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Article Type

Professional Proficiency

Article Abstract

Related Issue:

Effective strategic enrollment management (SEM) efforts require vast amounts of internal and external data to ensure that meaningful reporting and analysis systems can assist managers in decision making. A wide range of information is integral for leading effective and efficient student recruitment and retention programs. This article is designed to help college and university enrollment professionals initiate a SEM analytics reporting portfolio that focuses on shifting the attention of reporting systems from transactional data gathering to shared performance understandings that can be leveraged throughout the enterprise on a timely basis. By employing a K–20 student pipeline planning approach, the authors discuss reporting fundamentals for enrollment management data analytics, the components of a comprehensive reporting portfolio, strategies for building SEM-focused research organizations, and data interpretation methods.

Author(s)

Jay W. Goff has been a significant contributor to the areas of enrollment management, institutional marketing, globalization, strategic planning and K–20 pipeline development programs for more than 20 years. Currently, he serves as vice president of enrollment and retention management at Saint Louis University. Mr. Goff believes in a data-driven and team-oriented workplace that stresses service-focused student success plans. Prior to SLU, Mr. Goff was the vice provost of Enrollment Management at Missouri University of Science and Technology in Rolla, Missouri. His leadership at Missouri S&T has been credited with raising the national academic profile of the student body and increasing enrollment by nearly 70 percent. His mission-centric approach to SEM achieved many other milestones including record retention, diversity, and graduation rates. Mr. Goff earned his master’s in organizational communication from the University of Kansas and a bachelor’s degree in mass communication from Southeast Missouri State University. He is completing a doctorate in higher education leadership at Saint Louis University.

Brian G. Williams has served as vice president for Enrollment & Institutional Analytics at John Carroll University in Cleveland, Ohio, since 2006. Prior to joining the University, he worked at Providence College most recently serving as dean of Enrollment Services. Additionally, Mr. Williams has prior work in admission and financial aid at both La Salle University (Philadelphia, Pennsylvania) and Saint Louis University (St. Louis, Missouri). His work has expanded beyond the enrollment division over the years and serves a lead role in the effective use of data to inform decision making and planning across the university through the strategic use of data visualization and analytic tasks across the university. Mr. Williams holds an MA in higher education administration from Boston College and a B.A. in English from the University of New Hampshire. Mr. Williams is set to complete a Doctor of Management degree in May 2016 from the Weatherhead School of Business at Case Western Reserve University, where he pursues his research in data visualization as a nonprofit fellow.

Wendy Kilgore serves as director of research for AACRAO with more than 19 years of experience as a higher education administrator and consultant in the United States and Canada. She brings expertise in recruitment, admissions, financial aid, academic advisement, curriculum support, registration, records management, veterans’ education services, technology, organizational restructuring, student-centric business practice development, policy development and managing comprehensive collaboration to support enrollment efforts. Prior to joining AACRAO full-time in 2009, Dr. Kilgore served as state dean of enrollment services for the Colorado Community College system, and the director of admissions and registrar for the Pima County Community College district. Her professional and consulting experience spans a wide array of institutions, including large public universities, small private colleges, small private faith based colleges, private for-profit institutions, technical colleges, a large two-year multi-campus community college district, and a state community college system.

References

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