An added value approach to recruitment Buenos Aires, Argentina October 15 th 2012

 University presentations in high schools  Student visiting trips to university campus and facilities  University fairs  Marketing and advertisement  Presence in public and private events  Strong presence in social networks Key steps in typical recruitment 2

Typical recruitment speech elements 3

VISION A SOCIAL CONTRACT Branding 4

A clear objective is to CREATE VALUE 5

Definition of added value Customer value is the customer’s perception of what they “get” (benefits, utility) relative to what they have to “give up” (price, costs, other sacrifices) (Zeithaml 1988). Parents and prospective students “give up” time to listen the university speech. Parents and prospective students should feel not just that the university is good enough for them but they need to get more than just information… 6

An approach to add value…  University claims uniqueness but…evidence is needed to sustain and to “grade” the claim  Approach parents and prospective students with a University experience, through a process of reflection, envisioning the future and evaluating the way the university prepares the student for that future.  If they do not enroll in the university at least they had learn how to decide for other situations and they already learned on how to do it.  The University should also learn from the interaction and the value addition process enters in a positive feedback. 7

VALUE CO-CREATION IN AN ORGANIZATION ACADEMIC DEPARTMENT ACADEMIC PROGRAM REGISTRAR´S OFFICE Marketing PROSPECT STUDENT 8 Source: Jaakkola & Hakanen. COMPANIES MEGATRENDS

VALUE CO-CREATION 9 Source: Jaakkola & Hakanen.

Value Creation in Higher Education  Faculty perspectives: Source: University Relations, September 2009.IBM Corporation  Standing out among the out-standings  Patents  Publications  Pushing the frontier of innovation and relevancy  Government/industry partnership  Practicality  Alignment with government Industry strategic objectives  Committing to change  Continual learning  Student perspectives:  Hitting the ground  Employability  Knowledge  Experiences  Insight  Project based approach  Preparing for innovation  Versatility: wider spectrum  Major  Minor  Expecting the unexpected  Adaptability  Methodology  Framework Knowledge Cycle New Technologies/ Knowledge AcquireCreate/Dis cover Assimilate Develop values Understand business challenges  Better student pre-university orientation; common trans- disciplined 1 st year courses  Quarterly system  Two year program (like foundation degree, UK; or DUT, France) 10

Student-University relationship Source: Sánchez-Fernández et al. (2010) 11 DOES YOUR RECRUITER INCREASES THE PERCEIVED VALUE OF YOUR UNIVERSITY?

Added recruitment approaches… 12  Talk about the impact of the academic program in companies and other organizations: what you will be able to do for them…  Design a student centered activity to engage the prospect students with the engineering program…  Work with High Schools on Innovative Programs at the University and be selective…  The prospect student learns something new and even if he (she) decides no to enter the program, they have learned and the time invested is more than worth it.

3 Examples… 1.Forging decision makers and Megatrends  Parents and students are invited to a Seminar. Requirement: at least one parent must accompany the prospect student.  Materials are given to work at the workshop  An evaluation kit is given to them at the end of the seminar. 13

14 Agenda

3 Examples… 2.A launching of a new undergraduate program  The setting is in itself a message…  A definition of innovation is established…  An activity is given and engagement happens…  A selection process is explained to them…  2 months; 51 applicants; 24 rejected 15

An idea in the market FEASIBILITY VIABILITY DESIRABILITY Reference: From a presentation by Richard K. Miller, Ph.D. President of Ollin College INNOVATION

17

3 Examples… 3.A pre-University Innovation and Entrepreneurship Workshops  A couple of electives to be taken in the last 2 semester are chosen (one per semester) for our high school senior students.  Students have a creativity course and the homeworks are engineering workshops at Tecnológico de Monterrey in the Engineering Laboratories  Students accepted 125 (5 groups of 25 each); parents were calling to get their sons/daughters in we expanded the course to 150 (30 in each group) and left out 50 students.  The students have to propose a engineering based business idea at the end of the first elective  They work in the business plan in the second semester (second elective)  They will present to a general public (parents included) the business plan and some prototypes 18

Thank you 19 Jaime Bonilla Dean School of Engineering and Information Technologies