1. Welcome and introductions.
CRM in HE 2019
CRM and Student Recruitment

2. The Policy Context:

3. Policy Perspective: How we got here
Shared national policy goals:
Quality Education
Skills
Social Mobility
Competition and Choice (2010)

4. Policy Perspective: How we got here
“our proposals put students at the heart of the system. Popular HEIs will be able to expand to meet student demand. Students will be better informed about the range of options available to them. Their choices will shape the landscape of higher education.”
The Browne Review 2010

5. Policy Perspective: How we got here
Policy Instruments to drive competition:
Freedom of entry and exit for providers
Comparable information to inform consumer choice – KIS/Unistats and CMA guidance; TEF Ratings
Ability to charge increased fees (2012)
Gradual liberalisation of student number controls.

6. Policy Perspective: How we got here
Sector responses to competitive pressures:
Marketing
Offer-making strategies
Confirmation and clearing strategies
Incentives
Access to accommodation
Discounts and waivers
Preferential offers
Giveaways
Bursaries/Scholarships

7. Policy Perspective: How we got here
Higher Education and Research Act (HERA): new policy instruments to drive competition
Teaching Excellence Framework
Switching and new forms of provision
Linked data on admissions, progression and employment outcomes
Single regulatory framework and a new regulator

8. OfS Regulatory Framework objectives
All students, from all backgrounds, and with the ability and desire to undertake higher education:
are supported to access, succeed in, and progress from, higher education;
receive a high quality academic experience, and their interests are protected while they study or in the event of provider, campus or course closure;
are able to progress into employment or further study, and their qualifications hold their value over time;
receive value for money

9. OfS Conditions of Registration
A: Access and Participation Plan B: Quality, Reliable Standards and Positive Outcomes for Students C: Protecting the Interests of all Students D: Financial Sustainability E: Good Governance

10. Policy Perspective: How we got here

11. Augar Review Strengthening Technical Education
Increasing Opportunities for Everyone
Reforming and Re-Funding the FE College Network
Bearing Down on Low-Value HE
Addressing HE Funding
Increasing Flexibility and Lifetime Learning
Supporting Disadvantaged Students
Ensuring Those Who Benefit from HE Contribute Fairly
Improving the Apprenticeship Offer

12. Key Recommendations (I)
A Single Lifelong Learning Loan (2.1), which could be fragmented to Module Level (2.2), with one or more Intermediate Qualifications for all (2.3)
Resource per FTE for HE Students should be frozen for a further three years, until 2023/4 (3.1), and Reduced to £7,500 wef 2021/22 (3.2)
The T Grant should be increased to Sustain Sector Funding at the Current Unit of Resource (3.3) and Re-Distributed to Reflect Subject Costs (3.5)
Revise the Student Premium Grant to capture Individual level socio- economic disadvantage (3.6)

13. Key Recommendations (II)
Unless addressed by 2022/23, a Minimum Entry Threshold, Number Cap or both should be applied to courses which have poor retention/graduate employability/long-term earnings benefit (3.7)
Support for Foundation Years should be withdrawn, with a possible exemption for Medicine (3.8)
Funding for L6 and above Apprenticeships should only be available for those who have not previously undertaken a degree (5.3)
Ofsted should be the Lead Responsible Body for all inspection of Apprenticeships and at all Levels (5.4).  No independent delivery should be permitted pre-inspection (5.5)

14. Key Recommendations (III)
From 2021/22, students entering HE should commence repayments on reaching the median non-graduate earnings level - c£23,000 (6.2) – with the Repayment Period extended to 40 years (6.3)
Remove ‘Real Interest’ during the period of study (6.4) but sustain the RPI +3% measure thereafter (6.5) with a ‘real-terms’ repayment cap at 120% of the sum loaned plus interest (6.6)
Restore Maintenance Grants to £3000+  for Socio-Economically Disadvantaged Students (7.1); make parental contribution ‘requirements’ explicit (7.2), and total loan should equal the National Minimum Wage at 21 multiplied by 37.5 hours per week and 30 week pa (£7.70 x 37.5 x 30 = £8662 (actually below the current maximum loan…)) (7.3), index linked (7.4)
HMG should take steps to ensure that all qualifications supported through the maintenance package are high quality and deliver returns for the individual, society, economy and taxpayer (7.5)
Student accommodation costs should be examined (7.6)  

15. Student Repayments
Current system   (9% above £25,725 x 30 years) – based on an index- linked graduate salary of £30,000 pa =  £4,275 x 0.09 x 30 = £11,543 repaid
Proposed New System  (9% above £23,000 x 40 years) – based on the same salary =   £7,000 x 0.09 x 40 = £25,200 repaid
i.e. the proposed new system is more than 2x more expensive for a graduate with moderate earnings.  It particularly discriminates against a typical female graduate.  

16. Demographics and Applications:

17. Declining 18 Yr Old Population

19. Declining UCAS Applications

21. Offers and Acceptances:

22. Offer rates:
Proportion of applicants by number of offers received
Offer rate for main scheme applications by age group

23. Offer rates:
Offer rate for main scheme applications by predicted A-level grades for English 18-year-old applicants predicted exactly three A-levels

24. Offer rates by provider, 2008 - 2018
Offer rate for main scheme applications by provider tariff band for 18-year-old UK applicants

25. Unconditional offers, 2013 - 2018
Number and proportion of offers to 18 year old applicants from England, Northern Ireland, and Wales that were unconditional, by year

26. Unconditional offers, 2013 - 2018
Percentage of 18 year olds from England, Northern Ireland, and Wales with an unconditional offer, by predicted A level points and year

27. Unconditional offers, 2013 - 2018
Number of providers by the proportion of offers to 18 year olds from England, Northern Ireland, and Wales that were unconditional by year

28. Unconditional offers, 2013 - 2018
Percentage offers 18 year olds from England, Northern Ireland, and Wales that were unconditional, by JACS subject group and year

29. The role of CRM in Recruitment:

30. 1. Evidence informed: Knowing yourselves:
Ambitions
Opportunities
Competition….
Knowing your likely applicants (and feeders):
Profile
Trends
What they’re looking for

31. 2. Delivering sector-leading experiences
In person…
Onsite/offsite…
Online…
Adding value…
Giving your brand narrative…

32. 3. Having an established customer journey
Recognising whose journey it is
Identifying the critical interactions and stage-managing those experiences
Processes which facilitate better decision-making

33. 4. Creating moments that matter
Moments of truth
Emotional connections
Thinking beyond the transactional and telling our story

34. 5. Communicating their way
Student voice, front and centre
Channels/style/content preferences
Real-time and meaningful
And personal…

36. 6. Being easy to do business with
Easy processes
Flair and personality (being distinctive and memorable)
Doing more (and adding value)

38. 7. Organising for success
Organised to deliver the end-to-end experience
Developing skills, architecture, digital connection and sponsorship to deliver excellence (every time)

39. Thanks for listening