managing change in a changing world of higher education

2021 Kennedy & Company Education Strategies LLC

Managing Change in a Changing World of Higher Education

Part I: A Year of Change

2020 in Review

March 2020:

Online Education Becomes the Temporary New Normal

COVID-19 Shifted Student Focus to Return on Investment

Early research on the impact of the COVID-19 pandemic on higher education found shifting student degree interests and educational goals due to economic uncertainty.

5

With higher unemployment rates and a more uncertain labor market amidst the COVID-19 pandemic, students have become more diligent in ensuring their education provides a return on their investment.

Delayed Graduation

• As of October 2020, 13% of undergraduate students report delaying graduation due to COVID-19.

• Low-income students are 55% more likely to drop out due to COVID-19 compared to higher income peers.

Prefer Non-Degree Programs

• As of July 2020, 68% of aspiring adult learners preferred a non-degree program in 2020.

• 68% cited either upskilling in their current field or career transition as motivation.

Less Connection with Faculty

• 55% of students feel faculty are less available with COVID-19.

• 42% of students also note being more uncomfortable asking a professor for advice or help.

Enrollment Barriers

• A July 2020 report from Strada showed that 55% of students cited time and logistics as their primary barrier to enrollment

• 48% of students also cited the cost of their education

More Adult Learner Interest

• A July 2020 report by Strada noted that 42% of aspiring adult learners cited COVID as increasing their interest in enrolling.

• 25% of adults intended to enroll in further education or training before the end of the year.

Increased Financial Stress

An April 2020 survey of students at Arizona State University reported:

• Working students suffering a 31% decrease in their wages.

• 40% of students losing a job or internship due toCOVID-19.

• 61% of students reporting a family member seeing income reduction.

52% of students would find their program online at a different

university if their field of study wasn’t offered online

at their ideal school

Online Students Wanted Community Connection Even Prior to COVID

A February 2020 survey conducted found that—even prior to the pandemic 75% of all online students surveyed lived within 50 miles of campus. A significant number of online students reported craving a greater connection with their institution.

6

Source: Poets & Quants, Wall Street Journal, CGSNET, Poets & Quants, Wiley Online College Students Report (February 2020)

59% of online students decided on their field of study

before deciding to study online

29% of students would enroll in on-campus classes if their field of study wasn’t offered online

50% of online students live less than 15 miles from campus…

… another 25% live 15 to 50 miles

away from campus.

Top online undergraduate disciplines:➤ 29% Business

➤ 15% Arts & Humanities

➤ 14% Computers & IT

➤ 10% Science, Technology, Engineering, or Mathematics (STEM)

➤ 10% Health and Medicine

A significant number of online students want to maintain a connection to their school

after they graduate

▪ 38% intend to take classes there in the future

▪ 37% intend to use career services

▪ 23% intend to join the school’s alumni association

▪ 20% intend to refer other students to the school

Top online graduate disciplines:➤ 26% Business

➤ 20% Education

➤ 13% Science, Technology, Engineering, or Mathematics (STEM)

➤ 11% Computers & IT

Re-Enrollment Survey Trends: Spring 2020

7

In the spring of 2020, Kennedy & Company surveyed over 11K students from 12 different universities to gather insights into their attitudes during the transition into online learning and how these experiences might affect their choice to enroll in in-person vs. online formats that fall.

Source: Kennedy & Company

92%: Likeliness to return if on-campusStudents were at least “slightly likely” to return in fall 2020 if the spread of COVID-19 in the US was under control by mid-August and classes returned

on-campus in the fall.

63%: Likeliness to return if fully online

Students were at least “slightly likely” to return in fall 2020 if the spread of COVID-19 in the US was not under control by mid-August and classes were

fully online in the fall.

46% of students

dissatisfied with online instruction

were at most “slightly unlikely” to

return if classes remained online.

“Guarantee of on-campus

classes” was the #1 way to

increase students’

likeliness to enroll in the fall.

30% of students

reported dissatisfaction with online instruction.

81% of students reported

concern that they would do worse academically because

of online format

Reframing the Student As Consumer

8

Imagine that you were to approach your institution as a new customer—a first-year student—and you approach student services to accomplish…

Questions to consider:

▪ What areas of student services does your institution excel in?

▪ What areas of student services need improvement?

▪ Where are the ”pressure points” in the student services pipeline?

Online Experience Highlights Need To Simplify Student Services

9

▪ Virtual and on-ground

▪ 24/7 access

▪ All-in-one hub for

information (CRM)

▪ Demand for delightful

Institutions Attuned To Sources of Student Stress

10

A spring 2021 survey had administrative and faculty respondents rank the challenges faced by students over the past year—their responses matched the top three factors cited by students.

Rank Students Faculty Administrators

1 Feelings of stress Feelings of stress Feelings of stress

2 Level of motivation Level of motivation Level of motivation

3Having time to do

courseworkHaving time to do

courseworkHaving time to do

coursework

4Support from my

academic institutionHaving a suitable workplace to

do courseworkInternet connectivity

(e.g. WiFi)

5Internet connectivity

(e.g. WiFi)Internet connectivity

(e.g. WiFi)Having a suitable workplace to

do coursework

6Having a suitable workplace to

do courseworkSupport from my

academic institution

Access to a learning device (laptop, home computer,

tablet)

7Access to a learning device (laptop, home computer,

tablet)

Access to a learning device (laptop, home computer,

tablet)

Support from my academic institution

Source: Bay View Analytics *A total of 1,286 higher education faculty and administrators and 1,469 undergraduate students were surveyed

One Year Later: More Optimism About Online Learning

11

More than half of the students surveyed reported feeling more positive about both online learning and use of digital materials than they did prior to COVID-19. Faculty were more likely to be pessimistic about online exam proctoring.


Student Changes in Attitude Since Prior to the Pandemic

Faculty Changes in Attitude Since Prior to the Pandemic

47%

48%

52%

57%

35%

40%

35%

27%

17%

13%

13%

16%

0% 20% 40% 60% 80% 100%

Online Exam Proctoring

Courses Combining In-Person & Online Instruction

Use of Digital Materials

Online Learning

More Optimistic No Change More Pessimistic

29%

18%

56%

48%

58%

65%

52%

29%

47%

27%

31%

15%

15%

0% 20% 40% 60% 80% 100%

Open EducationalResources

Online Exam Proctoring

Courses Combining In-Person & Online Instruction

Use of Digital Materials

Online Learning

More Optimistic No Change More Pessimistic

Majority of Faculty Would Consider Teaching Online Again

12

Students report increased comfort with additional technology and fully-online coursework in a post-COVID world. The majority of faculty report interest in incorporating more technology into their in-person classes and sustained interest in teaching in online or hybrid formats.


Student Preferences for Post-PandemicAcademic Experiences

Faculty Preferences for Post-Pandemic Academic Experiences

37%

38%

33%

46%

30%

30%

35%

27%

33%

32%

32%

27%

0% 20% 40% 60% 80% 100%

More digital resources incourses

More technology in fully in-person courses

Take some courses as acombination of in-person

and online instruction

Take some courses in a fully-online format

Strongly Agree Somewhat Agree Other

35%

36%

30%

32%

32%

33%

27%

21%

33%

31%

43%

47%

0% 20% 40% 60% 80% 100%

More digital resources incourses

More technology in fully in-person courses

Teach some courses as acombination of in-person

and online instruction

Teach some courses in afully-online format

Strongly Agree Somewhat Agree Other

The Black Lives Matters Effect

“Black Lives Matter” Produces Greater Dialogue, Policy Shifts

14

A July 2020 survey of 119 college and university presidents examined institutional plans to combat anti-Black discrimination and foster racial justice on campus. Short-term plans centered on creating space for dialogue; long-term plans centered on structural change.

Source: Association of American Colleges & Universities

Short-Term Plans Long-Term Plans

“Focus groups, surveys, and action plans that stress dialogue and coming to

common ground, creating a willingness to stand together, establishing safe places, addressing racist behavior,

countering words with other words”

“Listening sessions for students, faculty and staff—some strictly for our Black community members in

these different groups—to get more of a sense of critical actions steps”

“Having multiple town hall meetings at the start [of the semester] to help develop a game plan for action”

“This is core to our strategic plan. Our senior leadership and board now better reflect the lived experiences of students. The curriculum and faculty need to be a

serious focus moving forward.”

“Adding more courses and faculty who can shed light on these issues”

“Creating a Division of Diversity, Inclusion, and Equity besides just having a Chief Diversity Officer”

“Diagnosing and taking action regarding structural racism and inequities

in the University.”

Jobs In Diversity & Inclusion More In-Demand Than Ever

As the Black Lives Matter movement gained national prominence, prioritization of DEI issues began to occur at both the university level—enhancing student services and revamping curricula—and within the national job market.

15

Sources: Peterson Institute, Pew Research Group, Deloitte, Catalyst.org, Bureau of Labor Statistics, McKinsey Global Institute

In a 2019 Glassdoor survey, 64% of employers in the United States reported

plans to increase DEI investment…

…A September 2020 Glassdoor survey showed that 32% of job seekers would not consider applying to a company that lacks

workforce diversity

National job postings requiring a background in DEI issues and at least a bachelor’s degree skyrocketed from 95K unique postings in June 2020 to 233K unique postings in April 2021

Even prior to COVID-19, jobs for diversity and inclusion

roles rose 30% in 2019, with a median salary between $84,000 and $126,000

According to research from McKinsey & Company, organizations with the most ethnically diverse executive teams are 33% more likely to outperform their peers on profitability…

…Despite this, while Black Americans comprise 10% of college

graduates, they hold only 4% of senior-executive positions.

Shifts in Domestic Enrollment Trends

Total Postsecondary Enrollments Declined 2.5% in Fall 2020

As of fall 2020, undergraduate enrollment decreased by 3.6% from 2019—over 560K students. This decline worsened over the next several months; as of March 2021, undergraduate enrollment had fallen by -5.9% since the pandemic began.

Source: National Student Clearinghouse Research Center

Percent Change in Enrollment from Previous Year by Institutional Sector: 2016 to 2020

All Sectors Public 2-yearPublic 4-year Private for-profit 4-yearPrivate nonprofit 4-year

10%

5%

0%

-10%

-15%

-20%

-5%

Community Colleges Hit Hardest By Enrollment Declines

As of March 2021, enrollments at community college had fallen by -11.3%—the first double-digit drop of the pandemic. Although COVID-19 has triggered new interest in further credentials among adult learners, there is no sign of increased adult enrollment at community colleges.


Undergraduate Enrollment Changes by Campus Setting, 2020-2021

Public 4-year

Public 2-year

Percent Change from Previous Year

Spring 2020

Grand Total

Private nonprofit 4-year

City

Spring 2021


SuburbanTownRuralTotal

City


City


Enrollment Declines Sharpest For Youngest Students

Students aged 18-20, comprising over 40 percent of all undergraduates, saw a 7.2% decline this spring, the largest drop in enrollment of any age group. As seen previously, the steepest decline (14.6%) occurred at community colleges.


Spring 2021


Grand Total

Spring 2020

<18


Undergraduate Enrollment Changes by Student Age, 2020-2021

18-20

21-24

25-29

>29

International, Latinx Students Experienced Greatest Swings in Enrollment

As of March 2021, enrollments from men had consistently declined more than women across all race, ethnicity, and age groups. Declines were smallest among Asian students, while white, Black, and Latinx students fell by roughly equal levels.


Undergraduate Enrollments by Race/Ethnicity and Gender, 2020-2021

Spring 2021


Spring 2020

White Men

Asian

Women

Total

MenWomen

Total

MenWomen

Total

MenWomen

Total

MenWomen

Total

Men

Total


Black

Latinx

Indigenous American

InternationalWomen

Undergraduate Enrollment Faces Steepest Declines

As of spring 2021, the credential types experiencing the greatest decline from the previous year were bachelor’s degrees, associate’s degrees, and undergraduate certificates. In contrast, graduate enrollments are growing, especially in shorter formats such as certificates.


Enrollment Changes by Credential Type, 2020-2021

Spring 2021


Associate

First Professional

Grand Total

Master’s

Spring 2020

Undergraduate Certificate

Bachelor’s

Doctoral

Graduate Certificate


Growth for Healthcare, Loss For The Liberal Arts

Whether in spite of or because of the pandemic, undergraduate enrollment in healthcare majors has increased over the past year. Enrollment in the liberal arts saw the biggest year-over-year loss (6.6%) while the visual and performing arts have seen a 6.2% decline since 2019.

Source: National Student Clearinghouse Research Center *Percent change from previous year

Top Growing Majors (2020-2021)* Majors in Decline (2020-2021) *

Psychology: 3.7%

Computer/Information Sciences: 3.4%

Education: 1%

Health Professions: 0.4%

Of these majors, only psychology and computer science also experienced positive year-over-year

growth between 2019 and 2020.

Liberal Arts & Sciences: -6.6%

Visual & Performing Arts: -4.8%

Social Sciences: -4.3%

Engineering: -2.9%

Of these majors, only the visual and performing arts was experiencing positive year-over-year growth

between 2019 and 2020.

Sharp Decline in First-Time FAFSA Filers Has Slowly Recovered

As of May 14, nearly half of the high school class of 2021 has completed a FAFSA. There have been 1.87M completions nationally, a 5.5% decline compared to the last academic year.

23

Source: FormYourFuture.org

Estimated Percent of High School Seniors Completing a FAFSA

Esti

mat

ed

Per

cen

t o

f Se

nio

rs

Date

Year-Over-Year Percent Changein FAFSA Completions

Yo

Y %

Ch

ange

Date

FAFSA renewals, on the other hand, is doing surprisingly well—as of December 2020 the number of renewals was 9% higher than it had been in 2019.

Causes of FAFSA Declines?

24

Source: Get2College, InsideHigherEducation, National College Attainment Network

“Students are pausing, if that’s the best word, and still thinking about what their post-high school plans

may be, because they’re kind of waiting to see what college looks like in the fall of 2021.”

–NCAN Representative MorraLee Keller

Uncertainty

Rearranged Priorities

Lack of Assistance

“People are out of work, obviously making less money, and also, it has an impact on mental health and ability

to cope with challenging situations like filling out a FAFSA, you know, even just planning for the future.”

–Elizabeth Barnett, research scholar, Teachers College at Columbia University

“We're estimating that the process of getting a student signed up for FAFSA is

three times longer than normal." –Bill DeBaun, Director of Data and Evaluation at NCAN

Mississippi-based nonprofit group Get2College organized socially-distanced “drive-thru” FAFSA assistance last fall

Shifts in International Student Mobility

Most institutions provided specific support to international students...

International Enrollments Decline; International Outreach Increases

A survey by the International Institute of Education showed that 99% of responding schools either held classes online or in a hybrid format during the fall of 2020. While international enrollment declined by 43%, schools remained committed to student outreach and recruitment.

26

Source: International Institute of Education (IIE)

20% of international students studied online

from abroad In Fall 2020.

100% of institutions with international students on campus instituted protocols to support student safety.

74% provided virtual networking events

New international student enrollment in the US

fell by 43% in fall 2020.

▪ The total number of international students

studying at higher education institutions in the US or online outside of the US

decreased by 16%.

▪ 90% of institutions reported international student

deferrals.

▪ Nearly 40K students have deferred enrollment to a

future term.

❖ 82% of institutions reported increased virtual recruitment efforts

❖ 74% hosted online recruiting events

❖ 64% committed funding for international recruiting at the same level or higher

❖ 56% reported recruiting international students at US high schools

29% provided emergency funding to international students on campus.

68% adapted course schedules to accommodate international students

The Rise of Test-Optional Admissions

Differentiating Between Test-Optional & Test-Free

Prior to COVID-19, there were 1,070 test-optional schools in the US. This number increased to 1,686 as of December 2020, with 68 of those schools test-free.

28

While many schools initially intended to be test-optional solely for one year, a number of schools are either extending this policy or considering permanent adoption. To that end, some universities (such as Tufts)

have launched longer pilot programs (1-3 years) with reevaluation to follow.

Source: US News & World Report

Test-Optional Admissions Test-Free Admissions

▪ Students have the option of whether or not to submit test scores on college applications.

▪ Colleges will still look at scores if submitted, but should not ask applicants why they chose not to submit scores.

▪ Potential benefit to students who do not test well but who are otherwise well-rounded.

▪ …But students who do submit strong scores stand out even more, because it is another factor for colleges to consider.

• The school will not consider test scores as part of their application review process.

• This policy encourages admissions officers to focus on students’ broader experience, such as GPA, letters of recommendation, and extracurriculars.

• Much rarer than test-optional schools—notable test-free schools include the University of California system and Loyola University New Orleans.

• Other schools such as Caltech and the University of Washington have implemented short-term pilot programs.

College Admission Trends In A COVID-19 World

29

April 2020: Out of concern over the spread of COVID-19, the ACT reschedules its April exam to June, with the SAT doing the same for its May testing session.

May 2020: The University of California System votes unanimously to go test-optional for fall 2021 and 2022, and test-free for in-state applicants starting in 2023.*

October 2020: The College Board announces that more than half of 334K students who registered for a late September session could not participate due to pandemic restrictions.

October 2020: FairTest announces that two-thirds of all colleges and universities in the US are operating with either a test-optional or test-free admissions policy

March 2021: Only 46% of students using the Common Application during the previous admissions cycle submitted standardized test scores, as opposed to 77% one year earlier.

March 2021: The Common Application reports reception of over 6M first-year applications to member institutions—an 11% increase over the 2019–20 total through the same date.

Source: Inside Higher Education, The Washington Post FairTest,, Forbes*In November 2020 a lower court decision ruled that the UC System was required to become test-blind immediately.

Future Students More Likely to Initiate First Contact

Decreased demand for standardized testing will mean colleges need to look outside of testing companies for prospective students. Many predict that student name purveyors will become more common and students will be more apt to initiate first contact with schools.

▪ A website that centers prospective students as its primary audienceo Admissions information front and centero Intuitive site navigation o A CRM capturing traffic patterns, possibly with assistance from a third party in

identifying who is searching your site

▪ Diversified prospect sources negotiated to ensure quality over quantity, and rigorous analysis of the efficacy of different sources for yielding applicants and enrollees.

▪ A first contact source that must be consistently captured in a CRM.

▪ A transfer strategy that enables two-year college students to transfer without losing credit.

▪ The inclusion of adult students and programs that serve their needs.

▪ Partnerships with CBOs and other agencies that work closely with students who have been undeserved in the name-buying patterns of the past.

Source: Inside Higher Education

30

The admissions funnel must be dynamic and intentional, as characterized by:

Shifting Towards Test-Optional Admission

31

Regardless of whether test-optional admissions are here to stay, it is worth considering best practices around designing a selection paradigm that is less reliant on—or completely discounts—standardized testing.

❖ Analyze currently enrolled student data.

❖How do various factors such as testing, GPA, academic interests, socioeconomic background, or distance from campus affect student success?

❖ Examine the attrition and retention rates of students with below-average standardized test scores.

❖Are there any patterns that differentiate students who withdrew vs. those who continue towards graduation?

❖ Consider whether the current selection process reflects the institution’s mission.

❖ Wait. If implemented, the efficacy of a test-optional policy cannot be judged in 1-2 admissions cycles.

❖ Be explicit with prospective students about what matters most in the admissions process and how they can best present themselves.

Part II: Adaptationor

Managing Change

Consulting 101: Managing Change

33

Coral engineered to adapt to rising temperatures in the South Pacific.

Photo: Australian Institute of Marine Science

▪ Introduce the question and ”socialize”

▪ Gather data

▪ Pursue hypotheses, build the “Case for Change”

▪ Objective, not political

▪ Identify supporters AND detractors/naysayers

▪ Burden of proof/Prove your case

▪ Build trust through open communications

▪ The case for urgency

▪ Cascading communications

How Does Your Campus Adapt?

34

▪ Changing demographics and core populations▪ Changing channels for attracting/finding students▪ New enrollment strategies tactics▪ New/modified modalities for multiple student types▪ The new paradigm for student services and the student experience▪ Meeting future demand for academic programming / creating flexibility in your

offerings

▪ It’s a lot of change—it might be all at once—but you probably must do it

▪ Be your own consultant and manage the change well from the get-go

Real-Life Change Management – 2022 Enrollment Strategy

35

▪ Enrollment forecasting for fall 2021

▪ Enrollment planning and strategy for Fall 2022

▪ Lots of changes

▪ Lots of uncertainty

▪ Building the case for change with the necessary data

▪ Don’t forget about demographics

New Enrollment Strategies

36

▪ Let’s get Digital!

▪ Promote Flexible (and new) offerings

▪ Friction-free enrollment funnel

▪ Affordability & Smart Net Price calculators

▪ Innovative tuition pricing

▪ Understanding the new channel mix to find new students

Revamping the Student Experience

37

▪ Understand the problems specific to your campus

▪ Have to think through the technology and make a roadmap

CAMPUS

LIFE

RELIGIOUS

& SPIRITUAL

LIFE

HEALTH

CENTER

OUTDOOR

RECREATION

COUNSELING

SERVICES

FIRST YEAR

EXPERIENCE

STUDENT

SAFETY

ATHLETICS

DINING

STUDY

ABROAD

ACADEMIC

ADVISING

SUMME

R

SESSION

CENTER

FOR

ACADEMIC

SUCCESS

HONORS

PROGRAM

CAREER

DEVELOPMENT

CENTER

CLUBS & ORGANIZATIO

NS

FINANCIAL

AID

DIVERSITY

CLUBS

GREEK LIFE

VOLUNTEER

& SERVICE

WHERE DO I GO?

▪ No one right answer for every school

▪ Use design thinking with all impacted groups

▪ Build a multi-year plan and share it

Building New Modalities and New Offerings

38

The college will continue to outsource all online work to the OPM for existing and new

programs

College will split its portfolio between two OPMs and continue with both after 2025.

The college will not renew the contract with the OPM and begin to take increasing online work in-house, with key service areas outsourced to a different OPM.

College will take increasing

online work in-house, with key areas, including instructional design, outsourced to point

solution providers.

The college will take increasing online work in-house, with key service areas outsourced to point of service vendors.

The College will increasingly take back work while the OPM contract sunsets, then take all online work in house in 2025.

Buil ding Scenar ios for t he Onl ine Ent er pr ise

The following are 6 scenarios for the College X’s future online enterprise that vary based on the level of dependence on internal resources.

39

Inte

rnal

ize

d

Ou

tsou

rced“Fully In-house” “Mostly In-House”

“In-House Plus”

“50/50 Split”

“Dual OPM”

“Fully OPM”

Mar ket ing Spend Sees Diminishing Ret ur ns in Mat ur it y

Every added dollar of marketing spend has more return before the point of diminishing returns. After that point, new dollars invested do not result in the same enrollment outcomes.

9

As programs move through their life cycle, investment in marketing will begin to lose its marginal benefit. The shape, slope,

and kurtosis of these curves will vary by the market class of the program.

Mar

gin

al In

crea

ses

in M

arke

tin

g Sp

end

Enrolled Students

Introduction Growth Maturity Decline

Point of Diminishing Returns

Diminishing returns occur

with both greater competition over time and when the institution pushes

beyond the 100 to 200 mile boundary of where its brand

is strongest.

• Campuses and systems must build a plan for where to build new modality, what programs/courses to build, and how to do it.

• Building a case for change here requires good operational and financial analysis to convince skeptics of the initiative’s merits

Building a Dynamic Roadmap for Academic Programming

39

▪ Good research into enrollment trends, market demand, the competition, and your costs of delivery can help build the case for changes to the school’s offerings—even for sunsetting programs

▪ Setting criteria for sunsetting programs in advance (and getting agreement on those criteria) helps with the change management

▪ Adding and sunsetting programs is often the most controversial (and political) change you can make

Wrap Up

40 Photo: Australian Institute of Marine Science

▪ Adapt & Survive

▪ Good Change Management

▪ Share the Plan & Communicate

Thank You

41

▪ Ben Kennedy

▪ Managing Partner, Kennedy & Company

▪ [email protected]

▪ Copies of the presentation at:

https://kennedyandcompany.com/insights/

mailto:[email protected]

https://kennedyandcompany.com/insights/

APPENDIX RESOURCES

Decline Sharpest For Low Income Students & Students of Color

As of May 14, first-time FAFSA applications were down 7.6% from the previous year at Title I eligible schools and down 9.4% at high schools with high minority enrollment.

43

While still worrying, these numbers indicate a closing gap—first-time FAFSA applications at Title I eligible schools were down by 18.5% in October 2020; high schools with high minority enrollment were down by 20%.

Source: FormYourFuture.org

By Title I Eligibility(As of May 14, 2021)

Per

cen

t C

han

ge in

FA

FSA

Co

mp

leti

on

By Concentration of Students of Color(As of May 14, 2021)

Title I Eligible

Title I Ineligible

Per

cen

t C

han

ge in

FA

FSA

Co

mp

leti

on

-10%

High Minority High Schools

Low Minority High Schools

American Families Plan Would Cover Two Years Of Community College

44

In April 2021, President Biden proposed the American Families Plan, which would allot $109B towards two years of community college, ”so that every student has the ability to obtain a degree or certificate.” Dreamer students would also be eligible.

▪ $62B for a grant program "to invest in completion and retention activities at colleges and universities that serve high numbers of low-income students, particularly community colleges” and to provide colleges with funding towards…

▪ $80B for Pell Grants to increase the maximum grant by $1,400.

▪ Doubling scholarships for future teachers from $4,000 to $8,000/year.

o $400M for teacher preparation at minority-serving institutions o $900M for the development of special education teachers.

▪ $39B towards “two years of subsidized tuition for students from families earning less than $125K enrolled in a four-year historically Black college, tribally controlled university or minority-serving institution.”

Source: Inside Higher Education

Other Highlights of the American Families Plan

Childcare

Mental Health Services

Recruiting & Retention of

Diverse Faculty

Transfer Agreements

Between Colleges

Emergency Basic-Needs

Grants

Faculty & Peer Mentoring

COVID-19 Triggers Extension of Deposit Deadline

Source: Inside Higher Education, New York Times, Chronicle of Higher Education

March 2020: 39% of college presidents surveyed by Inside Higher Education report delaying admission deadlines

The Chronicle of Higher Education dubs 2020 “The Year that Shredded the Admissions Calendar”

May 2020: More than 400 schools have extended their deposit deadline to June 1st. The New York Times reports that several schools are waiving tuition deposit requirements, especially for international students

The American Council on Education projects a 25% drop in international enrollment.

December 2020: The Institute of International Education reports a 43% drop in new international enrollments.

Overall college enrollments for fall 2020 have dropped 2.5% from the previous year, about 400K students.

Case Study – University X

Over 300 deposits were made during the week of May 1st in 2019. By 2020, only 175 deposits were received in that time period, with an additional 400 over the following month.

Source: Kennedy & Company

Fall 2019 Entering Class Date of Deposit Fall 2020 Entering Class Date of Deposit

Fall 2021 Entering Class Date of Deposit

2021 2022 2023 2024 2025 2026-2028

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MS Human Resource Mmgt. MS Business Analytics MS Finance Applied Behavioral Analysis New Program B

MBA-MHA Degree MS Health Informatics Master of AccountancyBusiness Analytics Cert

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Healthcare Admin Cert Enterprise Resrc. Plan Cert MS Human Resource Mmgt. MS Business Analytics MS Finance

Supply Chain Cert Health Informatics Cert MBA-MHA Degree MS Health Informatics Master of Accountancy

Healthcare Admin Cert Enterprise Resrc. Plan Cert MS Human Resource Mmgt. MS Business Analytics

Supply Chain Cert Health Informatics Cert MBA-MHA Degree MS Health Informatics

Healthcare Admin Cert Enterprise Resrc. Plan Cert MS Human Resource Mmgt.

Supply Chain Cert Health Informatics Cert MBA-MHA Degree

Healthcare Admin Cert Enterprise Resrc. Plan Cert

Supply Chain Cert Health Informatics Cert

Healthcare Admin Cert

Supply Chain Cert

Projected New/Sunset Programs Through 2025

47

Existing ProgramsNew programsSunset Programs

The college will continue to outsource all online work to the OPM for existing and new programs

College will split its portfolio between two OPMs and continue with both after 2025.

The college will not renew the contract with the OPM and begin to take increasing online work in-house, with key service areas outsourced to a different OPM.

College will take increasing online work in-house, with key areas, including instructional design, outsourced to point solution providers.

The college will take increasing online work in-house, with key service areas outsourced to point of service vendors.

The College will increasingly take back work while the OPM contract sunsets, then take all online work in house in 2025.

Building Scenarios for the Online Enterprise

The following are 6 scenarios for the College X’s future online enterprise that vary based on the level of dependence on internal resources.

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Inte

rnal

ize

dO

utso

urce

d“Fully In-house” “Mostly In-House”

“In-House Plus”

“50/50 Split”

“Dual OPM”

“Fully OPM”

managing change in a changing world of higher education

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