulemaking on accreditation, which is also addressing the credit hour and rules governing online learning.

Although some have expressed doubts that the process will yield a consensus, the department has signaled its support for alternative models like CBE, with Education Secretary Betsy DeVos telling higher ed leaders late last year that it’s time for a “rethink” of the industry in order to reach more students.

“You have to acknowledge the boundaries of what the rules are and then figure out bureaucratically and administratively friendly … ways to do this,” said Howard Lurie, principal analyst for online and continuing education at Eduventures. “Innovation comes in these small little doses. I think you need a more systematic, broader scale approach.

Read More

Principal Analyst James Wiley Writes: Lifelong Learning Credentials Require Both Technology and a Trust Framework
Published in EdTech

Lifelong Learning Credentials Require Both Technology and a Trust Framework

Security, validity and portability are key components as colleges pursue new ways of demonstrating students’ skills. 

There has been much discussion recently about the value of credentials in helping studentsdemonstrate the skills required for career success and the need to transform how students collect and share these credentials.

These valuable discussions point to exciting changes in the role of higher education, in which students may have access to a portfolio of skills demonstrations throughout their lifelong learning journey.

Unfortunately, from a technological perspective, conversations about how to realize this vision often devolve into something much less exciting: requirements around establishing identity, formatting data, and designing interfaces to ensure consistency and interoperability across all transactions, often through the use of standards and standardization.

Similarly, as with many conversations around how technology will support innovation in education, this topic sometimes centers on a particular solution, such as blockchain.

The downside of this devolution is that it obfuscates a critical question: How might technology support a new vision of lifelong learning and skills attainment?

We need to answer this question in a way that helps us understand the critical components of the relationship between this vision and technology, to see the areas in which technology can genuinely provide value and where it might fall short.

Driver’s License Model Reflects the Role of Trust and Authenticity

We already have a model we can use to understand how this might work: driver’s licenses. The majority of us have used our licenses to validate our identity, provide proof of our abilities or gain access to specific places and activities.

While these activities may seem simple, they depend on a complex relationship of trust between the issuer and reviewer. It’s a relationship in which the driver’s license represents an official certification of who you are and what you can do.

At its core, the trust question in higher education requires three components to ensure that individuals, organizations and devices have valid access, exchange, use and transfer of information:

  1. Security: Proper security makes it possible for all parties to accept that there have been no unauthorized changes to the information.
  2. Validity: Validity means all parties can accept that the information and identities are authentic.
  3. Portability: Portability allows all parties to access and show information in different environments. Therefore, it appears that to understand fully how technology can support the new vision of student skills attainment, we should first establish how it provides these three components.

Technology Supports the Trust Framework for Credentials

It should be clear that technology could support the security aspect of the trust framework. Identity and access management solutions, for example, have long handled the provisioning and verification of identity, as well as the linking between credentials and identities.

Likewise, technology can support the ability to recognize that a credential is valid — that is, issued by a recognized authority — similar to the process of identity verification. Last, with the use of portals, students can access their credentials anytime, from anywhere, which would undoubtedly support the portability component of a trust framework.

Equally clear, however, is that these technological activities are necessary but not sufficient. For a trust framework to be successful, there must be much more than simply a technological underpinning.

For example, there must be agreement about the significance of the shared information and understanding that certain information applies to given contexts. As with the driver’s license example, there are agreements about what licenses can certify (identity and driving ability) and where they are applicable (between states, but not between countries, for example).

Technologies such as blockchain and credentialing platforms may be necessary for the vision of where higher education may go. Yet other pieces of the puzzle are equally important.

I hope that viewing a trust framework through the lens of its key components — and not in terms of technology — will help us identify and focus our attention on what is necessary to help students attain, store and share demonstrations of their skills over their lifetimes.

 

Read the Article on EdTech

Chief Research Officer Richard Garrett Speaks Out on Online Learning and Affordability
Excerpt from Campus Technology

Could online learning can help institutions provide a lower-cost education to more students? That’s a question that Richard Garrett, Eduventures chief research officer, examined recently in a brief on the Encoura website. According to a 2019 study on “published tuition,” fully online institutions “charge the least” at both the ungraduated and graduate levels — and the price has gone down as the number of students enrolled in these programs has gone up.

A common assumption, Garrett pointed out, was that an online program was less expensive to produce than one offered face-to-face; after all, there’s no physical campus and there are the opportunities for “economies of scale.” However, a WICHE Cooperative for Educational Technologies (WCET) survey done in 2017 put the kibosh on that, finding that quality online instruction is “often more time-consuming and expensive than the in-person norm.”

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Principal Analyst Howard Lurie Noted as the Go-To Expert on Online Program Management
Excerpt from Inside Higher Ed

Learning Innovation, Consultants and Scholarship – Locating the Experts:

Today, the go-to expert on the online program management ecosystem, and what the growth of for-profit and nonprofit partnerships mean for the future of universities, is Howard Lurie of ACT | NRCCUA’s research division, Eduventures.

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Principal Analyst James Wiley Remarks on Why a Plagiarism-Detection Company Is Now a Billion-Dollar Business
Excerpt from The Chronicle of Higher Ed

James Wiley, principal analyst for technology at Eduventures, a higher-education research organization and consultancy, said education-technology companies have long struggled with such ethical challenges. It’s one thing, he said, to use students’ work internally to refine products. It’s another to use it externally in pursuit of further sales and marketing opportunities. “I’m going to be watching for the privacy questions,” he said.

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Principal Analyst Howard Lurie Says it's Slow and Steady for Competency-Based Education
Excerpt from Inside Higher Ed

Many colleges are resigned about problems around the application of financial aid to competency-based programs, said Howard Lurie, principal analyst of online and continuing education at Eduventures and a co-author of the report. That’s partly because of snags due to the programs’ nonstandard academic calendars and approach with the credit hour.

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Chief Research Officer Richard Garrett's Predictions for 2019 Included in How ‘Micro-Internships’ Could Make All Types of Students More Employable
Excerpt from The Chronicle of Higher Education

I’m a sucker for annual predictions, especially if they’re specific enough to evaluate a year later. Three predictions for 2019 on college access, cost, and outcomes, made last week by Richard Garrett, fit that bill.

What does Garrett, chief research officer at Eduventures, expect?

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Principal Analyst Howard Lurie Comments on Inside Higher Ed's "Crowded OPM Market Begins to Consolidate"
Excerpt from Inside Higher Ed

In a market widely seen as ripe for a new round of consolidation, the first domino fell Tuesday, as Wiley Education Services paid $200 million to acquire the online program management company Learning House. . .

. . .Howard Lurie, principal analyst of online and continuing education at Eduventures, said the acquisition “makes a lot of sense for Wiley.”

“Wiley has done a really good job of listening to the market. They’ve taken a very flexible approach to service and finance models. They see there is growing interest in adding certificate programs. And they know that smaller schools might have different needs,” he said.

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More love for CHLOE 2 in Forbes, "Report: Digital And Online College Programs Chase Revenue, Not Savings Or Quality"
Excerpt from Forbes

Although they may not see it that way, officers in charge of digital learning at colleges and universities have been spilling secrets – telling us what they and their schools really value in their online and digital courses and programs.

As reported in Changing Landscape of Online Education (CHLOE2) by Quality Matters and Eduventures/Encoura, when asked about their strategic plans for online and digital learning, leaders of those programs said their institutional plans were, “… most likely to make specific references to increasing enrollment.” With 73% saying so, it was the most common answer.

Those leaders also told CHLOE2 that they are most likely to win internal funding and support for their online endeavors when those investments, “… are likely to result in enrollment growth.”

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The Economist turns to Richard Garrett when writing, "Universities withstood MOOCs but risk being outwitted by OPMs"
Excerpt from The Economist

…Around a third of graduate education in America is now online, according to Richard Garrett of Eduventures, a consultancy. Many universities take a do-it-yourself approach, but the better-known ones tend to go into partnership with the OPMs. 2U, a ten-year-old startup, led the way, and has been followed into the business by, among others, Pearson, an educational publisher, and Coursera (which started off as a provider of MOOCs). Coursera joined up with UoI to create its online MBA programme…

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Find out what Howard Lurie had to say about "University of Pennsylvania to offer fully-online master's program in computer science"
Excerpt from The Philadelphia Inquirer

The University of Pennsylvania’s School of Engineering and Applied Science will offer its master of computer and information technology  (MCIT) program online, making it the university’s first entirely online degree. It is slated to start in January.

This master’s program admits students with no computer science background, and the online version will cost around one-third of its on-campus counterpart. The standard program typically accepts about 80 new students each year, but the online effort will allow Penn to accept several hundred more from around the world, said Boon Thau Loo, associate dean at Penn Engineering, who oversees the school’s master’s programs…

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IHE quotes Eduventures Principal Analyst, Howard Lurie in, "Mixing and Matching Cal State Online Courses -- Free"
Excerpt from IHE

…Cal State plans to promote the initiative on social media and on the websites of individual campuses. Every student portal will have links to CSU Fully Online, and campus advisers will undergo professional development to ensure they can fully explain the program to students.

The announcement comes as Cal State undertakes a broader initiative to double its systemwide graduation rate by 2025. Other efforts toward that goal include ending placement exams and sending excess applicants from one institution within the system to another, expanding opportunity for those who previously would have been denied admission.

Howard Lurie, principal analyst at the research firm Eduventures, thinks the option is in line with what prospective students want: more access to a wider range of courses. “They’re listening to the market,” Lurie said…

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Forbes References Eduventures CHLOE report about, "Why College Tuition Is Actually Higher For Online Programs"
Excerpt from Forbes

…According to The Changing Landscape of Online Education (CHLOE2) by Quality Matters and Eduventures/Encoura – a survey of 182 academic and institutional officers in charge of digital learning at their schools – nearly three-quarters of online programs (74%) charged the same tuition for online programs and on campus ones. And nearly a quarter (23%) said they charged more for their online programs than the others. Accounting for different pricing systems and for different programs, 18% also said they charged less for online offerings. But, based on the responses, it is clear that online programs are, at best, not less expensive.

Those programs in the CHLOE2 survey that said they charged more for online programs said they did because they cost more. The three main reasons for higher online tuition were, in order, “Added costs of online instruction and support services,” the “Added cost of online course and program development,” and “Added costs of online program marketing.”

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Chief Research Officer Richard Garrett Provides Content for "Online Options Give Adults Access, but Outcomes Lag"
Excerpt from Inside Higher Ed

Does online education help cities and states increase postsecondary access and success for the undergraduate students who need it most?

No hour-long presentation can reasonably purport to answer that question, and the kind of data that might present a clear yes or no verdict probably don’t exist yet. But Richard Garrett, chief research officer at Eduventures, wove together an intriguing set of statistics and assertions at the group’s annual summit, Higher Ed Remastered, here last week.

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Principal Analyst James Wiley Helps in "Defining the Undefinable"
Excerpt from Inside Higher Ed

Our definition of “digital learning” contains within it numerous similar phrases: Distance learning. Online learning. Blended learning. Hybrid learning. Multimodal learning. Mixed-mode learning. Distributed learning. Technology-enabled learning. Technology-enhanced learning. Elearning.

That’s a lot of overlapping terms. When “Inside Digital Learning” asked James Wiley, principal analyst at the research and advisory firm Eduventures, for help getting to the bottom of this categorization conundrum, he replied with a note of caution about the nuances that awaited.

“I do not envy you writing this piece,” Wiley said.

Indeed, this one was tough and hit close to home. Some institutions use “digital learning” interchangeably with “online learning.” But not everyone likes the term or agrees on what it means — some think it’s too broad, others too limiting. Assigning concrete terminology to an increasingly complex ecosystem has never been more challenging.

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Principal Analyst Howard Lurie Weighs in on "A Tipping Point for OPM?"
Excerpt from Inside Higher Ed

…A recent Eduventures report, “Expanding the OPM Definition,” explored how the OPM market is changing and expanding. Writing about this report in a blog post, Howard Lurie, principal analyst of online and continuing education at Eduventures, said that offering full up-front investment (as companies like 2U, Academic Partnerships and Pearson Online Learning Services do) is a model that has “staying power.”

Many institutions are happy with these arrangements, said Lurie. But as online learning has become mainstream, more institutions have built in-house capacity, and are turning to “fee for service” options for help in specific areas such as online marketing, enrollment or instructional design. This arrangement offers greater flexibility for the institution, and shorter contracts, said Lurie. But he views the emergence of fee-for-service options as an “evolution, not a rejection, of the OPM model.” (Many of the fee-for-service companies have been founded by people who cut their teeth at traditional OPMs, including John Katzman, who founded Noodle Partners after co-founding 2U, and Paxton Riter, founder of iDesign, who was a senior official at Academic Partnerships.)

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The New Stealth and Not-So-Stealth Applicants: Transfers
Excerpt from Inside Higher Ed

…Data released last week at the Common Application annual meeting suggested that many community college transfers may be a new type of “stealth applicant,” doing research on where to apply without contacting the four-year institutions they are considering.

Gil Rogers of the National Research Center for College & University Admissions presented findings of a survey of 990 people who, when surveyed in high school, said they planned to attend a community college. Following them three years later, NRCCUA found that attending community college was generally part of a strategy to move on to a four-year institution.

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Gaining Insights into Adult Learners: Looking at Findings from Eduventures® Adult Prospect Survey
Excerpt from Evolllution

As educational alternatives for adult learners—such as MOOCs and bootcamps—proliferate in the academic market, colleges and universities must do more to recruit this growing segment of students. What’s more, the key to recruiting adult learners lies in understanding them. In February 2018, Eduventures released its Adult Prospect Survey, a nationally representative survey that provides key insights into this student demographic. In this interview, Howard Lurie provides an overview of their findings and shares his thoughts on how colleges and universities can leverage those findings to better understand adult learners.

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Research Finds Online Service Providers Boost Program Enrollment
Excerpt from Campus Technology

Universities that contract with an online program management company tend to outperform those that go it on their own. OPM providers may offer end-to-end services for online programs, including marketing, recruitment, course design, enrollment and retention; examples include Pearson Embanet, 2U and Academic Partnerships. Or they may focus on a specific vertical, such as healthcare education, or type of service, such as instructional design.

Research by Eduventures has found that on average, schools working with OPMs have seen a five-year online enrollment increase significantly above that of peers: 43 percent vs. 15 percent at the undergraduate level between 2012 and 2016; and 34 percent vs. 23 percent at the graduate level, during the same period.

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Principal Analyst, Howard Lurie, Quoted in NY Times Education Section, "Letting Adult Learners Show What They Know"
Excerpt from The New York Times Education Bulletin Board

With more college students now considered nontraditional than traditional, higher education institutions have been scrambling to shift their models to better meet their needs. Many have turned to competency-based education, known as CBE, to reach the increasingly important returning adult learner.

These students graduated from high school years ago and have work and life experiences that distinguish them from their young adult counterparts on campus. With competency-based education, they can earn credits for that.

The idea is that students should not have to sit through lessons they have already learned. Once they prove their knowledge — competency — they can move on to new material.

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The One Truth About Online Education in Higher Ed: Everybody Seems to do it Differently According to CHLOE 2
Excerpt from EdScoop

Though online learning has been around for about 30 years now, little data has been available to compare how higher education institutions implement it. A new report confirms that the differences among programs can be vast, whether it’s how they charge for courses or when they require participants to be online.

CHLOE 2 — the second annual report by Eduventures Research and the nonprofit Quality Matters — aims to offer insights about online learning policies, practices, plans and impact across higher education. CHLOE stands for “Changing Landscape of Online Education,” and this year’s edition is subtitled “A Deeper Dive.”

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Online Learning's Complex, Fractured Landscape According to Eduventures Research: The 2018 CHLOE Report
Excerpt from Inside Higher Ed

A new survey of those who oversee online learning programs at their institutions reveals significant diversity in the online education landscape, from differences in colleges’ strategic goals in going online to how they structure and price their programs and how much they require/encourage faculty members to work with professional designers to craft their courses.

The report, “The Changing Landscape of Online Education: A Deeper Dive,” is the second such report from Quality Matters and Eduventures Research, leading them to dub it CHLOE2. (Inside Higher Ed and “Inside Digital Learning” covered last year’s report here and here.) One hundred eighty-two senior officials responsible for online education at their institutions responded to the survey (up from 104 last year), drawn roughly equivalently from four-year private, four-year public and two-year public colleges.

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For Students Focused on Cost, Quality Takes a Back Seat, According to Eduventures Survey of Admitted Students
Excerpt from Campus Technology

Affordability is a driving factor in deciding where to go to college for many students, according to Eduventures’ annual Survey of Admitted Students.

The survey compiles responses from more than 100,000 high school students recently admitted to colleges and universities and breaks down those responses into seven decision segments, in an effort to help enrollment officers better understand student decision-making and improve the yield of the incoming class.

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The Chronicle of Higher Ed runs feature story on Eduventures Principal Analyst Kim Reid and the Survey of Admitted Students
Excerpt from The Chronicle of Higher Ed 

What happens when a high-school student from a low-income family wants to attend a private college 100 miles away, but has a parent whispering in her ear to look closer to home? The “Survey of Admitted Students: Targeting Yield Strategies,” may provide some answers, as well as more questions.

The report, produced by Eduventures, a consulting company, and written by Kim Reid, a principal analyst there, distilled insights from more than 100,000 high-school students nationwide.

It identified seven key “decision segments” on the minds of aspiring college students: affordability, availability of a desired program, reputation/academic quality, career outcomes/job opportunities, value of education for cost, feeling of fit, and proximity to home.

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Eduventures Principal Analyst James Wiley Featured in Evolllution
Excerpt from feature article in Evollution

The most significant challenge to how institutions currently approach student engagement is in thinking of it as merely being tactical communication for a specific purpose at a point in the student lifecycle. Many higher education leaders seem to think of student engagement in terms of how best to leverage the channels of engagement—email, text messages, social media, etc.—for recruitment and alumni gift giving. Thinking of student engagement this way narrows its power, brings fewer foundational considerations to the forefront, and reduces it to little more than simple outreach. For example, rather than considering it a robust path for providing a better student experience, increasing students’ sense of belonging, driving better student achievement, or enhancing the reputation of their institution, higher education leaders often focus instead on the technological delivery methods and the timing of the specific engagement activities.

As a result, institutions miss more critical aspects of student engagement, such as how it could benefit students across their entire life-cycles. Likewise, this view also overlooks what key relationships genuinely promote it, i.e., between students and their institution’s mission and culture, between students and their faculty and advisors, between students and their learning activities, or between students and their social networks.

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Principal Analyst Howard Lurie Agrees, Perhaps the "Netflix For Textbooks" Can Save Students Money
An Excerpt from OnCampus

College students returning to campus this semester month will shell out a lot of money on textbooks. The College Board estimates students typically spend more than $1,000 each year on their course materials.

Now, a Boston-based publisher wants to make them more affordable by becoming the “Netflix for textbooks.”

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Richard Garrett and Howard Lurie Remark on How Online Degrees Find a Spot in Workspaces in 2U-WeWork Deal
Eduventures’ Principal Analysts Quoted in EdSurge News

Finally, WeWork will effectively become a “channel” for 2U to offer minicourses, namely those developed by its South African division, GetSmarter. (2U acquired GetSmarter last May.)

Richard Garrett, the Chief Research Officer at research and advisory firm Eduventures, thinks the partnership between 2U and WeWork may signal a new approach to blending learning, “recognizing the limitations of fully online delivery and potentially opening up a broader market.”

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Prediction: 2018 Will See More Blended Learning, Alternative Credentials and International Competition
Eduventures Research Covered by Campus Technology

Over the next year, the higher education segment can expect to see a major shift to blended learning; an innovative education stack from an existing institution to “rival” the bachelor’s degree; and serious inroads to cross-border online learning. Those are the predictions for 2018 from Eduventures, a membership advisory service for colleges and universities.

The company said it expects a “regionally accredited four-year institution” to put together “a creative combination of pedagogy, experience, assessment and delivery mode” that will offer an alternative to the traditional undergraduate degree — but in a shorter amount of time and for less money. “This year, we expect a credential newcomer that will really shake things up,” said Richard Garrett, Eduventures’ chief research officer.

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NRCCUA Marketing Pros, Mary Kay Hyde and Gil Rogers, Give Tips on Making the Most of Your College’s Location
An excerpt from The Chronicle for Higher Education

For prospective students, choosing a college is a lot like dating. Most want to go out with the guy or gal who’s the most attractive, the smartest, the funniest. Most are probably less interested in the strange kid who’s socially awkward.

But if your institution has one or more “dating” challenges, there’s still hope. Maybe your campus isn’t stunning, or your location leaves something to be desired. Perhaps your program offerings are a bit antiquated. Whatever your Achilles’ heel, there are ways to stand out and get more students to enroll — without breaking the bank.

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Media Contact

Todd Boullion

Chief Marketing Officer

todd.boullion@nrccua.org