That’s the power of referrals. When satisfied students tell others how much they enjoy going to your school, there’s a good chance some of their friends or siblings will want to attend as well. After all, people feel better choosing a place that has already been vetted by people they trust versus one they aren’t as familiar with. It elevates their comfort level, and that makes your job — recruiting potential students — a little easier.

Getting referrals can benefit your institution in several ways. I’ve already said that referrals often convert to starting students at a fairly high rate — generally much higher than from other types of leads or inquiries. They can also cut down on your marketing expenses because word of mouth is free publicity. Finally, when you have happy students, they’re more inclined to stay and are eager for their friends to have similar good experiences. Student retention is golden.

So you already know why referrals are good for business, but what may be fuzzy is how to generate them. There’s a simple approach to generating referrals that starts with trust and good communication. Here are a couple of tips that can get you started on the right track.

Ask for a referral the proper way.

You could ask your contacts if they know of anyone who might be interested in attending your institution, and you might get a name and email address. According to Jeffrey Gitomer, author of The Sales Bible, the better approach would be to ask someone permission to ask for a referral later, after they’ve personally seen the value you provide. You might say something to a current student like, “We’re really happy that you have enrolled here, but I’d like to ask you for just one thing. Once we’ve proven to you how wonderful this place is, could you please introduce me to friends or family members who may also benefit from what we have to offer?” This type of  “ask” is a much safer, more effective way to request a referral because you aren’t blindly asking for a list of names and numbers.  You are building trust first — and once you’ve delivered on your promise (i.e., a really good education), the contact is likely to be more than happy to accommodate your request for a referral.

Expand your network of contacts.

The more people you know, the better your chances of getting referrals. You have an opportunity to network and solicit a referral every time you’re out and about.  You can spread your network even farther by asking people you know to ask others to spread the word for you, too. Think about places where you can connect with people — the laundromat, the line at the coffee shop, your doctor’s waiting room, the movie theater. Then step out of your comfort zone and decide that you will meet two or three new people each and every day. There’s always the possibility that one of those new contacts will give you the ultimate referral.

You have your work cut out for you because generating referrals isn’t easy. It requires creating a plan and sticking to it. However, enlisting others with whom you’ve established trust to help you promote your business and get viable leads makes the process a little less daunting.

For more tips on generating referrals, visit careereducationreview.net.

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In similar fashion, Veterans Education Success has published a lengthy report in an effort to help veterans “understand misleading websites and lead generators.”

I wonder if 2000+ Leads Con attendees in New York last week even know what goes on?

Even more recently, an article published at Inside Higher Ed examined the increasing use of “secret shoppers” to review the performance and practices of third-party lead vendors. At Norton Norris, we’ve been a national leader in providing mystery shopping and assessment services to schools across the country for more than 20 years.

And, how do I know the real truth? Good question. I own and operate a mystery shopping firm – and we shop lead vendors. I bet that after reading this blog you’ll want to shop your vendors, or you may just want to stop using lead vendors altogether.

Why Pay Per Lead (PPLs)?

For the uninformed reader, here’s how it works: Lead vendors sell inquiries to schools on a pay-for-performance model. Over the past several years many schools abandoned their traditional advertising (TV, radio, outdoor) and moved to the lead-vendor diet. Although contact rates are low – normally under 50 percent – and the conversions from inquiry to new student are abysmally low and average just 2 or 3 percent at most institutions, the attractive feature of scalability and paying only for what you get hooked many schools. At first it was just another tool in the marketing toolbox. But then the savvy operators discovered that coupling a call center with pay per leads (PPLs) would yield predictable numbers that could be “modeled” and the race was on. Once they perfected the model they could add more PPLs to the mix, increase call center staffing and grow enrollments – especially in the online learning environment. It was magic. But many enrollment managers never knew what was really happening. And they still don’t.

How it works for a prospective student

From the student’s perspective, using an education matching system could seem like a good idea. I mean, if you aren’t sure where you want to attend but you know you want to pursue additional training, then browsing the web and finding a solution that matches you to schools – or lets you pick from a few select schools might make sense. And that’s how many of these services work – or are supposed to work.

The prospective student often begins their inquiry journey by simply entering their zip code in response to the offer to “find schools in your area.” The less scrupulous vendors may be trolling with a scholarship or sweepstakes offer – but we’ll talk about that later. After entering their zip code and/or address, the prospective student is taken through a few questions:

• What level of degree or training are you looking for (certificate/diploma, associate degree, bachelor’s degree, master’s degree)?
• When would you like to begin education/training (immediately, 1 to 3 months, 4 to 6 months, etc.)?
• What is your highest level of previous education?

The slick sites always insert some sort of teaser along the way… “just 2 more questions and we’ll match you with schools that meet your needs.”

• What areas are you interested in (health/medical, business, criminal justice, information technology, graphic arts, welding, etc.,)?
• How would you like to study (online or on ground)?

And then “poof!” after hitting submit, the website reveals schools that are a match. It sounds logical and makes sense. Or does it? You see, the search engine driving the selection of schools isn’t a search engine at all. The website isn’t selecting from the universe of schools at all. Instead it’s serving up suggestions of schools that have contracted for leads. So the listing isn’t inclusive. It’s limited to a short list of institutions that have agreed to buy inquiries. But how would the student know that? They wouldn’t. And that’s just one problem with this product line.

But there is one more wrinkle. It sounds innocent enough too, and even well intentioned. After the student selects a school from the list to learn more about and hits “submit”, the next screen  is typically something to the effect of: “Vince, students who research and inquire to more than one school make better and more informed decisions. We’ve also matched you with these schools in your area or that offer online instruction. You may also get information from them by clicking “yes” below.”

And then it happens. The poor prospective student’s phone implodes under the duress of multiple and incessant calls. Under the scenario outlined above, the lead has now been sold to multiple schools. And they all have the same intention: Call immediately and get this student in for a campus visit – or, if it’s an online school, get them on a phone interview ASAP and get them committed to completing an application.

How the Enrollment Managers and Marketing Managers at Colleges See the Process

Unfortunately, many schools that are buying leads from lead vendors are naïve and uninformed as to how the inquiries are really being generated. Because the inquiry comes in via a form that is emailed to the school or posted into their CRM, the school officials believe that the inquiry was submitted by the student, like the scenario described above. Sometimes this is true, as prospective students complete the process explained earlier. But sadly, over half of the inquiries that schools are buying don’t come from a student completing a form. Nope. The inquiries come from a call center.

Here’s how: The lead aggregators contract with downstream affiliates to generate leads. These affiliates buy data that resemble potential students based on socio-economic factors. Then the data goes into an auto dialer at a call center, and when the potential prospect answers, they are talking with a call center agent. The pitch can vary, but often it centers around a training opportunity, a job opportunity, or financial aid to go to school. If a positive response is received, the call center agent – not the student – completes the form and hits submit. 

As a side note, if you are a college administrator and considering buying leads from a vendor, ask the vendor for costs and counts based on your programs of study for exclusive, non-call center leads. The response you get could be interesting and range from “we don’t do exclusive leads” to “let me check and get back with you” – but I know the cost per lead will increase.

Okay, back to the real story – what happens when we shop lead vendors. These results are based on a sample size of 100 shops spread across 20 vendors. The school we shopped offered online courses, so the geography was unlimited. The degree level was associate degree.

Problem 1: 40 percent of the lead vendor inquiries submitted were never delivered to the school.

Ouch. Think about the student’s perspective on this. They took time to research schools, found a program and school they were interested in, completed a form, hit submit, got a message back that the school would contact them – and then radio silence. No call back. No email from the school. Nothing.

How could this happen? Well, that’s easy…. If a lead vendor has reached their cap, and the school didn’t have budget for any more leads, then the lead would either go into a black hole, or worse yet – be sold to another school. Both of these options are terrible, but they continue month after month, in our shopping.

Problem 2: 10 percent of the lead vendor inquiries were told that school X wasn’t accepting inquiries.

Wow. What would you think if you were the student? Worse yet, if you are in charge of enrollment or marketing at a school – your lead vendor has just told a prospect that you basically aren’t enrolling. Really? Wait; it gets better.

Problem 3: 10 percent of “your” lead vendor inquiries were referred to another school.

Unbelievable. As an enrollment or marketing manager, I would be furious. And it continues. Each month we inquire about school X – only to be directed via the computer and even by call center reps, that we could inquire to school Y. To me, it’s worse than #2 above – it’s one thing to say a school isn’t taking inquiries, but it’s worse to blatantly direct them to a competitor. Not good. NOTE THAT BOTH SCHOOLS OFFERED THE SAME PROGRAM. And, it gets worse. One of our inquiries specifically made for school “X” was contacted by the lead vendor’s call center and then warm transferred to school “Y.”

Problem 4: Immediate re-sale of data

15 percent of our inquiries immediately got a call from another party other than the school they submitted their information too. How ironic, right? You request information from school “A” and kaboom – you immediately get calls from school “B” or from an-unrelated entity like “Rewards Redemption.” I got a call from XXX-XXX-1234, which was from Julie at Rewards Redemption. The recording stated that I recently was on one of their affiliated websites and I had won a $100 voucher that could be used at popular stores like Walmart, etc.

Final Thoughts and Recommendations

• Shop your lead vendors to keep them honest.
• If lead vendors must be part of your mix, manage them diligently.
• Track the number of voice to voice calls you have with the inquiries from each vendor – remember, if you never talk to the prospect you can’t invalidate them or begin the recruitment process.
• Consider asking your lead vendor for exclusive, non-call center leads.
• Ask your lead vendor to explain and detail how many inquiries come from:
  • Student-generated from submissions
  • Call centers
  • Warm transfers

Finally, consider going to a marketing mix that uses traditional media to drive traffic to your digital properties. A well-balanced advertising mix will fuel your organic website inquiries and your PPC inquiries. Changing the mix of leads will result in driving up contact rates, with a smaller staff. Ultimately you’ll increase enrollments and reduce cost.

More details on : Our Admission Training Program

About Vince Norton
Managing Partner, Norton|Norris, Inc.

Since 1979, Vince Norton has worked in higher education administration, marketing, admissions, and enrollment management, for both not-for-profit and proprietary institutions. His 35-plus years of experience include 19 years in admissions, marketing, and administration at non-profit colleges, and three years with for-profit colleges. For the last 16 years, he has served as Managing Partner of Norton|Norris, Inc. Vince is regarded as an expert on college marketing and mystery shopping and has delivered presentations on this topic for numerous associations.

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When convenience, affordability, and substance come together, powerful things happen. At Norton Norris, we’ve known that for a long time.

It’s that principle that has driven many of our efforts over the years to deliver the highest quality solutions to the schools and higher education professions with whom we partner in a way that works best for them.

And the latest example of this mission is one of the biggest and most exciting to date.

We’ve gone virtual with our industry-leading EnrollMatch® Admissions Training (EM).

First, let’s talk about the substance.

Long-recognized as one of the most respected admissions training programs in the country, EM is at the leading edge of creating better informed prospective students and better-informed admissions professionals.

As anyone who’s worked in the higher education arena knows, more often than not the single most important choice factor for students is “fit.” For years, EnrollMatch® has empowered admissions professionals with the training to understand and decipher the differing preferences of today’s students so that, together, they can achieve that fit.

It begins with seminar training that can range anywhere from a half-day to two full days, and from there is strengthened by custom workshops, webinars, discussion forums, eLearning programs, Train-the-Trainer (T³) options, and ongoing consulting with comprehensive reports.

That’s kind of a long-winded way of saying EnrollMatch® works. It has earned all of the acclaims it’s received. And it’s the first and only admissions training program that’s been reviewed and approved by regulatory counsel for consistency with accrediting and federal admissions related standards.

But don’t just take it from us.

“After a thoughtful review of the training workshops and materials, our firm endorsed this program for alignment with all national and regional admissions related standards,” said Ron Holt, an education legal expert.

Now, about convenience and affordability.

It’s no secret that institutions of higher education across the country are in the midst of major budget constraints and enrollment shortfalls. Public universities continue to see cuts in state funding, and enrollment shortages at private colleges and universities that rely on tuition revenue are leading to cuts in faculty, staff, and program offerings.

Now more than ever, administrators need to find ways to give their admissions departments every advantage they can in terms of their effectiveness in recruiting incoming classes.

So, given the realities that we know schools are dealing with, it only makes sense to remove as many barriers as possible for schools seeking the exceptional offerings of our admissions training.

That’s exactly what going virtual with EnrollMatch® will accomplish.

“It was a natural progression,” said Dr. Jean Norris, managing partner at Norton Norris, Inc. and the primary developer of the training program. “Given the advanced nature of the content and pace, it was important for our team to see the participants and adjust their delivery in the moment. We also stand behind our results so we had to make sure each participant walked out of that room a changed person.  At the same time, the expense of travel and pulling employees away from their jobs for a few days can be a barrier.”

By offering virtual and hybrid models for the delivery of EnrollMatch® training, schools won’t have to incur the expenses associated with sending their admissions teams away, or the loss of productivity while they’re out.

With this endeavor, we’re essentially meeting them where they’re at by offering more affordable and convenient access to the training program, without compromising even a hint of the quality that’s always been associated with it.

“EnrollMatch is a solid, proven program with ongoing support long after the initial workshop,” said Joe Sallustio, seasoned EM trainer and vice president of marketing and enrollment at National American University. “It’s exciting to know the eLearning, discussion forums, coaching, and reinforcement training will still be available. And now we have an additional method to support our efforts for those who prefer the live, virtual option.”

And with the EM’s Train-the-Trainer (T³) program also being delivered virtually and through a hybrid model, more campus-based admissions professionals can earn a license to train their staff, help their team stay compliant, and make the most of their recruiting efforts and meeting the needs of their students.

“Our team is able to effectively onboard new employees, as well as provide ongoing learning and development,” said Wendy Olivieri, long-time EM trainer, and director of admissions at San Joaquin Valley College. “The live, virtual option allows campus-based trainers to work right alongside Norton Norris Master Facilitators. It’s fabulous.”

Learn more right now about our virtual training for admissions, faculty, leadership development management, career services, and financial aid!

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Deciding on going to college or even finding the right college depends on how one actually defines value, doesn’t it? For some, the value of a college education can come in the form of self-development. The sheer opportunity and joy of learning and growing can be enough to motivate someone to attend college and rationalize the expense. And yet others are looking for a more definitive return on investment such as a job immediately following graduation that pays enough to cover the bills and have a meaningful quality of life. Even more so, a college education should also pay dividends into the future through promotions and even higher earnings, right?

Is college worth the cost? There is evidence through the U.S. Bureau of Labor Statistics to support the correlation of educational attainment and increases in median earnings. Those with a bachelor’s degree earn, on average, $459 more each week than someone with only a high school diploma. Even further, the unemployment rate decreases significantly with a degree. Those with an associate’s degree have a 3.8% unemployment rate while those with a high school diploma average 5.4% unemployment (a master’s degree is only 2.4% unemployment).

The investment to earn the credential or degree is a major piece of the value proposition. Vocational training can average $33,000 with average earnings near or above the tuition while a bachelor’s degree can cost $127,000 and average annual income for an entry-level position around $46,900.

According to the Detroit Free Press, college grads in the class of 2016 will have a record level of about $37,000 in student loan debt for a bachelor’s degree. Those graduating with a master’s degree will have an average of $43,500 in college loans and for those studying medicine or law – the debt can easily be over six figures. Keep in mind that not everyone graduates on time either which adds to the debt and delayed earnings by not being in the workforce faster.

It is also worthwhile to consider the future of higher education given other options. Will the traditional four years, brick and mortar experience sustain? Many are still getting used to the “click” and mortar hybrid education models and yet there is so much more out there. For instance, Massive Open Online Courses (MOOCs) have been around since 2008 and credentialing and badging have grown substantially since the introduction of open badges by Mozilla in 2011. In fact, millions of badges have been awarded to hundreds of thousands of participants and the open badges community is working on the next version. Keep in mind that the new specifications are focused on verifiable learning similar to those of higher education accrediting agencies.

A 2016 study conducted by the University Professional Continuing Education Association (UPCEA), found that one in five colleges have issued digital badges. They also coined the term “T-shaped” graduates who have a combination of deep, “vertical” knowledge in a particular area (such as a college major) and a broader set of “horizontal” skills in areas like communication skills, teamwork, and appreciate diverse cultures. The sheer speed of knowledge acquisition may bring value to this type of credential (not to mention it’s low cost and ease of access).

The good news is the acting Secretary of Education, Betsy DeVos, is a big fan of education whether public or private. She also believes in less federal oversight and regulations with more power going to the state. Under her tenure, alternate forms of education and learning may see more growth and acceptance.

Where does all this information leave the person considering college? And if so, choosing the right college? My guess is probably in a more confused state. That is why we suggest anyone considering any form of higher education to adopt the “Five Factors of Fit” to sort through the options.

The “Five Factors of Fit” begins by considering the initial question about value. What does value mean to you? Relatedly, one has to determine their goals and where they want to be in the future. With this information in hand, we encourage an exploration of programs and interests. There are several online resources to help determine what major/program might be a good fit.

Next, it’s important to determine what skills you currently have as well as those that will be required to be successful in your chosen career field. Are you willing to spend the time and resources necessary to acquire these skills? If not, take a step back and look at other areas of interest to find something more in line with your abilities and interests. A good place to start is to determine what skills you already find as strengths. At that point, you can then determine what further skills you are willing to develop.

One area that warrants focus is an in-depth understanding of what you value. Think about it. If the direction you are moving toward doesn’t align with what you believe in or value than you will more than likely feel a great tension and ultimately drop out. For example, at a recent high school presentation one of the students stated they wanted to become a surgeon but when another classmate informed them about the rigor, time commitment and life of a surgeon, there was a value question raised. Did their priorities align with this kind of commitment? This factor is something that represents the core of who you are. It will include your entire life outlook. Psychology Today offers a Values Profile survey to help you uncover what is most important to you. Take your time on this factor. But most importantly, be honest with yourself. It will go a long way.

Another element that needs to be considered within the “Five Factors of Fit” is one’s life situation. Through a series of self-discovery questions, one must explore their motivations, potential obstacles to enrollment along with possible solutions. Further, there must be consideration of others involved in the decision and how their opinions and resources play a role in the decision. Finally, what is most important in a learning environment? Is it self-paced learning such as MOOCs or an online option? Or do you prefer a campus with a lively and engaged study body?

Putting all of this information together is key to determining “Fit.” The alignment of one’s goals to the school, program/interests, values and life situation is the key. For those seeking a resource that puts this all together, check and see if the colleges you are considering offer pre-enrollment advising through their admissions office or an automated solution such as MyGuidance Coach^®. This legally endorsed, pre-enrollment advising software helps prospective students explore their interests, research career options, proactively identify and resolve potential challenges, and review customized school resources from any desktop or mobile device 24/7.

Given the high drop out rates in college it’s essential to take the time to review these areas to make a meaningful decision about what college is right for me. Talk to people you trust, do your in-depth research and take some time for introspection. The more time spent in this phase, the easier the rest of the process will be. Good luck on the journey!

SOURCES

5 Things to Know About Trump’s Pick for Education Secretary by Emily Deruy, The Atlantic, Nov 3, 2016.

Digital Badges and Academic Transformation by Veronica Diaz, Published: Thursday, September 1, 2016. EDUCASE Review

U.S. Bureau of Labor Statistics, Earnings and Unemployment Rates by Educational Attainment, 2015.

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Why consider automation in the first place? In a recent report, researchers indicated that automation of processes helps managers identify key activities that can be improved and more efficiently executed by using technology (McKinsey, 2016). In doing this, employees can devote more time to activities that no robot or algorithm can replace, thus benefiting the organization’s bottom line. The good news: Automation in the workforce is not new.

Think about how the healthcare industry has utilized automation to provide virtual care. The American Telemedicine Association predicts that approximately 750,000 patients will access more than 1.25 million online consultations this year, which are just one aspect of the telehealth field (Olson, 2017). Automation in healthcare has become an extremely valuable tool with the potential to impact healthcare reform by improving the quality of the patient experience and outcomes, while saving money (Olson, 2017). Automation also allowed one healthcare system the ability to move from a provider-centric to a patient-centric approach. In 2015, as a direct result of round-the-clock virtual monitoring of intensive care units, Mercy Virtual Care reported that 1,000 more patients survived than expected, and ICU patients spent a total of 90,000 fewer days in the hospital. This translated to avoiding a $50 million cost and getting better outcomes for patients (Olson, 2017).

So, if automation can work in healthcare, what are the chances that it can be applied to higher education? Think about your current admissions process. What would it mean if you could automate key processes? It would mean that your prospective students would have easy access to important information anywhere, anytime; improved service prior to and during the admissions process; and the ability for key departments and individuals working with students to have simultaneous access to important information (Educause Quarterly, 2017). Additionally, an automated admissions process can also provide a compliant and consistent admissions approach so that every prospective student has the same experience.

MyGuidance Coach (MGC ) is one technology that is helping to revolutionize automated admissions. MGC is a pre-enrollment advising software offering prospective students the opportunity to set future goals and determine areas of their life that need to be managed to achieve those goals. In addition, MGC pushes customized information about your institution to the prospective student to assist in making an informed decision before reaching out to an admissions advisor or enrolling. The process culminates in the development of a Career Action Plan, which identifies specific milestones and steps to assist prospective students in achieving their goal. And this plan stays with the student throughout his or her journey at your institution and gets passed along to other critical team members (financial aid, faculty, career services, etc.) who will help them to work toward their goal. The best news: MGC is accessible from a smartphone, tablet, or personal computer, which means that as the student’s goals evolve over time, the plan can evolve with them.

Automation can provide a number of benefits for higher education and specifically, admissions professionals. It expands access to students and gives them the opportunity to experience the process in a way that is most comfortable for them. By offering this option, we are also improving service throughout the customer experience and providing touch points along the way. In addition, admissions professionals can focus their time and attention on building solid relationships with their students, and establishing trust in helping with the decision-making process. What’s important to remember with automation is that even as machines do take over some activities performed by humans in a given occupation, that doesn’t necessarily mean the end of jobs in that line of work. In many cases, occupations that have been partly automated continue to grow because overall demand for the remaining activities continues to grow (McKinsey, 2016).

Sources

Frazier, L. (2000). An admissions process transformed with technology. Educause Quarterly.

Chui, M., Manyika, J., and Miremadi, M. Where machines can replace humans and where they can’t (yet). McKinsey Quarterly, July 2016.

Asp Olson, S. Staying Well, Virtually. Delta Sky, January 2017.

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Think of the important contributions your local school counselors have made in your success as an admissions professional. Counselors spend a great deal of their time helping students develop and grow in three specific areas: academics, social/emotional growth and career development. Post-secondary planning is an important part of what school counselors do. However, a recent study found that they can devote only 30% of their time to college and career readiness due to so many other responsibilities. Exploration of key areas related to post-secondary options directly impacts the options students decide to pursue. This makes the relationship that college admissions counselors establish with their local school counselors critically important to ensuring students are able to perform once enrolled in your programs and institutions.

Many conversations related to the success of college admissions counselors today relate to how we can assist our prospective students in finding the right fit. And for many, the idea of “fit” can be difficult to quantify. What are the elements that a student must consider in order to determine the right “fit”? We can look to our school counselor partners for help in defining those areas. As ASCA’s Executive Director, Kwok-Sze Wong has pointed out that “school counselors actively engage in helping students examine their abilities, strengths, interests and talents.” In doing so, counselors are instrumental in laying the foundation for determining a student’s “fit” criteria. Through the partnerships we establish with school counselors, we have the opportunity to continue that initial exploration of “fit” criteria as it relates to prospective students, gaining a better understanding of alignment and likelihood for success in our program and beyond.

I wholeheartedly believe that helping students determine if your school, college, university or program is the right fit for them is one of the most important tasks that admissions professionals have when working with prospective students. Our school counselor partners help to establish a foundation of fit criteria early on, by exploring their students’ interests, skills and values associated with specific careers. College admissions professionals then have the opportunity to carry that discovery forward through the student’s journey in a given institution to help increase the likelihood of success at the college and beyond.

I personally would like to give a shout-out to the school counselors whom I have had the good fortune to work with throughout my career. While I have not been a student on your caseload, you have contributed to my development over the years and cultivated a deep passion for helping students. Thank you for your continued collaboration in helping students reach their truest potential and achieve the goals they have set while pushing toward even greater heights. For any of you who have had the privilege to work with amazing school counselors, don’t be shy this week (and beyond). Let them know how much you appreciate their time, passion, energy and efforts in positively impacting students’ lives. #NSCW17

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As for us at Norton Norris Inc., if you can name an acronym used by a higher education conference over the past few weeks, we can assure you that we have been there. From OACCS (Ohio Association of Career Colleges and Schools), CAPPS (California Association of Private Postsecondary Schools), CSPEN (Central States Private Education Network), NACAC (National Association for College Admission Counseling), ACCET (Accrediting Council for Continuing Education and Training) to AACS (American Association of Cosmetology Schools) and PSCNJ (Private Schools and Colleges of New Jersey, we have attended them all.

With over 30 years in the higher education sector, I have been attending conferences for a long time. However, I noticed some big changes this year: All of higher education is reeling from a barrage of demands to stay viable and relevant.

For those working in career education, the news of a friendlier administration is hopeful but the urgency to adapt is heightened with multiple school closings, the fall of a major accrediting agency, Gainful Employment (GE), Cohort Default Rates (CDR) and a strong desire to never live through this period of time again. When examining the conference presentations and discussions amongst members, there are five themes that have emerged and can turn career colleges around:

1. The role of the accrediting agency will shift.

As accrediting agencies fight for their own survival, it has become necessary to reexamine the concept of peer evaluation. Let’s face it. If the Department of Education (DOE) can swoop down and invalidate an agency, agencies have no choice but to comply with the agenda from above. Accreditors will need to take on an enforcement role above one of collaboration.

2. Schools must be hyper-vigilant in compliance.

One presenter used the term “white space around compliance” to stress the need for more proactive measures on following the law and best practices. No longer can a school get away with doing the bare minimum on making sure all the I’s are dotted and T’s crossed. Management will have to ensure that each rule and regulation is followed, along with making sure admissions and financial aid personnel are transparent, accurate and complete. Even a hint of misrepresentation or distasteful practices can be met with scrutiny leading to devastating outcomes. Looking to stay hyper-vigilant in compliance? Our Career College Mystery Shopping can give you the insight you need to protect yourself.

3. Student outcomes take center stage.

This may seem like a no-brainer, but schools definitely need to step it up in this area. No longer is the business model of enrolling volumes of students who deserve a chance at an education going to cut it (this is the role of the community college). This concept may be hard for many career colleges to adapt to, but it is precisely what has gotten many into trouble. In order to improve student outcomes, there must be admission standards on the front end that improve the chances of academic success and ultimately gainful employment. For those who already have amazing student outcomes, more has to be done to get the word out.

4. Embed your school in the community.

The once-believed mantra of “us against them” has to take on a different tone. There are enough students to go around and the battle has to be about helping those students achieve their goals versus everyone belongs at my school. Seek to partner with other schools and organizations, and be an upstanding citizen in the communities you serve.

5. There needs to be a transformation in admissions.

As someone working in the field of admissions for over 30 years, this theme is near and dear to my heart. A high school counselor recently asked me why career colleges make it so hard for a prospective student to get the information they need to make a decision or to even apply. While other colleges make every detail accessible, career colleges add extra steps, such as filling out a form to inquire and then calling incessantly to come on campus for an interview or visit.

These high school guidance professionals are so overwhelmed with their other responsibilities that career/college planning takes a back seat, and yet career colleges make it even harder.

Admissions offices need to let go of old and ineffective habits – especially the admission interview, and replace it with a more valuable (and defensible) activity such as pre-enrollment advising. Yes, this will take training and skill development, but that’s the easy part (check out EnrollMatch.com).

Having an entire profession let go of a business model that it has used for decades is the harder part. With reduced conversion rates, bad press, government oversight, unhappy admissions professionals and an awesome opportunity to really help students, what more evidence is needed?

There is one more theme that cannot be forgotten, and we will give this to you as an extra tip. Note that this is probably most important: This is a group that will simply never ever give up.

Even as the public floggings continue, there are stories of the need for employees in many of the fields taught by these schools. The career college owner and employees are passionate professionals and will give 110 percent when given the opportunity. What other segment of higher education provides the service and one-on-one attention like these schools do?

True, career colleges are not for everyone. But for some, they are the ONLY option to a better life.

The post 5 Major Themes to Turn Career Colleges Around appeared first on Norton Norris.

Taking the first step on that path, asking for more information by calling or submitting contact details on the website, can be daunting. When a prospective student first contacts a school via phone or web inquiry, they’re likely expecting to receive a prompt and inviting response. Some of our inquiry reactions gathered along the trail have surprised and shocked us, unfortunately.

“I submitted information on the school’s website, including my name, e-mail and phone number, but I didn’t receive any contact from the school for three days. I finally called the school and spoke to Jenny. I said that I would like to know more information and Jenny said that I should look at the school website. I told her that I had, so Jenny said I could come to the school if I wanted to. She didn’t invite me to set up an appointment or ask me any questions about my interest in the program. The conversation was awkward so I ended the call.”

Any contact from a prospective student, whether it be received via an online request or phone call, should be met with a timely and personalized response. It’s likely they’re looking into a number of school options and are expecting to get information quickly. It’s critical that the individual be engaged while their interest in the school is at its peak.

If a student phones the school, they should be promptly connected with an admissions representative, or have the ability to leave a voicemail with the expectation of receiving a prompt call back. Most students won’t fight to reach an admissions representative; they’ll eventually give up. Our evaluators are persistent, but how many times would a prospective student keep trying to reach someone?

“I called the campus number posted on the school website. I received a busy tone, so I hung up. I tried calling the school back at that number every half hour for three hours. There was a busy tone every time. When I called back the seventh time, a representative finally picked up and I was able to ask her my questions.”

No interested student wants to struggle to get information about a school. On the other end of the spectrum, too much contact can be just as alarming to a prospective student. We all too often come across instances of excessive contact, frequently in the form of missed calls without identifying voice messages. Imagine your phone buzzing all day after entrusting your cell number to a school you’d been interested in attending. How would it impact your perception of the school?

“After receiving six missed calls but no voicemails, Jonathan from ABC Academy finally left me a voicemail to introduce himself and to ask me to call him back about my interest in the school. Because I was unable to call back right away, the school continued to call me another 39 times in the span of two days.”

 Sometimes we can’t reach a live friendly voice when we call, so we leave a message and see when we get a call back. Sometimes we get that call and sometimes we don’t.

“After calling the school three times with no answer, I was finally able to leave a voicemail message asking that my call be returned. I didn’t know who to ask to speak with so I left the message in the mailbox of the admissions director. I didn’t receive a call back for two days so I just kept calling the school until the receptionist finally transferred me directly to an admissions rep.”

In many cases the inquiry phone conversation is the first direct contact the student has with the school and his or her opinion of the school can be heavily impacted during these initial conversations. Building rapport, answering initial questions, scheduling an appointment, and communicating the value of the admissions interview increases the likelihood that the student will show up for the meeting. Long story short:  be supportive, informative, and genuine. A little can go a long way.

The first time a prospective student reaches out to the school can be the foundation of a relationship that can last way beyond the graduation. First impressions can last forever and schools aren’t often given an opportunity to rectify or repair the relationship after an early mistake. What would happen if we call your campus or ask for some more info on your website? There’s only one way to find out

The post November Tales from the Trail: First and Worst Impressions appeared first on Norton Norris.

In my days as an admissions counselor, I wholeheartedly believed that helping my students determine if my college was the right fit for them was one of the most important tasks that I had to accomplish. The question was how?  I began my career in admissions in the mid-1990s, and let’s just say our process didn’t really lend itself to conversations around “fit.” It was more about getting to know students, their “hot buttons” and providing solutions that put my college at the top of their list. “Fit” was just a bit too subjective. I mean, c’mon … if the student is looking to get a degree in a field of study we offered, of course it was the right fit … right?

Well, as many of you know, that’s not always the case. When it comes to fit, it’s important to understand a person’s interests, skills and values related to what it is that they want – especially when talking about choosing a college or career path. In fact, there are a number of career theorists who believe a career plan is not the result of one decision, but a series of decisions made throughout a lifetime and that the process of exploring one’s interest, skills and values indicates reflection and knowledge of self to develop a satisfying and successful career and life plans.

So, what exactly do you need to know when it comes to these three key areas that contribute to overall fit? Let’s take a closer look at each of them.

Interests

It’s important to have your prospective students consider their interests when it comes to determining fit. Helping your student understand the activities, people, information and things they enjoy the most is important. As human beings, we tend to gravitate toward activities that allow us to spend our time on those interests. And the people who are most satisfied with their jobs are usually the ones who are doing what they enjoy most consistently.

Skills

In addition to exploring students’ interests, you also want to help them discover what skills they have and are willing to acquire for a particular career. When assessing skills, it’s important to think about job-specific skills (things they need to know), transferable skills (things they need to be able to do) and education/training required (what preparation is needed) in order to help determine what career success might look like.

Values

And last but definitely not least, it’s also important that your prospective students have an understanding of their values or what’s important to them when it comes to finding fit. If you don’t take your values into account when planning your career, there’s a good chance you’ll dislike your work and therefore not succeed in it. Looking at values helps you see if there is alignment between what is important to your student and your institution.

So what makes it important to explore these areas as an admissions professional? As you look to help your students discover what’s right for them, you’ll also see if you’re the right place for them. Many of the talented admissions professionals I have the privilege of working with say that helping students achieve and succeed is the reason that they’ve chosen this profession. When a student has the opportunity to explore all areas related to their decision to attend your school or enroll in your program, you’ve given them a gift. They can see what is most important to them and what they need to do to get there. And that gift is a win-win for all involved.

The post Welcome to the World of Pre-Enrollment Advising appeared first on Norton Norris.

Whether we like it or not, there’s a certain stigma that comes along with the for-profit title. Here is how one organization that supports high school counselors and prospective students defines the difference between non-profit and for-profit colleges:

• Non-profits receive funding from a variety of sources, such as the government, tuition fees, and donations. The money they bring in goes back to the school.

• For-profits are businesses that have investors who expect to make money.

Wow! No bias there, huh? I didn’t realize that non-profits didn’t need to make money by the way. And the subtle omission of our tax dollars as another form of funding for non-profits is interesting.

Perhaps the money made by non-profits does go back to the school, but in whose pocket? A review by the Huffington Post of the annual report from The Chronicle of Higher Ed showed that the heads of 93 non-profit colleges made more than $500,000 a year and nine public university presidents made more than $1 million in 2013.

Some are even calling into question the international student recruitment tactics of non-profits. For many, the influx of cash paying, foreign students is a financial enticement that can be viewed as displacing U.S. students.

As taxpayers, shouldn’t we all expect a return on our tax dollar investment from public colleges and universities?

The Overcrowding and Retention Problem

Is the attack on for-profit colleges based on a fear there aren’t enough students to go around?

Of course there are.

In fact, the big push for everyone to attend the community college will only inflate already overcrowded classes and negatively impact retention.  They’re not alone either with student outcomes as a major conversation on campuses across the nation. When stacked up against the competition, drop out rates show that these students aren’t being served at an optimum level by public and private non-profits.

On the other side of the coin are the selective schools across the country that deny thousands of students access to their institutions each year. It’ll always be that way, too because their selection methods are a huge part of what sets them apart and makes them desirable.

But we need to find a middle ground here.

In case you’ve been living under a rock, America isn’t exactly leading the race when it comes to college degree attainment.

Don’t we deserve more than just a few options when pursuing training or a degree? You bet we do!

The Rise of the Career College Was Not a Mistake

Community colleges, state universities, and private colleges have been around for hundreds of years. Yet many people vote with their feet by choosing to attend a for-profit career college. Could it simply be that people prefer short-term training or online options with scheduling flexibility and a small school feel?

If there is any comfort for the for-profit college industry, one only has to look back at the journey of for-profit hospitals.

Yep, they do indeed exist. They’re thriving too.

After the first for-profit hospital chain opened in 1960, it also had to go through their share of scrutiny, fraud scandals, and government interventions. Many non-profit hospitals feared change and felt threatened by the focus on business practices.

In 2014, roughly one-fifth of community acute-care hospitals in the U.S. were investor-owned and that number has been trending upward since 1994.

And get this:

“The firms you see today are actually held to somewhat higher standards than their not-for-profit competitors in their economic dealings with physicians, because of the past regulatory scrutiny,” said Jeff Goldsmith, national adviser to Navigant Healthcare and associate professor of public health sciences at the University of Virginia.

Fast forward 50 years and the labels of for-profit or non-profit don’t even exist. We now live in a world where consumers have choice. The emergence of the for-profit system has actually helped the non-profit counterparts by forcing them to improve their business practices and outcomes.

This is called healthy competition. And we all benefit as a result.

In fact, another lesson to be learned is the blending of for-profit and non-profit systems to more efficiently and effectively run hospitals.

The for-profit hospital movement inspired healthy competition, encouraged operational efficiency, decreased waste, and ultimately expanded choices for Americans.

Yes, they had to iron out the kinks and cut the sharks loose, but then look at what happened.

I wonder if the woes in higher education could benefit from an expansion of options and blending of practices, too.  Surely quality healthcare is paramount over tax status, right?  So wouldn’t it make sense to follow a proven path where a mission can be accomplished because the money was there to fund it.  And as Americans, wouldn’t it be nice to know our tax dollars are being spent wisely?

Don’t think it’s possible? Consider this.

When it comes to choosing your own doctor and the affiliated hospital, is tax status a consideration? or is it quality care?   Yeah….I thought so.

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