1. The role of the applicant experience in improving retention SPA Seminar Northern Ireland - 12 April 2011 Annie Doyle, Senior Project Officer, SPA

2. The applicant experience strategy – SPA’s work “I cannot recommend highly enough the excellent work that SPA have produced around Applicant Experience Strategy. It is thoughtful, insightful and gives institutions a clear steer on where efforts need to be focussed to enshrine student success within strategic planning and delivery.” Liam Owens –UK HELOA Chair

3. The applicant experience strategy – what is it? Summary Definition The applicant experience encompasses all the opportunities or points of interaction between higher education and a potential student. Such experience affects whether individual chooses to apply to higher education, whether they then become a higher education student and, crucially, whether they are retained as a higher education student.

4. Discussion – reasons for 1 st year drop-out  Each group to consider reasons for 1 st year drop-out (why students are not retained)  Feedback two or three key points.

5. Feedback – reasons for 1 st year drop-out Each group to consider reasons for 1 st year drop-out (why students are not retained) and feedback two or three key points.

6. The applicant experience: quality IAG “ The only thing to do with good advice is pass it on. It is never any use to oneself.” Oscar Wilde

7. The applicant experience funnel Pre-application enquirers potential applicants Application study choices Post-application selection; offers accepted applicants unsuccessful applicants Transition confirmation induction enrolment Retention and graduation ? Student Services Teaching & Learning Admissions Schools’ and Colleges’ Liaison WP/Outreach Marketing ACADEMIC PROVISION

8. The applicant experience: definitions  Built under four broad stages  Adopted a behavioural view of ‘experience’  Interactive participation and engagement, not a passive journey  Accepted that marketing and market forces play a determining role  Effective IAG must link and underpin interactive engagement through all pre-entry stages and beyond pre- application application post- application transition

9. The applicant experience: definitions A good applicant experience  is mutually beneficial to both the applicant and the higher education provider  prepares, informs and provides equality of opportunity to enter higher education  should accurately match the student’s aims, abilities and aspirations with the character of the institution.  therefore improves student retention and enhances the strategic mission of the institution A poor applicant experience  is inherently detrimental to both the applicant and the higher education provider – both lose out  perpetuates barriers to entry  disengages potential applicants and their advisors  risks incongruence between student expectations and institutional character  therefore embeds an enrolment strategy leading to unfulfilled potential and increased drop-out

10. Discussion – aspects of policy and process Each group to consider which aspects of admissions policy and process impact upon a good applicant experience and feedback two or three key points.

11. Discussion – aspects of policy and process Each group to consider which aspects of admissions policy and process impact upon a good applicant experience and feedback two or three key points.

12. The Applicant Experience: collaborative strategy monitor measure institution mission and values strategic aimspolicies pre-application stage processes application stage processes post-application stage processes transition stage processes key interactions linking interactions IPG integrated practitioner groups / communities key interactions linking interactions IPG integrated practitioner groups / communities enablers (staff; systems; funds)

13. Professionalism and the Applicant Experience  Strategic leadership in admissions is an integral part of an institution’s learning and teaching strategy, management and planning.  SPA’s view is that an applicant experience strategy supports the management and processes of both academic and professional staff.  The benefits for the institution could be  more integrated ways of working, with possible efficiency gains  enhanced staff professionalism and understanding of strategy  improved quality practices and procedures which may give competitive advantage and enhance reputation  ability to take advantage of external changes quickly  The benefits for the applicant: transparency and a better experience

14. The applicant experience: definitions  The 1994 Group’s report in 2007, entitled Enhancing the Student Experience, noted that: “ A student’s experience of university does not begin at the moment they step onto campus at the beginning of October, and it does not end when they are shaking the hand of the Vice-Chancellor at graduation. The early relationship between student and university is important during the applications and admissions process, in preparing students for university life, and to initiate their engagement with and attitudes towards their university in the best way possible. A student’s experience of university can stretch back even further through effective HE engagement with schools and colleges.”

15. Thank you Your feedback is welcomed More information from: enquiries@spa.ac.uk or 01242 544891 www.spa.ac.ukenquiries@spa.ac.uk

16. The Applicant Experience: collaborative strategy define objectives / outcomes define timescales / cycle define budget / resources ensure achievability

17. The Applicant Experience: collaborative strategy pre-application stage processes application stage processes post-application stage processes transition stage processes WHAT

18. The Applicant Experience: collaborative strategy institution mission and values strategic aimspolicies pre-application stage processes application stage processes post-application stage processes transition stage processes WHY

19. The Applicant Experience: collaborative strategy institution mission and values strategic aimspolicies pre-application stage processes application stage processes post-application stage processes transition stage processes key interactions linking interactions key interactions linking interactions HOW

20. The Applicant Experience: collaborative strategy institution mission and values strategic aimspolicies pre-application stage processes application stage processes post-application stage processes transition stage processes key interactions linking interactions IPG integrated practitioner groups / communities key interactions linking interactions IPG integrated practitioner groups / communities WHO

21. The Applicant Experience: collaborative strategy institution mission and values strategic aimspolicies pre-application stage processes application stage processes post-application stage processes transition stage processes key interactions linking interactions IPG integrated practitioner groups / communities key interactions linking interactions IPG integrated practitioner groups / communities enablers (staff; systems; funds)

22. The Applicant Experience: collaborative strategy monitor measure institution mission and values strategic aimspolicies pre-application stage processes application stage processes post-application stage processes transition stage processes key interactions linking interactions IPG integrated practitioner groups / communities key interactions linking interactions IPG integrated practitioner groups / communities enablers (staff; systems; funds)

23. SPA recommendations Pre-application recommendations 1. Engage with learners well in advance of any potential application to initiate and support the applicant experience 2. Utilise experience gained through such engagement to continually inform and improve the applicant experience.

24. SPA recommendations Application recommendations 1. Strive to ensure that learner engagement with the application process maximises the institution’s ability to identify the most suitable 2. Review the quality of applications to measure successful engagement

25. SPA recommendations Post-application recommendations in development, but considering …  different aspects of direct vs indirect engagement  non-engagement  conversion What recommendations do you have for application decision-makers?