Webinar: How to Convert Digital Leads into Adult & Graduate Students
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The document discusses the challenges and strategies for enhancing enrollment growth in educational institutions, emphasizing the importance of diversifying recruitment sources and effectively engaging digital leads. It presents data on the educational levels of the U.S. population and highlights the significant demand for postsecondary education as a means for financial security. Multiple sample engagement models are provided for how to interact with digital leads over time to ensure a higher conversion rate into enrolled students.
Webinar: How to Convert Digital Leads into Adult & Graduate Students
- 1. RECRUITMENT: CONVERTING DIGITAL LEADS Brenda Harms, Ph.D. Harms Consulting
- 2. QUESTIONS? OMNI ROYAL ORLEANS | NEW ORLEANS, LOUISIANA | OCTOBER 21-22, 2015
- 3. Thank you!
- 5. Enrollment Growth • Will never be as easy as it was in the past Competition Price sensitivity Online delivery Emerging delivery modes
- 6. Enrollment Growth • Will always involve a mix of lead sources Referrals Word of mouth Direct transfer Traditional advertising Digital sources
- 7. Enrollment Growth • Will require schools to sharpen their skills and push beyond their typical approach to recruitment
- 8. The Levels of Education for the U.S. Population • 22 percent (over 37 million Americans) have attended college but not completed a degree • 19 percent (over 32 million Americans) have a bachelor’s degree Less than high school 13% High school 27% Some college, no degree 22% Associate degree 8% Bachelor's degree 19% Graduate or professional degree 12% Levels of education for the U.S. population, aged 25-64 Source: U.S. Census Bureau, 2008
- 9. 2012 Lumina Foundation Study – Public Opinion of Higher Education
- 10. 2012 Lumina Foundation Study – Public Opinion of Higher Education • Nearly all Americans (97%) say having a degree or certificate beyond high school is at least somewhat important to a person’s financial security
- 11. 2012 Lumina Foundation Study – Public Opinion of Higher Education • More than two-thirds (67%) say getting a good job is a very important reason for getting education beyond high school
- 12. 2012 Lumina Foundation Study – Public Opinion of Higher Education • Of Americans who do not have a postsecondary degree or certificate, the majority agree or strongly agree that they would feel more secure in their job and their financial future if they did have one
- 13. 2012 Lumina Foundation Study – Public Opinion of Higher Education • Four in ten Americans (41%) without a postsecondary degree or certificate say they have thought about going back to school to earn one within the last 12 months
- 14. The Good News
- 15. The Good News • We are selling a product people want and believe is valuable • The labor market will continue to push people toward continuing their education • The climate in higher education is requiring schools to diversify their student audiences – thus the adult market is gaining a bigger chair at the table
- 16. The Challenge
- 17. The Challenge • We must: • Diversify our lead pool • Assess our lead pool and recruit accordingly • Segment our messaging and the longevity of the messaging more so than ever before • Have and UTILIZE the functionality of a CRM • Value recruitment (and the skills it takes to recruit) differently than we have in the past (in hiring, managing, and promoting)
- 19. Converting Digital Leads More leads is not the answer to enrollment growth
- 20. Converting Digital Leads Converting more leads is the answer to enrollment growth
- 21. Converting Digital Leads All lead sources are not created equal BUT All lead sources are needed to grow enrollment
- 22. Converting Digital Leads • A few notes about digital leads A digital lead is engaging with you earlier in the enrollment funnel Enrolling in school is typically a longer range goal, these leads are shopping when they reach out to you, dreaming really Just because a digital lead doesn’t enroll in 6 weeks doesn’t mean the dream is dead – it is just taking some time to develop
- 23. Converting Digital Leads • A few notes about digital leads Digital leads will NOT behave like a referral or a prospect who picks up the phone and calls you (don’t expect it) Digital leads create a foundational pool for enrollment - they will fill in the cracks and push up enrollment over time Digital leads will be HARD to stay with as they provide little personal/professional gratification while they are being recruited
- 24. Sample Models for Engagement
- 25. Sample Model for Engagement – Option 1 • Adult inquires – Day 1 • Follow-up contact (call) within 24 hours • Follow-up contact (call) – Day 3 • Follow-up contact (email) – Day 7 • Follow-up contact (call) – Day 10 • Follow-up contact (call) – Day 15 • Follow-up contact (email) – Day 21 • Follow-up contact (call) – Day 26 • Follow-up contact (email) – Day 33 ** 8 contacts within the first 35 days
- 26. Sample Model for Engagement – Option 2 • Adult inquires – Day 1 • +1 MINUTE call from Alicia • +3 MINUTES call from Brian • +1 hour email from Brian • +2 days email from admissions • +13 days email from Brian • +15 days email from Brian • +15 days call from Brian • +16 days email from admissions ** 8 contacts within the first 16 days
- 27. Sample Model for Engagement – Option 3 • Adult inquires – Day 1 • +1 day call from Jason (morning call) • +2 days email from Jason • +4 days call from Jason (early evening call) • +5 days email from Amanda (Community Volunteer) • +7 days email from Jason • +11 days call from Jason (late afternoon) • +12 days email from Jason • +12 days canned auto-email • +19 days email from Jason
- 28. Sample Model for Engagement – Option 3 • +22 days email from Jason • +25 days email from Amanda (Community Volunteer) • +27 days email from Career Center • +33 days canned auto-email • +36 days canned auto-email ** 14 contacts in 36 days
- 29. Sample Model for Engagement – Option 4 • Adult inquires – Day 1 • +1 day call • +2 days email • +3 days call • +4 days call • +5 days email and text • +6 days call • +7 days email • +8 days text • +9 days call
- 30. Sample Model for Engagement – Option 4 • +10 days call • +11 day email and mail • +12 days email • +13 days call • +14 days text • +15 days call • +16 days email and call • +17 days call and text • +18 days call • +19 days email ** 35+ contact in 35 days
- 31. Sample Model for Engagement – DIGITAL LEAD
- 32. Sample Model for Engagement – Digital Lead • Adult inquires – Day 1 • Follow-up contact (call) within 24 hours • Follow-up contact (call) – Day 3 • Follow-up contact (email) – Day 7 • Follow-up contact (call) – Day 10 • Follow-up contact (call) – Day 15 • Follow-up contact (email) – Day 21 • Follow-up contact (call) – Day 26 • Follow-up contact (email) – Day 33 ** 8 contacts within the first 35 days
- 33. Sample Model for Engagement – Digital Lead • Follow-up contact (call) - 45 days • Follow-up contact (email) - 60 days • Follow-up contact (email) - 75 days • Follow-up contact (call/mail) – 90 days (3 months from inq) • Follow-up contact (email) – 105 days • Follow-up contact (call) – 120 days • Follow-up contact (email) – 135 days • Follow-up contact (call) – 150 days (5 months from inq) • Follow-up contact (email/mail) – 165 days • Follow-up contact (call) – 180 days (6 months from inq)
- 34. Sample Model for Engagement – Digital Lead • Follow-up contact (email) - 205 days • Follow-up contact (email) - 235 days • Follow-up contact (call/mail) - 270 days (9 months from inq) • Follow-up contact (email) – 300 days • Follow-up contact (email) – 330 days • Follow-up contact (call/mail) – 360 days (12 months from inq) ** Over the course of 1 year 24 follow-ups *** 12 calls *** 12 emails *** 4 mailed pieces
- 36. Leverage the Script • With a digital lead you will VERY POSSIBLY have several conversations over a course of months (via phone or email) before they are ready to engage • Think of your recruitment of students first as developing buy-in on the idea of EDUCATION and second as recruiting for your institution
- 37. Leverage the Script • Use of Scripts and Key Questions Designed to Help Prospective Students Think About Their Academic Goals • Emphasis – what is going on that has caused you to think about returning to school at this point • Experience – what type of field are you interested in working in • Employment – wanting to climb a ladder • Earnings – is increasing your income part of your goal • Education – what was your past academic experience like • Economics – what do you know about paying for school • Environment – who is supporting you as you consider this choice
- 38. Leverage the Script • If a student does talk with you but is not ready to come in for an appointment, etc. address the EMPHASIS question in the first call and build from there – slowly gain information about the student that will help THEM explore their interest in returning to school. • Emphasis – what is going on that has caused you to think about returning to school at this point • Experience – what type of field are you interested in working in • Employment – wanting to climb a ladder • Earnings – is increasing your income part of your goal • Education – what was your past academic experience like • Economics – what do you know about paying for school • Environment – who is supporting you as you consider this choice
- 39. In Closing • Digital leads are “different” leads – they take time to cultivate • Digital leads will provide a solid foundation of leads and enrolled students over time AND if you work these leads diligently • Track conversion rates on digital leads and when you work with recruitment staff look at conversion based on lead source (you will find some people are better with this lead than others) • Digital leads will be a part of enrollment success – but you need to be committed to the work it takes to convert
- 40. Questions
- 41. If you would like to discuss your enrollment challenges further please feel free to contact me at: [email protected] 641-529-3535
- 42. QUESTIONS? OMNI ROYAL ORLEANS | NEW ORLEANS, LOUISIANA | OCTOBER 21-22, 2015
Editor's Notes
- #9: " A Strong Nation Through Higher Education" (2010) Special Report From Lumina Foundation for Education