Webinar – New Paths to Growing Online Programs

 

By: Eric McGee Aug 29, 2019

Webinar – New Paths to Growing Online Programs

0:00

Today’s webinar, New Paths in Online Program Growth, is presented by Nicole Foerschler-Horn of Education Dynamics and Lori Pulido of Ease Learning. These are two very very experienced higher education professionals. They have a lot of experience working with various colleges and universities in different roles. We’re really excited to get started. It’s going to be a 45 minute presentation and let’s jump into it. We are Education Dynamics and we are excited to host this webinar. If you haven’t previously been to one of our webinars, I encourage you to check out our page of Prior Webinars and be on the lookout for upcoming webinars that we have coming up here in the coming months. We are a full-service Enrollment Management Solutions company. We provide everything from marketing to Market Research
and enrollment management. If you are interested in any services, or want to have a conversation, please let us know.

1:08

One of the things we
we don’t do is why we have Ease Learning here. I’ll go ahead and do a quick
introduction of Laurie and Nicole and then I’m going to turn it over to them to
do a more in-depth introduction. Lauri Pulitto is the Chief Executive Officer
of Ease Learning. Nicole Foerschler is the President of JMH Consulting, a
division of Education Dynamics. Laurie, if you want to go ahead and go first.
Sure. Thank you very much Eric for the intro and welcome. I am the Chief
Executive Officer of Ease Learning. We have a core team of learning design
experts to help facilitate program development for higher education partners.
Our learning design has a particular nuance and style to it that we’ve become
very popular for. We’ve been working in that space for 15 years and know it
very well. We will touch on some of that in a little while.

2:08

It’s a pleasure to be
here today and it’s a pleasure to support Education Dynamics, as I think we
have a lot of synergies in our approach.

2:18

I’m Nicole Foerschler,
as Eric introduced me. I’m president of JMH Consulting which is a division of
Education Dynamics and Education Dynamics, We are a full-service enrollment
management firm.

2:35

I’m excited to talk
today because I think a lot more universities are looking for partners to fill
in the gaps where it makes an impact. of course, when we wrap up you can reach
out and talk with either Laurie or myself. During the presentation, we are
going to be vendor-neutral in our approach today and talk a little bit about
what people should be thinking about if you’re thinking about a partner. So
we’ll dive first into the potential areas in which you can partner and find a
good vendor and how to figure out if you have a need because every team has
things that they’re fantastic at and every team has some areas in which they
have a need or a gap and and kind of looking at how do you determine where that
Gap is and if that Gap exists or going to talk about today. Laurie and I have
very much a shared guiding philosophy of what makes a good partner what you
should be looking at that looking for in a partner and although I think that
we’re excellent partners. Both our organizations are excellent Partners.
There’s a lot of good vendors in this space and these are qualities that I
think you should look for and demand from any partner with whom you work and
we’ll talk a little bit about that.

4:02

And then of course choosing the right business model and there are a few different business models out there that have become more popular, certainly in recent years. Vendors have become more entrepreneurial about the way in which they can work with the universities, recognizing some of the shortfalls and opportunities and we’ll talk a little bit about the pros and cons of each and again it we are pretty neutral on the business model. I think think there’s some thought processing that needs to go into what makes sense for you and what should work for you and so we’ll talk a little bit about that. And of course take some time for questions. So typical bucket when you think about typical buckets for how you break up the work that you do in higher education. We’re going to talk about and we’re going to hit on several of these. I’m not going to talk about course facilitation because I believe that should squarely stay within the university that should be your job hands down. But the rest of these wraparound services are things that you can consider so instructional design and program development, marketing, recruiting an advising, or enrollment management course
facilitation techniques, tech support, which is something we’re hearing more and more about and a higher demand for, and retention.

5:18

So I’m going to let Laurie kick this off and dive into this first. Thank you, Nicole. So first, just some considerations on what really effective instructional design or as we like to call it learning design really should have as as attributes, whether you’re doing this work internally yourself or whether you’re contemplating augmenting some of that capacity. These are the kinds of things that I would put at the top of my list for things that really should be at the center of your mission. By far, the first is learner-centered design. Translating content into an online modality requires really being fluent in that modality. It’s not that different than speaking a foreign language.

6:14

There’s the translated
version of Google Translate, for instance, and then there’s the version of
really being fluent. Understanding how to put the student at the center of that
takes a little bit of finesse and what that really looks like in practice is
that it’s less of a didactic approach and more of an application of what the
student is meant to be doing. When you start to think about that, there’s a
whole conversion process that has to happen to the really great content that
your subject matter experts and faculty are so good at. Taking that and and
translating that is really a matter of thinking about what you want the learner
to be doing. Out of that comes this idea of authentic assessment, which is
really important. Giving them something meaningful to do that’s going to end up
being a pathway towards a credential that they need or a diploma that means
something tangible and that usually means putting some of those skills into
practice throughout the course work.

7:17

That process of creating
these designs and thinking through these materials really should involve some
stakeholder collaboration. This should be a unified approach. There should be
an iterative agile way of going through that process and making sure that that
it’s taking all the right boxes.

7:35

And of course backward
design is really thinking about where you want people to end up and leading
them on a pathway that’s going to be successful both through the tools and the
technology and also through the pedagogy and the way that you instruct the
methods that you choose. Really if you’re doing this at scale one of the big
differences is you’re thinking about this not just course by course in a silo
but you’re thinking about it holistically as a program. That becomes somewhat of
a learning product. When you start conceptualizing the product that’s where you
know, this is where Education Dynamics and Ease Learning really work well
together. They’re thinking about the stakeholders that are that are buying into
this. They’re thinking about how to market this. Who are we reaching? How are
we going to be effective for that audience? We think about that as well in the
learning design. Out of that, we define systems, not just courses, and those
processes become scalable. So this is the kind of thing that you should be
thinking about – even if you’re tackling this internally. This is really what
defines great learning design.

8:44

We’re going to go from
there to what makes for great marketing. There’s a lot of pieces that can go
into great marketing. Right now, I am a firm believer that about 90% of your
efforts should be focused in online marketing. When your adult students or post
traditional students think “it’s time to go back to school”; the
first place they’re going to go is Google and you can follow them and engage
with them and support their path through things like YouTube, Facebook,
LinkedIn, and Pinterest. There’s a number of different places, but you need to
be where they are. And, the vast majority of the time that’s online. So you’re
you’re kind of taking an approach that places ads on many different platforms.
This is ideally the kind of marketing ecosystem that you’re going to be
building. It’s not a simple funnel.

9:43

We all wish it was a
simple funnel. We want to say it’s a simple funnel but it’s not. Adults are
busy and they will get interested and get excited – and then something comes up
at work or with their family that pulls them away. So you need to create an ecosystem,
which is what you’re looking at here. This feeds back in on itself and
continues to pull them back in. When you think about building marketing for
your department, for your program, this is the kind of infrastructure that you
want to have. There’s also another piece we will be talking about. That is
advising and recruiting. This is Enrollment Management. I love that we’re
coming off of marketing to talk about this because if you want to get a good
return on investment on your marketing dollars, you need to be following up
with every single one of those prospective student who raise their hand and
express an interest.

10:43

That kind of robust advising and recruiting is very much becoming the norm for the Post traditional students. There was just an article in the Atlantic talking about this and the impact that the OPM model has had. It is very much becoming the norm that you have people who are going to be following up. This is where the for-profits have set the bar and set the bar higher. They really introduced this as part of the norm and nonprofits are jumping on the bandwagon and making this part of their processes so that they can get the higher ROI on marketing dollars and so that they can get more people that are a good fit and are the right fit into their program. Unfortunately, this is still a weakness in higher education. I like to hit on this slide in particular because the research we’ve seen by one of our departments, Aslanian Market Research.

11:43

We know that 73 percent of students choose a school within 12 weeks or less. That’s just a handful of months. They’re looking at a few different schools. What’s compelling about this is 50% of prospective students choose the school that respond back to them first. So, if they’re looking at three schools and you’re the one who’s there. That helps improve your prospective student-to-enrollment rate That’s what you want. Tech support – I’ll let Laurie talk a little bit more about this. When you think about tech support, there’s a few different things that always come to mind. The first is timely response.

12:31

You don’t want any
impediment in the way of a successful submission of an assignment or even just
a log in. These are things that can derail the success path that students have.
How quickly someone can get back to someone, measuring that support, based on
its timeliness, is a really critical factor. I differentiate that from 24/7
because this is really the coverage. Timely support should be available when
students are online. They are taking courses at all different times of the day.
They’re fitting this around the rest of their lives. Having someone available
on a Sunday right when the assignment is due is going to be really important.
If your internal infrastructure is just not set up that way, and you’re more of
a nine-to-five organization, and people are really getting those requests
through an email. There’s really no way to track it. There’s no way to track
how fast your resolving these issues either.

13:32

Single touch
resolution. What that means is that the first time someone reaches out to the
student they’re able to help them and get the problem resolved. So that the
student can get on their way and continue through their course work. This is
really important as well. Also, I think it’s important to have people
addressing these concerns that are proactive problem solvers. What that means
is: They’re not reading from a script. This is not a service where someone is
having trouble wit the native language of the person on the other end of the
phone. This is someone who can understand, listen, and interpret. They have
enough skill to be able to answer the question effectively and do it in a
timely way 24/7. With a single touch resolution as much as possible. If you can
have someone attending the technology who has an appreciation of the lesson –
that’s really ideal. A learning management system is a tool and it certainly is
a technology. Very often this this technology is manned by the IT department.
The students are dealing with coursework. There may be a problem with the
learning design in the course.

14:41

There may be a problem
with the pedagogy. There may be a problem with the instructions to the student
or with some of the tools that they’re working with. From an instructional
standpoint, having a lens on that is really important. So these are just things
to think about when you think about tech support. Tech support plays a really
large role in retention. It’s the lights are on, you’ve opened the doors, and
it’s go time. If this is where the students are stumbling here – What is one
enrolled student worth if they don’t persist? This is the question that we like
to ask around tech support.

15:21

Building off that
retention. That’s that’s the last piece that I want to touch on. Retention is
keeping students engaged. This is not only helping students figure out their
program path. What are the classes that they’re going to be take taking over a
given period of time: It is also checking in on them.

15:44

Retention is regular
communication during the term. There was a great article in The Chronicle of
Higher Education recently around retention. Someone at Kennesaw State
University sent out an email to 4,000 students – just to check in and see how
things were going and ask why they hadn’t enrolled in the next class. The
number of responses that came in really caught this leader off guard. Checking
in throughout the term – to make sure things are going well – is compelling. It
shouldn’t be a surprise that the next term is coming up. But, students don’t
know if they have enrolled yet We have lots of conversations where they are
surprised it’s time to enroll. “I need to do that.” Post traditional
students are busy. The other thing I want to touch on as part of a retention
strategy is always to engage your faculty in this process. As wonderful as
administrators can be around supporting retention, the person who has the
biggest impact are faculty. That’s been seen again and again in the research
that’s been done. We’re going to transition from here into a partnership. How
do you know when you need a partner that can plug into one of the buckets?

17:17

None of these benefits
will catch you by surprise. I would like to say that one of those five bullets
you’re going to say: “Oh, I totally didn’t think of that”. It’s still
worth saying: When you bring in a partner, you are reducing time. That time
savings can be can be moved into something that you are great at or that your
team is great at. You can see more of an impact with your time. A great vendor
is a partner and they become an extension of your internal capacity. Lori.
Sometimes we are a completely outsourced for the whole learning design from one
end, all the way to the other – including the tech support. Very often, that’s
not the case. There is some internal capacity.

18:20

At a university or
college that we’re partnering with, we are looking at how to scale or help fill
in gaps that they have. These kinds of things we’re very flexible around how to
augment what’s there and how to actually add value and Synergy where one plus
one is three. Sometimes that looks like I’m sorry, Nicole. Sometimes that looks
like someone really owning the assessment strategy internally or sometimes.
It’s really some emphasis around a particular way. They want to deliver that
content and what we can do around that is is scale some of the development time
or work out better ways of using tools and technology or various other various
other ways of supporting whatever that internal strength is.

19:09

I think that’s something
that, as you think about Partnerships, you should be thinking about “what
am I good at?” and “where do I need help?” “What do I need
so that I can work on product differentiation and so I can work on scale?”
You should be thinking “How do I work well with this partner so that, not
only am I executing something better, but that collaboration with proven
experts should enhance your own intellectual capital. Finding a good partner
who will communicate with you, who will educate you, should also be something
you’re looking for as a benefit. I’m going to dive into what we were talking
about earlier. How do you know when to do this? I want to frame this in a map.

20:01

When I first did this
slide presentation with Laurie, we talked about a SWOT analysis. I thought it
would be helpful for our webinar attendees to think about it with a higher
level of specificity. What are the questions I should be asking? What are the
measurements that I should be looking at? That’s what we’re going to go through
right now, but first like any good webinar, I’m going to do a poll. I’m going
to ask very quickly about how would you rate one of three things. How would you
rate your instructional design? Five is the best. One is the worst.

21:04

We’ve got quite a few
quite a few that are rocking at instructional design. We’ve got quite a few
“Oh my goodness, we aren’t good at this.” It may just be that some
folks are new to the to the idea of putting some content online. I’m not sure
who’s in attendance today, but you know, sometimes teams are just not mature or
fully developed or staffed yet. So I’m assuming that a one could mean that as
well.

21:42

Let’s let’s try a
couple more of these. How would you rate your marketing? Again, one being not
so great five being we are rock stars. And and this is holistic. Look at this
give people just a minute to engage and cast their vote. I have to tell y’all
we don’t have anybody who’s saying “we are rock stars at marketing.”

22:16

Let me share so you
can see the results. We’ve got about 5 percent who are saying not so great. But
our big majority is middle of the road so we could probably use a little help
or it’s “I have some great team members, but I can’t make them spread far
enough.” The last poll I’m going to ask for right now is “what’s your
team enrollment management capability?” How are you doing on advising and
recruiting and how fast are you following up and and helping people?

23:11

A lot more people are
saying “I’m a Rockstar” at this, which is great.

23:19

You can take a look at
the at the results. All right, everybody. Now I’m going to I apologize that I
sound nervous about this. I’m just new to the new to the polling process. We
are now going to go back to what I just came from: Map it out. Take a deep look
at each of these sections to determine how good you are. Laurie and I put
together both some questions for these areas, where appropriate some measurements
that you should be thinking about, and resources you should be thinking about.
We’re going to start with the instructional design. So in terms of questions
and considerations to figure out how good you are at the instructional design
portion of this.

24:21

I think you know one
of the key things for me about thinking through in dealing with clients for 15
years. When is it that they feel like they need to be reaching out? These are
the questions that I think they’re asking themselves. I tried to capture some
of that but really it’s when they’re questioning whether or not their program
is competitive or whether or not they’ve differentiated their program enough.
They may be looking for some assistance around additional ways of approaching
something. Sometimes, when you have an internal group, there’s a finite amount
of skills across that group and just looking at a an outsourced relationship as
a way to broaden what’s possible in that learning product.

25:09

Maybe you have someone
who’s great at video, but they they’re really not very good at animation or
they don’t have the skill to really write rich narratives and storytelling.
Having another way to think about a program or really differentiate that
program can make it more competitive. I think that’s a really valid time to
say: “Look. This is a program, we can really knock out of the park on
enrollments. We really want to give it a go. We want to differentiate it. We
really want it to be customized.” That’s a great place to start reaching
into some external expertise. Also, if you have a strong desire to have
analytics to inform your instruction to actually give you valid information
about the success of your learner’s and you need to really understand the depth
of which you can do this to a greater extent. This is another strength that you
might reach out for.

26:04

And then also
scalability. If you’re stretching people too thin it’s going to show in the
quality of what you’re building and your learner’s are going to be feeling
that. Spreading that work across a bigger team might be just what you’re
needing. These are really good questions to be asking internally. I really took
a lot of time to think about these. I would highly recommend these are the
things that that people reflect on.

26:41

Now we’ll move to
marketing. I have to put this slide out with a boatload of caveat. So I’ve got
top measurements here and these the average enrollment for credit programs. And
when we’re talking about enrollment we’re talking about the amount of money you
spend on marketing the two between the time you get that perspective student to
enroll. The average cost of enrollment is between three and five thousand
dollars. I want to beat average into the ground because your MBA programs your
social work programs your nursing programs. You are more competitive programs
are going to be higher you guys and depending on how competitive and the area
in which you live like New York City, Washington DC La Chicago, Philadelphia.

27:37

It’s those are going
to make it higher but this is a really Good Benchmark to have and to be looking
at because if across-the-board your average cost per enrollment is above that
you should be asking questions about that. And what’s driving that are your
cost for inquiries. And again, this is from our experience with the number of
programs that we have marketed for on which are well over a hundred different
programs. But what we’re seeing is that your average cost per inquiry for
non-credit should be well below $100. Again, that’s for the vast majority of
non-credit programs. You’re going to have some exceptions but those exceptions
should be few and far between. Your average cost per inquiry for credit
programs is typically between a hundred and fifty and two hundred fifty
dollars. And again, I’m not talking about one platform. If you look at one
platform. If, for example, you were talking about Google it’s going to be
significantly higher. If you’re talking about Facebook

28:40

it’s going to be
significantly lower. An all-in cost is on average a hundred and fifty to two
hundred fifty dollars. So I just wanted to give people some measurements to
benchmark and look at. As you’re mapping out marketing you should be thinking
about how much money you are spending. You should be spending fifteen percent
of your new students’ lifetime value. So if you’re going to bring in a hundred
new students this year and your program is $25,000 for a degree, and I take
into account some level of attrition.

29:27

let’s say that the
average lifetime student value is $20,000 then do the math and take 15%. That’s
your marketing budget. We encourage you to do that versus this is the number of
Enrollments I expect to have in this year. What that means is that you’re going
to be spending a heck of a lot more money when you first start marketing a new
program and that will pull back as a program mature. But that makes sense
because when you’ve got a program and you believe it’s going to work that’s
when you want to kind of go all in and dive all in. But, that is also why I hope
to goodness that you’re doing research on whether or not there’s a demand for a
program before you get into that. The resources that you’re going to need when
you’re marketing the first courses.

30:18

You absolutely need
money. Depending on whether or not you have the resources to spend on
marketing, that might impact the kind of business model you use when choosing a
partner. You should be on a variety of different platforms like Google,
Facebook, LinkedIn, and Twitter – depending on who you’re trying to reach.
LinkedIn, we found doesn’t work for teachers, but gosh LinkedIn could be great
for other things – certainly for a business degrees that’s your go-to place.
Building out landing pages, having videos to help engage and drive enrollment –
YouTube is the number two search engine – so making sure you have video is
important. And microsites. Microsites are program-specific web sites that
include several different pages all wrapped around, and in support of, a
program. Then, mapping out advisors and enrollment. Again – I have to say these
are these are broad Strokes that I’m brushing with. So I would say as a
baseline, at a minimum, you should have see an inquiry to enrollment rate of
3%. That’s the Baseline. And, I would put it at 5% for non-credit. But the
other thing you should be looking at is your inquiry follow-up time. Hopefully
you’re following up within minutes.

31:41

Worst-case scenario is
you’re following up the same day. If you’re taking longer than that, that’s
something that you should see as a weakness and as a problem. You might need a
partner to help increase your speed to inquiry time. That’s important. Your inquiry
follow-up methodology – and when I say inquiry follow-up methodology, I mean
you could be following up with someone different ways. Are you just following
up one time? I hope not. I hope you’re following up multiple times. We
typically are following up anywhere between six and twelve times depending on
the program and using a variety of different tools that you have at your
disposal. I’m kind of jumping ahead. You need a client relationship management
system so that you can track how many times you’re talking to somebody you can
email them through that system. Marketing automation let’s things happen
without you having to worry about it. You could find out and know

32:40

that a person who
won’t return any of you calls has suddenly gone to visit your application page.
That’s a reason to reach out and call them again or send them information about
an application process. When I say marketing automation I’m talking about
systems like Marketo and pardot where, you can see not only are people opening
your emails, but what are they clicking on – what links are they clicking on –
within your email. You can map out if/then email communication plans. If they
click on this link about financial aid I’m going to change the emails that I
send them to be more concentrated on financial aid. That kind of stuff is
powerful and it’ll make a difference in your enrollments. A phone system is
obvious. Also a way to email and text regularly with people. Tech support –
back to you, Laurie, on this one.

33:40

I talked about this a
little bit earlier on how the journey of the student is really also through the
technology. But also it’s a learning Journey. So when we think about tech
support, we’re really thinking about all of the different touch points and
aspects for why a student might be reaching out. We do an extensive survey
around thinking through who the escalation points are. So these are things to
think about: Who do you want someone escalating something to if they’re having
a content issue? If we start to see a trend in that information and there’s a
very large percentage and you’ll see this is the breakdown that you might see
across many programs where these are the kinds of tickets that that we’re
seeing.

34:38

So to really think
about what are the categories that people are having issues with and what might
they be indicative of? How can this really be brought to the right stakeholders
attention to make improvements to that process but also to try to reduce the
numbers of content related inquiries or Gradebook issues? Sometimes the end
users that are needing support are faculty. What kinds of instruction is
provided to be able to help facilitation of these courses in an entirely new
environment. So just being able to have a tracking on this and a way to
escalate that or look back and reflect on it in a meaningful way is a really
important part of tech support towards the effort of retention.

35:25

To wrap up on
retention top measurements. There is what is your term to term persistence? And
again, I am putting a big caveat out here. I am painting with broad strokes,
but you should be looking at about 80% for your undergraduate and you should
you should be working towards a 90% for your graduate and this is going to be
different depending on what kind of program you have. If you have a program
that has a much higher heavier math component and you have lower lower
standards for acceptance you are going to see a drop in your term to term
persistence, but these are the things that you should be looking at. What’s the
frequency of your following up? How are you reaching out? How often are you
talking to people?

36:18

What are the kind of
conversations you’re having? Those are questions to be asking. To go to another
poll now -I have to take a minute to open it up and drop it down. This is where
we wanted to ask: What are you strong at? Looking at all that work in the back
of your mind. Where do you think you are strongest?

37:05

Give it another
minute.

37:19

Okay, great. I will
close that and share it.

37:26

Most people thought
they were best at instructional design and worst at at retention. That’s
interesting. No, we’ worst at recruiting. Sorry. I’ll look at that correctly.
Okay, great. I’m going to wrap up now and move to our last part of our
conversation, which is: What you should be looking at when you’re looking at
partners. Laurie and I went through this and it was an interesting conversation
because our organizations do very different things.

38:02

But this is something
that we think needs to be standard whether you’re working with either of our
organization or another. This is what you should be thinking about. We wanted
to lead with: An alignment in values. This is important because when you’re
talking about this from a marketing and recruiting perspective, if you have an
alignment in values, you’re adding the right students in the program. You’re
not just grabbing every student. You’re getting the right people in because you
want to lead with the value of your program. It helps ensure also that you’re
making decisions from the same perspective and Laurie talked about when we
first talked about this and the impact on faculty buy-in. Will you touch on
that a minute? Sure, Yes. I’m going to get to that but I just want to start
with something else that you said if you don’t mind. Getting the right students
in the program is so important but really understanding who you are designing
for and the synergy between learning design and marketing working together.

39:04

There needs to be a
focused effort towards meeting the needs of that particular student demographic
that you’re going after. It’s not a one size fits all kind of approach when you
when you design learning. Really understanding that is important and this
involves the faculty so that this is the faculty buy-in piece. I mean really
including the subject matter experts the people who know this content better
than anybody in that conversation and pulling out of them. Helping them see
what’s possible and taking those really great experiences that happened perhaps
in a face-to-face environment and not losing the essence of that but giving
them a new vocabulary and a new way of delivering that online is so critical.
That relationship between the learning designer and the faculty and also with
marketing, and thinking about retention and thinking about enrollment. This is
not a separate conversation. It really is a bring all the stakeholders together
kind of conversation. The ability for us to have that 50,000 foot view for 15
years is really where we’re coming from. With some of us trying to build that
up within your own organization or extend it in some way through a partnership
these kinds of 50,000 foot

40:25

view of what the
students journey is going to be across all of these systems is where we’re
approaching this from. This is where our values are very much in alignment.
Yeah, customization. From marketing and enrollment management, it is looking at
the school brand but it’s also getting a sense for what the program will feel
like to a student. How the language that you use to talk about the program to
talk about your University and how the brand of the University ties in directly
with the purpose of the program. I have seen over and over again the programs
that are easiest to Market. Not only is there a demand for it that makes it a
lot easier but there’s also alignment between the brand of the university and
the brand promise of the program and so that level of customization is

41:25

important. Laurie
talked about this from an instructional design perspective, which is a little
different it is and you know, I sometimes the word customization and
scalability. You might think there’s conflict there but there doesn’t have to
be when the right systems are developed along with that framework at the very
beginning of a program design. When you’re really laying out the foundation of
who this user is who is on this journey, what do they need to be able to do.
You build the right structures in place before you jump into each and every
little tiny detail of a course. When that system is developed and laid out you
can differentiate learner experience and have customization without
compromising on scalability and efficiency and ongoing Course Maintenance. You
need to be putting things through a lens that does both.

42:22

Transparency – and
this is one that is who we are at education Dynamics. I hope that everyone on
this webinar is thinking about this. Transparency begins with: Will this
program work? Do you have a partner who will tell you? Yeah, you should
definitely be going after this saying that is probably less important than the
partner who will tell you that you should not market this program. It is it’s
going to be a dog. That kind of feedback and transparency is critical knowing
what the partner is excited about. What are they concerned about? And what are
they doing for you? They should be regularly telling you “here’s what’s
going well, but here’s what’s not going well and what we’re doing about it.

43:19

For fuller Revenue
Share Partnerships, and I’m going to talk about this in a minute, transparency
also includes: How much is the partner spending on your behalf? What do the
marketing metrics look like how many prospective student inquiries are they
getting like that level of transparency is something that you should embrace
and demand so from learning design Lori. What were you thinking about when you
see that? Yeah, look, I think the transparency comes into where our from the
get-go it’s where does the time need to be spent? How are what are our roles
working together? How can we be better Partners to one another through this
process? Where are our checkpoints going to be? We lay that out at the very
beginning of the journey so that there’s no surprises so that we’re respectful
of the time that it takes to put a program together and really being candid
about what we’re spending time on. Where is this money going? How are we using
it? Where is it most beneficial?

44:19

To meeting learning
outcomes. We really don’t build media for the sake of media. We have conversations
about utilizing a budget effectively to get a really well-designed program and
it doesn’t always involve heavy eye candy. It really is more about really sound
pedagogy and how can we optimize that That’s a dialogue also – thinking about
that target audience. Who are these learners? We make sure that things are
tailored the right way and we do a lot of listening up front. There’s a whole
needs analysis phase to designing the initial framework of a program where we
really try to prototype that and and that involves really opening ourselves up
to what is important to the client that we’re working with and it’s different
every single time.

45:06

Ownership – This is
kind of obvious. But, I am always surprised when I hear from universities that
they’ve had marketing partners, but they don’t have ownership over what’s been
built on their behalf. So this is a simple one. I don’t want to spend too much
time on it, but ownership across the board is something you should be looking
for. Laurie is there much more you want to say on this one. Yeah, look there’s
always a lot of questions around and learning design who owns the IP of this
course and our our philosophy is you own it. We don’t own any of it. The final
deliverable is turned over and it lives in the system that you want us building
it in. The intellectual property that goes into that course belongs to the
university. Sometimes that’s not always the case with certain vendors.

46:06

That’s always been our
philosophy and I think it really matters to the faculty. They feel a sense of
connection to their content. The university feels a sense of ownership over the
product that’s been created through this process. You can’t think of a course
as one and done or a program as one and done. It has a life cycle. There’s
going to be updates to that. There’s going to be maintenance that there’s going
to be new material that has to be added and that’s a sense of ownership as well
as really thinking about the product and how we unleash it to you in a way that
you feel capable to be able to support that. So we even have some ongoing
supports that we provide to facilitate some of that. B,ut at the end of the
day, these are your programs and we want to look at iterative ways of making
continuous improvements to assist with that.

47:03

That’s opening up what
you should look for expertise. I am a big proponent of finding experts who have
deep expertise in your Niche and your silos. I think about in particular,
marketing and enrollment management for adult students and retention as well is
very different than how that’s done for the traditional student. Having that
level of expertise around this silo of learning is something you should look
for. If you choose to engage with somebody who has broader knowledge, ensuring
that it still goes deep where you need it to.

47:52

Those are questions
you should be asking because that lack of expertise can slow you down.
Sometimes I’ve seen before universities choose a less expensive provider with
less expertise. You end up spending more money as you fight for the same
results because the time takes longer and there’s opportunity costs and
figuring that out. So expertise sounds obvious. but it always kind of shocks me
how often it’s not it’s not chosen or chosen wisely.

48:26

Laurie do you want to
add to that? Yeah, What you just described about going down a path where some
of these things are not optimized really. Do some due diligence around the
kinds of things that we’ve pointed out today, both internally reflecting on
what your own capacity is. Can you do these things to the standards that we’ve
defined? But also when you when you think about a partner don’t take their word
for it, I always tell everybody who’s talking to us: Don’t take my word for it.
Talk to my clients. Recurring ongoing relationships with long-standing clients
speak volumes, and that’s really the basis for judging someone’s expertise. I
think.

49:18

I agree. So I’ll go
over this quickly. The types of Partnerships that we’re seeing right now in
higher education. There’s been a rise in OPM’s – that’s online program
managers. And those are Revenue share engagements that are inclusive. They
include everything. They’re kind of an all-in. Course design, marketing,
enrollment management, recruitment, retention. They bring everything. But it’s
a revenue share engagement. There is fee for service where you can plug in
pieces. There’s also fee-for-service bundling.

49:54

I think about
Education Dynamic where we have fee for service on the contact center side and
on the marketing side. You can bundle things together in a limited OPM, where
the focus is more exclusively on the enrollment management and the retention.
Those are all types of partnerships that we’re seeing out there. I thought I’d
just summarize where we’re seeing. Both the risks and the benefits. I heard as
others reviewed my power point was that it looked like I was choosing one model
over the other model and please don’t read into that here. I think one model
makes sense for you, depending on what you need. I know for us – we don’t care.
What you should be thinking about. Let’s go through the risks of the OPM versus
fee for service. With an OPM model, you are going to have less control. And the
reason for that being is that OPM’s will talk about what they’re putting forth
the the investment in the marketing dollar or in the capital and building of
the programs.

51:12

That increases their
risk. So, they want to increase control and you lost control. As I’m going
through these risks I want to say none of these are things that can’t be
overcome. None of these are things that could be a this is a deal-breaker. All
of these are things that you should be thinking about and exploring further.
Depending on what you want to go after they can be mean less revenue. I think
they will talk about the benefit of that is there’s certainly a flip side where
you’re giving up a revenue share. There’s the potential for Less Revenue.
There’s certainly a flip side to that. Operations can be opaque depending on
your OPM provider. There are OPM providers out there who are not interested in
kind of sharing things like their spend or some of the details on marketing. So
sometimes that can be opaque.

52:16

These are things that
you can ask for And should be thinking about in advance. There are some
universities who are saying, you know what, that doesn’t matter to me. I don’t
need that level of detail. But those are all things you should be asking
yourself. Te other challenge or risk is that when you have an OPM you’ve got
kind of a big organization a big outside organization that’s coming into work
with your big organization. Sometimes merging those two organizations there’s
risk with that. The fee-for-service side. There’s more Financial Risk because
you’re the one kind of investing the direct marketing dollars. There’s not a
reward for performance. No matter what happens you’re going to be paying that
vendor. So that’s part of that conversation is making sure is this the program
that I should be investing in and is this the partner I should be using. It can
require effective internal student support and retention when you’ve got the
fee-for-service.

53:18

There’s still going t
obe the key communication, not only between you and your provider, but
potentially – if you’re using multiple organizations to fill in some of those
gaps that that adds some complexity. Let’s talk about the benefits though. The
benefit of an OPM model: They’re bringing the capital so there can be less
Financial Risk for you. And right now I feel like we were constantly having
conversations about having capital shortage in higher education. So there’s
certainly some benefit on that a benefit of an OPM is you’re maximizing
internal resources you can work on. Okay, we’ve got this partner who’s handling
all these wraparound services so we can really focus on what we do. I would
also I didn’t capture here, but is related to this less revenue – If you’ve got
an OPM who’s coming in who’s kind of bring everything in the kitchen sink to
bear onfiguring out how we can make this successful.

54:18

We’re going to test a
lot of things. There’s the potential for more Revenue than just a limited fee
for service engagement. And I would also say you’re learning from an industry
leader around each of those services. That can be applied to both an OPM and to
fee-for-service. The benefit of fee-for-service is it can be very efficient
kind of plug and play where you need it fee for service. Also, you can get up
to scale faster and you have the potential scaling faster. And, of course
short-term commitment. So we have nearly exceeded our time. I only have five
minutes left. For additional resources, we’ve got out there the new higher
education landscape report, which you can download and also a free secret
shopper assessment. So if you’re interested in us engaging in a free soccer
secret shopper assessment we would be happy to do that for you.

55:18

We will do an analysis
of your current enrollment management processes and provide a full report for
you. You can visit learn.dev.propaganda3.com/education-dynamics and fill out our form.

55:33

We really maximized
the time and got excited talking at you.

56:22

And I would add if you
do have any questions, you can certainly email us or you can fill them in and
the questions format here if we’re not able to get to them in the next couple
of minutes or if you have to go we’ll get those questions and we’ll respond to
you directly via email as well.

56:41

Thank you guys so much
for your time. Thank you for joining us. It’s been a pleasure everyone.

57:11

Thank you.