the interactive communication preferences of adult learners, tim copeland, demandengine

CONFERENCE ON ADULT LEARNER ENROLLMENT MANAGEMENT 2013

The Interactive Communication Preferences of Adult Learners

Tim Copeland, DemandEngine

Wednesday, July 17, 20139:45 AM

@calem2013@tim_copeland

CONFERENCE ON ADULT LEARNER ENROLLMENT MANAGEMENT 2013 04/11/2023 | 2


"It is good to have an end to journey toward; but it is the journey that matters, in the end.“

Ernest Hemingway

04/11/2023 | 3


• Interactive preferences during the decision process

• Supporting the decision process• The online participation profile of adult

students• Recommendations of adult learners for you …• 5 “Killer B’s” for moving forward

Agenda

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Respondent profile

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MY MOTIVATION (n=2292)Advance my career 46% Changing careers 17% Completing a degree 14% Personal enrichment 12% Stay updated/field 8% Laid off/out of work 3%

MY AGE RANGE (n=2292)22-26 18%27-40 52%41-50 30%

MY EDUCATION (n=2287)Some College 31%Bachelor’s 27%Master’s 19%

OTHERFT employed (1583)70%Tuition assist. (750)39%


DISCOVER

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Interactive channels

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Discover: Pre-Inquiry

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When you began your search for a program or course, in what ways did (or do) you prefer to learn about colleges and universities that you previously were NOT AWARE OF, NOR CONSIDERING? Please rate your preference for each of the

following channels.


Comparison: Pre-Inquiry

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F2009 F2011 S2013

Search engine 3.39 3.33 3.51

Email messages 2.90 3.16 2.99

Direct mail 3.04 2.98 2.82

Facebook 1.90 1.96 1.94

LinkedIn N/A N/A 1.92

Phone calls 1.91 1.76 1.85

Text messages 1.45 1.58 1.66

Twitter 1.39 1.45 1.48n=3718 n=2312 n=2292

Source: DemandEngine's Adult Learner Communication Preferences Research

2009 - 2013 Comparison: Pre-Inquiry Communication Preferences

Respondents ages 22-50. Ratings based upon a scale of 1 (Definitely not) to 4 (Definitely).


SHOP

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Shop: Inquiry

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When you began your search for a program or course, in what ways did (or do) you prefer to learn about colleges and universities that you contact? Please rate your preference for each

of the following channels.


Comparison: Inquiry

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F2009 F2011 S2013Search engine 3.15 2.96 3.53Email messages 3.34 3.56 3.21Direct mail 3.27 3.17 2.90Phone calls 2.33 2.37 2.23Facebook 1.69 1.77 1.77LinkedIn N/A N/A 1.72Text messages 1.47 1.61 1.58Twitter 1.34 1.38 1.39

n=3681 n=2312 2274


2009 - 2013 Comparison: Inquiry Communication Preferences



ENGAGE

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Engage: Apply/Register

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For colleges or universities where you APPLIED (credit programs) or REGISTERED (individual credit courses or non-credit programs/courses/events), how did (or do) you

prefer to learn about them? Please rate your preference for each of the following channels.


Comparison: Applicant/Registrant

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F2009 F2011 S2013Search engine 2.86 2.70 3.43Email messages 3.45 3.65 3.23Direct mail 3.30 3.22 2.99Phone calls 2.45 2.52 2.26Facebook 1.61 1.75 1.72LinkedIn N/A N/A 1.67Text messages 1.51 1.72 1.60Twitter 1.32 1.39 1.38

n=3681 n=2312 2274


2009 - 2013 Comparison: Applicant Communication Preferences



Who Says Email is Irrelevant? Not Facebook

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Who Says Direct Mail Doesn't Matter? Not Google

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Have you been shopping recently?

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Agenda

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Helping students make decisions …

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Type of information Rating n

Costs 3.79 2285

Academic information 3.78 2286

Career outlook for the program I am interested in 3.46 2284

Deadline reminders 3.44 2283

Financial aid information 3.43 2286

Incentives to apply/register 3.40 2284

Name, phone number, and email of a ‘real’ person 3.35 2284

Information from program faculty 3.30 2281

Career planning 3.28 2284

Key reasons to consider the institution 3.28 2275

Student ratings of degree/program 3.23 2284

Information about successful program alums 2.82 2285

Information about successful current students 2.81 2279


Information Preferences During the Recruitment Cycle

"Which of the following types of information do you/would you find useful when considering a college or university program or course?"



Comparison: Information Adults Value

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Type of information 2011 n 2013 nCosts 3.76 2303 3.79 2285

Academic information 3.74 2304 3.78 2286

Career outlook for the program I am interested in 3.49 2302 3.46 2284

Deadline reminders 3.46 2305 3.44 2283

Financial aid information 3.40 2307 3.43 2286

Incentives to apply/register 3.33 2302 3.40 2284

Name, phone number, and email of a ‘real’ person 3.37 2301 3.35 2284

Information from program faculty 3.33 3.33 3.30 2281

Career planning 3.29 2304 3.28 2284

Key reasons to consider the institution 3.32 2294 3.28 2275

Student ratings of degree/program 3.24 2304 3.23 2284

Information about successful program alums 2.90 2301 2.82 2285

Information about successful current students 2.85 2298 2.81 2279


2011 - 2013 Comparison: Information Preferences During the Recruitment Cycle

"Which of the following types of information do you/would you find useful when considering a college or university program or course?"



Using Recruitment Events …

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Event Type Rating Avg n

An online information session (e.g., webinar) 2.97 2285

A sample online lecture (e.g., previously-recorded)

2.95 2278

An online, archived information session (e.g., previously-recorded webinar)

2.92 2283

An off-campus information session (e.g., held within my community)

2.77 2273

On-campus information session or open house

2.74 2286

Online chat 2.47 2276

A ‘Tweet-up’ 1.51 2278

Event Preferences




Event Type 2011 n 2013 n

An online information session (e.g., webinar) 2.94 2301 2.97 2285

A sample online lecture (e.g., previously-recorded)

2.76 2296 2.95 2278

An online, archived information session (e.g., previously-recorded webinar)

2.90 2302 2.92 2283

An off-campus information session (e.g., held within my community)

2.86 2296 2.77 2273

On-campus information session or open house

2.92 2298 2.74 2286

Online chat 2.36 2294 2.47 2276

A ‘Tweet-up’ 1.51 2293 1.51 2278

2011 - 2013 Comparison: Event Preferences







Agenda

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Top 10 Online Behaviors

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Please indicate your level of participation in the following online activities.


Online Behavior, cont’d

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Online Behavior, cont’d

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What devices are they using?

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Smartphone LaptopDesktop

computerTablet n

Web sites 70% 80% 52% 39% 2254

Email 74% 79% 52% 36% 2263

Facebook 73% 74% 42% 34% 1907

Text messaging 95% 11% 5% 10% 1986

Twitter 71% 52% 27% 25% 791

Instant messaging 57% 54% 34% 16% 1554

LinkedIn 39% 70% 45% 20% 1139

Online magazines/newspapers 46% 67% 41% 35% 1927

Streaming video (e.g., HBOGo, Hulu) 35% 71% 35% 35% 1687

Streaming music (e.g., Pandora) 60% 56% 35% 26% 1866


Respondents ages 22-50.

Channel Usage by Device

"What devices do you currently use to access the following online channels? Select all that apply."


Comparison: Device Usage 2011 & 2013

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Smartphone LaptopDesktop

computerTablet n

Web sites 16% -4% -9% 24% 2254

Email 17% -5% -10% 20% 2263

Facebook 29% 7% 0% 22% 1907

Text messaging 24% -1% -1% 7% 1986

Twitter 55% 32% 17% 21% 791

Instant messaging 28% 8% 6% 12% 1554

LinkedIn 25% 28% 17% 16% 1139

Online magazines/newspapers 46% 0% -5% 22% 1927


Comparison 2011 - 2013: Channel Usage by Device

Respondents ages 22-50.


Do you like me?

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% n Inc/Dec 2011

None 28% 629 -6%

1-3 18% 398 -6%

3-6 18% 410 1%

8-12 15% 329 4%

12 or more 22% 508 8%


Social "Likes" - 2013 Results and 2011

"How many companies or brands do you 'like' within your Facebook account?"




students• Recommendations of adult learners for

you …• 5 “Killer B’s” for moving forward

Agenda

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“Based upon your own recent experience researching and/or selecting a college or university, what

recommendations can you offer to improve the enrollment process for future new students, if any?”

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“REAL PERSON”N = 220

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Nothing says “I don’t know you” like …

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“Students receive several emails from institutions daily. If a contact person or next steps are not clear, students may choose an easier process with another institution.”


“The big thing for me is having a "human" connection. I don't mind automation of certain processes, but it is so important to have a real person to communicate with in case I run into issues (i.e. online registration, questions about fees, etc).”


“I did attempt to contact a counselor with questions regarding the online degree program I am interested in, and never heard back from a live person. I called and left a voice mail and sent an email to the person referred to me by an admissions representative, but again, I never heard back from anyone.”


“FOLLOW UP” (N=171)

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“Timeliness of follow-up and customer service could definitely use some improvement. The financial aid office … could be a little friendlier. When it comes to the admissions office and the academic advising office sometimes I have to send emails and call several times before I get a response. There have been occasions when I am never emailed or called back.”


“I received an e-mail regarding the information I inquired about, but if someone would have followed up with a phone call I believe it would have sped up the process.”*


“Faster follow up response to [my] emails and calls. Also an adviser should be able to provide better

information about programs. I was recently referred back to the

website just to read information that I already read but didn’t

understand.”


An Alternative Experience

45


John,Thank you so much for your time today. As per our conversation I have attached the MSPA brochure for you to review. Please let me know if you have any additional questions or would like assistance moving forward.

Below are the supplemental materials required for your application and what each entails. Please use these required pieces as a platform to exhibit your current related skills and/or how this education and knowledge will be required of you in your current/future career.


Building Value

47


Recognizing the Decision Process

48


Follow-up: Call to Action

49


Ongoing Engagement

50


• The more things change …• Adults (consumers) prefer channels they can

control• You should master the big three interactive

channels• People still want to connect with people• Look to behavior as your guide

Summary Observations

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Agenda

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1. Be C.I.V.I.L.

Civ il• of or relating to citizens • of, relating to, or involving the general public,

their activities, needs, or ways• adequate in courtesy and politeness:

mannerly• Sufficiently observing or befitting accepted

social usages; not rude


2. Be Strategic

1. Choose interactive marketing objectives• (discover?, engage?, nurture?, support?)

2. Investigate• Review online participation profile of your

students – compare to national data

3. Validate strategies

4. Identify metrics

5. Leverage channels and technologies


3. Be Sensible

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4. Be Supportive

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Two approaches to communications strategy

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• Aggregation - An undifferentiated communications strategy that treats students as a homogeneous population.

• Conversation - A systematic approach to exchanging information and ideas with students based upon their stated interests, goals, and demonstrated behaviors.


The conversation plan

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Trigger

Initiate schematic when a new lead is acquired.

Send Email

Send the contact [no. and subject line] email message from [name].

Filters

The contact’s [name of field] is [boolean operator] to a [value].

Adjust Score

[Increase/decrease] contact ‘s qualification score by [+/- #].

Timing Delay

+ X days from acquisition.

Initiate Outbound Call

Call the contact about [topic].

Triggers Filters Actions


Marketing automation

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• To test• To measure• To monitor

5. Be Ready

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Contact

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Tim Copeland

Email [email protected] 912-354-8007Web www.demandengine.comBlog www.enrollmentmarketing.orgTwitter www.twitter.com/tim_copeland

the interactive communication preferences of adult learners, tim copeland, demandengine

Marketing

interactive preferences

motivation n

education n

email messages

linkedin na na

text messages

age range n

decision process