WS2-Marketing Workshop: Using Market Research to Inform Program Development

Marketing Workshop: Using Market Research to Inform Program Development

Laura Wiese & Jenni McKie Author

06/11/2021 Added

3 Plays

Description

Developing a new online program takes valuable time and human resources. Market research can help departments be efficient and strategic when considering new programs for development. NU Online offers campuses in-house market assessment services and maintains external market resource partnerships in order to provide departments with market intelligence. Market sizing, supply/demand factors, saturation and labor force information will be discussed. Market research can be useful at any point in the program development process, and the earlier the better.

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[00:00:04.480]Well, good morning, everyone.
[00:00:06.150]Welcome to the NU Amplify 2021 event
[00:00:09.100]hosted by the University of Nebraska Online
[00:00:11.490]and the University of Nebraska ITS organization.
[00:00:15.030]We ask attendees to mute your audio
[00:00:17.210]for this portion of the presentation.
[00:00:19.440]We do want this to be more of an interactive
[00:00:22.190]type of workshop.
[00:00:23.240]We've got a little bit of a traditional
[00:00:25.230]type of presentation for you.
[00:00:27.010]So if you have a question along the way,
[00:00:29.240]you're welcome to use the chat feature.
[00:00:31.230]And then we do plan to save some time at the end
[00:00:33.998]to open it up for questions and more of a dialogue,
[00:00:38.050]but if you would just remember to mute yourself for now.
[00:00:43.150]We'd like to thank our event sponsors
[00:00:44.900]for supporting the NU Amplify 2021 event.
[00:00:48.810]And thank you for joining this year's conference.
[00:00:51.370]We appreciate your feedback via the survey.
[00:00:54.961]We'll have a link at the very end.
[00:00:56.730]You can also go out to the NU Amplify website
[00:00:59.740]and you can find this session
[00:01:01.200]and there's a specific session evaluation link there.
[00:01:06.410]So, thank you.
[00:01:07.340]That's kinda my moderator portion.
[00:01:08.910]I'm going to transition into our presentation.
[00:01:17.598]So this is the Using Market Research
[00:01:19.650]to Inform Program Development workshop,
[00:01:21.930]and I'll have our presenters introduce themselves
[00:01:25.815]in the order that we've got us on the screen there.
[00:01:30.792]Hi everyone, my name's Jenni McKie.
[00:01:33.770]I'm a Marketing Coordinator with NU Online
[00:01:37.500]and part of my,
[00:01:38.870]oh, sorry, go ahead Laura.
[00:01:40.230]Go ahead and say your role.
[00:01:43.220]Just part of my role is to do some market research stuff.
[00:01:46.272]And so we'll kind of dive into what some of that looks like
[00:01:49.270]during this presentation.
[00:01:52.320]And I'm Laura Wiese,
[00:01:53.390]I'm director of marketing and communication
[00:01:55.280]here at NU Online.
[00:01:56.820]And part of my role is to kind of be a main liaison
[00:02:00.560]between our market research partners
[00:02:03.520]and also work closely with campuses
[00:02:05.970]on their market research needs among other things.
[00:02:10.610]I'm Alyssa Wyant,
[00:02:11.800]I am the Associate Director for E-Campus
[00:02:14.780]such as our online unit at UNK.
[00:02:17.060]My role is kind of what Laura mentioned,
[00:02:18.840]is the campus liaison.
[00:02:20.090]So looking at program demand
[00:02:21.430]and kind of translating that data
[00:02:23.740]and how it works within our university.
[00:02:29.450]Hi everyone, I'm Alex Zatizabal Boryca,
[00:02:31.670]I am at the Omaha campus, University of Nebraska, Omaha.
[00:02:35.130]And I am the Assistant Director of Digital Learning,
[00:02:37.530]which means I work with our online faculty,
[00:02:39.200]our online students and we help create these new programs
[00:02:43.570]that are coming online and work with NU Online
[00:02:44.910]to see what the demand and market research
[00:02:47.710]shows for where those areas are best suited.
[00:02:52.700]Right, so I'm gonna start out
[00:02:53.730]with kind of a broad overview of the market research
[00:02:56.124]that we have available at the University of Nebraska.
[00:02:59.420]Jenni's gonna dive a little bit more
[00:03:00.810]into some specific tools that we have,
[00:03:03.260]and then Alyssa and Alex are going to share a little bit
[00:03:05.630]of their perspective from the campus
[00:03:07.980]when it comes to market research.
[00:03:09.780]So, you know, just in general, you know,
[00:03:12.100]not knowing how much, you know,
[00:03:13.420]the audience has or our attendees experience
[00:03:17.250]have with market research.
[00:03:18.450]So, you know, the role of market research
[00:03:20.420]is to really help us to better understand
[00:03:22.530]the broader environment that your program will exist within.
[00:03:27.360]So that could be things like the competition,
[00:03:29.567]how many other providers are already out in the space,
[00:03:32.780]you know, that kind of speaks
[00:03:33.700]to the supply piece of that equation.
[00:03:36.420]We can also look at tuition pricing,
[00:03:39.400]you know, how we compare or how your price point
[00:03:42.420]in terms of tuition might compare to others
[00:03:44.360]to make sure that you're in kind of that sweet spot
[00:03:46.400]in terms of pricing your online program.
[00:03:50.000]We also look a lot at employment,
[00:03:52.504]labor statistic kind of information
[00:03:55.150]to help us to kind of create some projections
[00:03:58.460]when it comes to employment outlook.
[00:04:00.470]And this is also part of that demand side of the equation.
[00:04:05.101]We can use market research to better understand
[00:04:08.260]our potential students.
[00:04:09.450]So some of this may involve
[00:04:10.950]understanding the size of the market.
[00:04:13.109]We look at the number of degree conferrals
[00:04:15.750]and what that trend line is looking like.
[00:04:17.660]Is it generally going up,
[00:04:18.780]is it generally going down.
[00:04:19.912]This can also provide some insight
[00:04:21.970]into that demand portion of the equation.
[00:04:24.840]We can gain insights
[00:04:26.240]into what those prospective student drivers might be,
[00:04:29.190]what their preferences might be, those kinds of things.
[00:04:32.100]And this all just really kind of comes down
[00:04:34.170]to being as strategic and efficient as we can
[00:04:37.900]with limited resources,
[00:04:39.290]we all have finite amounts of both time and budget
[00:04:43.232]to apply to new program development
[00:04:45.870]or adding capacity, or just focusing on particular programs.
[00:04:50.850]And so we want to be as smart as possible,
[00:04:52.670]and market research can really help us with that.
[00:04:56.626]And when to do market research.
[00:04:59.610]So, you know, often we are doing this
[00:05:01.540]when new programs are thinking,
[00:05:04.350]kind of in the conceptual development stages.
[00:05:06.900]And we like to say as early in the process as possible
[00:05:10.180]can really be ideal because it can help to guide
[00:05:13.100]your program development,
[00:05:15.310]but really any way, any point along the way, is okay,
[00:05:19.370]but earlier is awesome, really good.
[00:05:21.910]When you're thinking about revising curriculum,
[00:05:23.970]market research can provide kind of input into that process
[00:05:27.850]in terms of alignment with maybe what employers
[00:05:30.730]are looking for or looking at the broader environment,
[00:05:34.180]what are other programs
[00:05:35.187]that are in that competitive space doing
[00:05:38.040]in terms of their curriculum
[00:05:39.420]or in terms of program features and structure,
[00:05:44.150]that type of thing.
[00:05:45.360]If you're looking to grow your program,
[00:05:49.005]maybe your enrollment has stagnated a little bit,
[00:05:51.500]or you're just looking of a growth,
[00:05:54.895]enrollment growth boost, that can really help.
[00:05:58.280]And then if you're looking to reach new audiences,
[00:06:00.360]that can be another way or time, point in time
[00:06:02.790]when market research can be really be helpful.
[00:06:06.410]So we a few specific resources available
[00:06:09.960]through the University of Nebraska Online
[00:06:11.810]with regard to market research.
[00:06:14.060]So we maintain a couple of partnerships
[00:06:16.200]with external market research firms.
[00:06:19.500]One is called Hanover Research,
[00:06:21.290]and you can see the kinds of studies
[00:06:24.100]and work that we do with them.
[00:06:25.640]So we've done a lot of custom research reports.
[00:06:29.170]They also do their own secondary research and data analysis.
[00:06:33.770]We've done some surveys with them.
[00:06:35.940]Those are a little bit broader in nature.
[00:06:39.306]We can do qualitative interviews and focus groups.
[00:06:43.300]They also do quite a bit in benchmarking
[00:06:45.470]and they have a vast library of existing resources,
[00:06:48.875]research, studies and things that we can tap into.
[00:06:53.020]We also have a partnership with Eduventures.
[00:06:56.320]They also do custom research reports for us
[00:07:00.820]and secondary research and data analysis.
[00:07:02.910]They do a lot of surveying of students, adult learners
[00:07:06.510]and kind of very specific to this, this audience group.
[00:07:10.730]And they also have experts on staff
[00:07:13.530]that we can do phone calls with
[00:07:16.090]and sort of consultation sessions with.
[00:07:19.310]We also have some licenses into a platform called Analyst
[00:07:24.610]and this is by a data company called Emsi.
[00:07:28.150]And this is what Jenni's gonna go a lot more into here
[00:07:32.530]in just a bit.
[00:07:33.662]But we have all kinds of access to degree conferral,
[00:07:36.800]labor market information and that type of thing.
[00:07:41.800]So some examples of market research that we've done to date,
[00:07:45.178]we often are doing program opportunity analysis.
[00:07:49.158]So this is where we're looking at either
[00:07:51.720]the system-level view of our portfolio of online programs
[00:07:56.216]and help gaining insight into which programs
[00:08:01.080]may have the greatest opportunity within the market,
[00:08:05.730]which programs to maybe place the most emphasis on,
[00:08:08.670]or just to help us to kind of prioritize,
[00:08:11.950]again, those finite resources and things.
[00:08:16.320]We're also often are doing a gap analysis,
[00:08:18.640]where we're looking for opportunities in program areas
[00:08:21.860]that we may not already be offering online
[00:08:24.043]and that can help, again, provide some valuable insight
[00:08:28.130]into new program development.
[00:08:32.440]We've done this program opportunity and gap analysis
[00:08:34.960]at the campus level as well.
[00:08:36.740]So it just kind of depends on what kind of lens
[00:08:40.110]we're wanting to look at in terms of that analysis.
[00:08:44.190]We've done some custom surveys.
[00:08:46.285]One that we did recently was really understanding
[00:08:50.550]what the perspective student experience was
[00:08:53.410]for online students when they are applying and enrolling
[00:08:56.560]into online programs to help us understand
[00:08:58.661]where we're doing well
[00:09:00.560]and where we may be have a little bit more work
[00:09:03.290]that we could do.
[00:09:04.480]And we do quite a bit of program-level market assessment.
[00:09:07.450]And this is what Jenni is gonna dive more into.
[00:09:12.440]Thanks, Laura.
[00:09:13.273]So now we're gonna kind of walk through
[00:09:17.500]what this tool, Emsi has to offer.
[00:09:20.960]I kind of pull some reports for program development
[00:09:24.500]to kind of see, give an example
[00:09:27.770]of what the demand looks like out there.
[00:09:29.770]So Emsi is a big data source.
[00:09:34.970]It pulls in from like the government
[00:09:37.560]with Bureau of Labor and Statistics.
[00:09:39.240]It pulls in census data,
[00:09:41.800]it pulls in job posting data.
[00:09:43.840]So from LinkedIn, sites like that
[00:09:47.667]so you kind of get an idea of what jobs are being posted,
[00:09:51.170]where they're being posted, all that type of thing.
[00:09:54.360]And then it really hones in on skills.
[00:09:57.760]So again, for those job postings,
[00:10:00.870]it'll pull in what skills are being posted.
[00:10:03.330]It'll pull in what skills
[00:10:04.900]people are listing on their resumes or profiles
[00:10:07.025]to kind of match those skills.
[00:10:08.949]So you kind of get an idea of what skills employers
[00:10:12.670]are seeking and what skills are available from the talent.
[00:10:17.950]And then IPEDS which if you're not familiar with IPEDS,
[00:10:21.570]I'll kind of touch on that again in a second here.
[00:10:24.340]But basically it pulls in institution information
[00:10:28.120]with degree conferrals, tuition estimates, things like that.
[00:10:31.410]So all of those pulls into this Emsi Analyst tool
[00:10:35.060]which is where I kind of live and breathe during the day.
[00:10:39.720]So it's all kind of in one place for you to look at
[00:10:43.930]and if anyone ever wants to learn more about Emsi
[00:10:46.990]or the more, their website is economicmodeling.com.
[00:10:51.050]So that was good, next slide.
[00:10:58.040]Okay.
[00:10:59.990]So going back IPEDS are, IPED is, sorry.
[00:11:06.870]So the National Center for Education Statistics
[00:11:10.900]has the integrated post-secondary education data system
[00:11:14.630]which has the classification of instructional programs.
[00:11:17.360]So just all of the acronyms, I know that's confusing,
[00:11:20.326]but basically focusing on the CIP codes,
[00:11:24.731]they are how programs are categorized in this data source.
[00:11:31.120]And this is what Emsi pulls in.
[00:11:34.070]So that's kind of why we're focusing in on that.
[00:11:36.756]You don't go into Emsi and search by institution,
[00:11:40.630]you search by CIP code.
[00:11:43.100]So kind of explaining what that means,
[00:11:46.210]you can see the chart at the bottom
[00:11:48.770]shows all three natural resources and conservation.
[00:11:53.850]So that would be a two-digit CIP code.
[00:11:56.910]So everything listed below that
[00:11:59.090]is included and it kind of groups
[00:12:01.660]this whole section together.
[00:12:03.700]And then below that is a four-digit CIP code,
[00:12:06.600]natural resources conservation at research.
[00:12:09.610]So this is a step below kind of hones in a little bit more.
[00:12:12.810]And then it includes all of those six-digit codes
[00:12:16.060]listed under that.
[00:12:16.960]So the six-digit codes are really the program
[00:12:19.958]specific nitty gritty codes.
[00:12:22.863]So this is kind of helpful when we're looking
[00:12:25.730]at conferrals and things like that
[00:12:27.560]to pull in those relevant CIP codes
[00:12:30.163]to kind of see what competition looks like,
[00:12:33.130]what completions are looking like.
[00:12:34.720]So we get a good idea of what that is
[00:12:38.860]and it's kind of similar to like the workforce data.
[00:12:41.780]You have your industry, you have your occupations
[00:12:44.760]within the industry and then you have the job titles
[00:12:46.830]within those occupations.
[00:12:48.210]So it's kind of a similar structure there
[00:12:52.570]which also is pulled into Emsi.
[00:12:55.020]But basically that's what the overall definition
[00:12:59.840]of CIP codes are, it just kind of categorizes the program
[00:13:02.980]with the number.
[00:13:05.160]Let's go ahead, next slide.
[00:13:07.970]Okay, so taking a look at some of the things
[00:13:10.047]we can find in Emsi and how it can be used
[00:13:13.290]for program development.
[00:13:14.519]So this is a kind of a screenshot
[00:13:18.230]from after I would have searched a CIP code
[00:13:21.175]and this would be the results.
[00:13:23.040]So right now it's showing all the data pulling in
[00:13:26.050]for 2019 completions for this specific CIP code.
[00:13:30.978]So you can see it has overall completions,
[00:13:35.580]online completions and then those campus completions,
[00:13:38.793]also with the number of institutions offering programs.
[00:13:42.745]So with that, I have those red boxes
[00:13:46.520]around the online program numbers
[00:13:48.492]pulled down to the table below,
[00:13:50.960]which is in the 2019 column.
[00:13:54.180]So in 2019, there were 5,772 completions
[00:13:58.397]and 94 providers reporting completions to this CIP code.
[00:14:03.650]So after, we can filter through,
[00:14:06.310]pull in the previous five years data,
[00:14:09.213]we can come up with the compound annual growth rate
[00:14:12.880]or CAGR for that.
[00:14:16.410]And then as you can see, it says,
[00:14:18.470]completions are growing plus 16%,
[00:14:21.270]providers are growing plus 14%.
[00:14:24.570]So what we can do with this is we can see,
[00:14:27.420]okay, both are growing pretty well,
[00:14:30.310]both are growing at pretty similar rates.
[00:14:32.276]That shows just kind of ongoing demand,
[00:14:35.019]continued interest in this program.
[00:14:38.750]If it were that completions were growing at like plus 40%
[00:14:43.870]and providers were growing at say 10%,
[00:14:47.070]that would show that there needs to be more programs.
[00:14:50.013]There's a lot of students, there's a lot of completions.
[00:14:52.610]There could be opportunity there for us.
[00:14:55.110]If it were the flip, and there were like,
[00:14:57.560]plus 40% providers, plus 10% completions,
[00:15:02.710]that could be an indicator
[00:15:03.840]that there's some market saturation in that area
[00:15:06.271]that may be, it's not the best sprout for us.
[00:15:10.808]And usually in my reports,
[00:15:13.600]I'll pull that both at like a national completion level
[00:15:17.300]and a regional completion level
[00:15:19.140]that kind of see what our region looks like.
[00:15:23.614]So that's kind of how that could be used.
[00:15:28.779]Next slide.
[00:15:30.350]Okay, so just another thing we can look at in Emsi
[00:15:34.340]is just seeing the trendline for completions for a program.
[00:15:38.540]So is it looking positive or is it looking negative?
[00:15:42.960]Again, it compares online programs to campus programs.
[00:15:48.037]So you can see in the left table,
[00:15:49.700]it's kind of showing that online programs
[00:15:52.460]are trending positively,
[00:15:55.610]campus programs are holding steady
[00:15:58.770]or ever slightly going down,
[00:16:00.300]but this is definitely an indicator
[00:16:01.700]that it could be a good program for us to develop.
[00:16:05.700]Whereas the graph on the right kind of shows
[00:16:07.730]that negative trend line that completions
[00:16:11.980]are going down in that field
[00:16:13.310]so that may not be the best route.
[00:16:15.290]So, again, just something else we can find in Emsi.
[00:16:20.170]The next slide.
[00:16:22.890]Another thing we can find is conferrals per institution.
[00:16:29.977]So again, you can't just like search by institution in Emsi,
[00:16:33.933]but if you search a CIP code and they're reporting to it,
[00:16:37.570]then they'll show up in this list.
[00:16:38.980]So you can see, you can pull in the trend line per campus,
[00:16:43.983]you can see how many conferrals they reported.
[00:16:47.470]And then, you know, this is pulling in 2019,
[00:16:49.990]but you could pull in different years
[00:16:51.530]as you set filters on it.
[00:16:54.293]It shows the growth from the previous year for completions,
[00:16:57.369]how much of an estimate of like market share they're taking
[00:17:01.620]and then an estimate of tuition.
[00:17:04.457]And the reports that we do
[00:17:06.550]are usually go to schools websites
[00:17:09.070]to kind of see what advertised tuition rate they have
[00:17:12.020]to make sure it's accurate and up-to-date
[00:17:14.610]versus this is kind of an estimate it's pulling in
[00:17:16.840]but it can be helpful to see.
[00:17:22.090]Oh, okay.
[00:17:23.670]So moving on, that was some of the like program data
[00:17:26.510]available in Emsi versus more of the workforce data.
[00:17:30.360]So, again, it pulls in from LinkedIn,
[00:17:32.720]all those job posting sites
[00:17:34.007]to kind of get very real-time data, which is pretty cool.
[00:17:39.450]Some of the like program data is more pulled in
[00:17:42.171]in annual type basis, whereas this is pretty real time.
[00:17:46.695]So the table on the left shows,
[00:17:48.800]I searched an occupation in Emsi and looking at Nebraska
[00:17:53.540]and it showing Nebraska jobs versus the national average.
[00:17:57.750]So in this case, there's a great more deal jobs in Nebraska
[00:18:03.070]than the national average.
[00:18:05.440]So there's definitely opportunity for us there.
[00:18:07.815]You know, we need to supply workers in that area.
[00:18:10.570]How can we train them?
[00:18:11.670]What programs can we provide to serve that?
[00:18:14.620]And then the graph on the right
[00:18:16.915]pulls in that job posting data.
[00:18:19.089]And I use this one specifically,
[00:18:21.751]this is the trendline for retail trade.
[00:18:25.900]So you can really see after that September, 2019 date,
[00:18:29.670]that downward slope
[00:18:31.540]which would have been the pandemic timeframe.
[00:18:35.060]So you definitely see that those job postings
[00:18:37.540]took a huge dip and then we're slowly recovering from there,
[00:18:41.480]but just kind of showing that it is very real-time
[00:18:45.430]to see that data.
[00:18:50.650]Okay, so this shows that you can get very nitty gritty
[00:18:54.250]with the location search of that.
[00:18:56.530]So on the left, we search for an occupation.
[00:19:01.010]You can see that the heat map shows that California
[00:19:04.630]and New York are the states
[00:19:06.480]with the highest job postings, this is my area.
[00:19:09.220]I mean, New York, you can probably kinda guess which city
[00:19:12.060]is pulling that in, but with California,
[00:19:15.620]you could really break it down to see what counties
[00:19:18.610]or even what cities are having those job postings.
[00:19:22.130]So, you know, being online programs,
[00:19:24.590]it's great that we can target students
[00:19:26.270]outside of just our area.
[00:19:28.440]And that could be something that you take into consideration
[00:19:32.410]developing a program.
[00:19:33.510]How can I serve those students,
[00:19:34.943]or as we just develop a marketing plan
[00:19:38.420]to advertise that program these are places
[00:19:41.750]we could look at that could have potential return for us.
[00:19:46.060]So the graph on the left shows the United States,
[00:19:49.030]the graph on the right shows Nebraska per county.
[00:19:52.150]So that's kind of how we can hone in on these
[00:19:55.530]and get data from those.
[00:20:01.770]Okay, so more workforce data here.
[00:20:05.473]We see Emsi also shows an example of the education level
[00:20:09.510]being posted in job postings.
[00:20:11.510]So this can kind of give us an idea
[00:20:14.590]of what credential employers are looking for,
[00:20:18.020]what could be needed to serve these students well.
[00:20:22.509]So in this case, the bulk of employers
[00:20:26.060]are looking for master's degrees for this area.
[00:20:29.370]So that could be something we take into consideration
[00:20:32.530]when developing a program.
[00:20:34.921]It'll show the actual companies posting the jobs.
[00:20:38.700]So this could be great for determining specifically
[00:20:43.600]what skills they're looking for.
[00:20:45.350]It could also be great to determine
[00:20:47.130]potential partnerships in the future
[00:20:49.640]to kind of get an idea of maybe what programs we offer,
[00:20:54.460]meet their needs, how can we partner with them
[00:20:57.650]to offer that program to their employees?
[00:21:00.940]And then the bottom part hones in on skills.
[00:21:04.160]So like I said, Emsi is very skills-based,
[00:21:06.620]it really pulls in those skills.
[00:21:10.460]So this one's showing some healthcare occupation,
[00:21:14.287]what the skills listed in job postings are.
[00:21:18.320]So this could be an indicator to us of our curriculum
[00:21:21.830]needs to meet these needs.
[00:21:24.160]These are what employers are looking for.
[00:21:25.880]This is what we should prepare our students for.
[00:21:28.920]So that's kind of how that could be used.
[00:21:33.660]And as I pull reports,
[00:21:35.440]I try to kind of keep in mind specific questions
[00:21:37.710]you guys may have, what you're looking for.
[00:21:41.470]So these are different things I could pull from Emsi
[00:21:44.156]and then if it's something
[00:21:46.600]I don't feel like we can find the answer to,
[00:21:48.920]that's where maybe some of those other partners
[00:21:50.810]that Laura talked about earlier,
[00:21:52.712]we could reach out to them for some of that help.
[00:21:55.650]So I think I'll have one more there.
[00:22:01.710]Okay, so something we're kind of looking forward to
[00:22:05.610]is doing more of proactive take with some of the data.
[00:22:09.520]So how can we look ahead?
[00:22:12.600]How can we be proactive, kind of projection-wise?
[00:22:17.410]You can see Emsi will show us, you know,
[00:22:21.460]this occupation there's a high retirement risks.
[00:22:25.430]So that could be an indicator that more workers
[00:22:28.590]are gonna be needed in a specific field coming up soon.
[00:22:32.131]I can compare job postings, this table setup.
[00:22:36.900]So that's comparing 2018 job postings
[00:22:39.560]to 2021 job postings in January,
[00:22:42.870]see the growing fields and what's needed now
[00:22:45.920]and kind of get an idea of what's gonna be needed coming up.
[00:22:49.509]And then the bottom table shows an occupation
[00:22:52.380]that's just projected to grow substantially
[00:22:54.690]over the next few years.
[00:22:56.129]So again, that's something we can look at and determine,
[00:22:59.720]okay, how do we meet those needs?
[00:23:02.530]Do we have a program for that?
[00:23:04.160]Or what's the program we should have?
[00:23:06.020]So those are all some things that we can do
[00:23:11.250]with the Emsi data.
[00:23:12.810]So yeah, that's kind of an idea,
[00:23:15.530]I mean, there's so much in the backend of it,
[00:23:18.650]it's kind of overwhelming,
[00:23:19.680]but that's kind of an idea
[00:23:21.280]of some of the program development related data
[00:23:24.530]that's in there.
[00:23:25.510]So with that, I will toss it over to Alex at UNL.
[00:23:30.120]And then Alyssa will talk a little bit from UNK,
[00:23:33.670]but they'll kind of give us indicators
[00:23:35.710]of how they've used this data to kind of make decisions.
[00:23:39.340]So, Alex.
[00:23:42.410]Awesome, thank you, Jenni and thank you, Laura.
[00:23:45.090]So if you're a little overwhelmed
[00:23:46.630]by all the numbers and letters and acronyms,
[00:23:49.060]let me give you an example of how this plays out
[00:23:50.778]on our campus, in the Omaha campus
[00:23:53.040]and how we use this information.
[00:23:55.400]Jenni does her wizardry and she kind of provides us
[00:23:59.110]this market assessment key highlights
[00:24:00.960]which is what you'll see at the top part of that slide.
[00:24:04.390]And it's just an overview of what all that data means
[00:24:07.500]and how that comes perhaps into play on the campus level.
[00:24:10.812]So we did this
[00:24:12.040]with a Spanish undergraduate audience in mind.
[00:24:16.720]We knew that there were a lot of folks asking questions
[00:24:19.010]about online Spanish options on our campus,
[00:24:21.302]but we wanted to do a market assessment and understand
[00:24:24.030]if that was indeed an area of demand
[00:24:26.570]or if it was just kind of an anecdotal thing
[00:24:28.300]we were experiencing.
[00:24:29.630]And what we found was there was demand
[00:24:30.980]for Spanish speaking professionals,
[00:24:32.170]but not only that there were a pretty good numbers
[00:24:35.670]showing that there were a lot of degree completions,
[00:24:38.500]but the providers of those were very low.
[00:24:41.050]So we could get that market by having an online audience.
[00:24:45.640]The other thing that this really did
[00:24:47.460]for a lot of the faculty on our campus
[00:24:49.960]was just offer a chance to meet and connect dots using data.
[00:24:55.200]So for instance, we knew, the digital learning side,
[00:24:58.270]we knew that if we had 16 credit hours
[00:25:01.410]in an online foreign language,
[00:25:03.050]that could help our bachelor's of arts degree programs
[00:25:06.610]across the campus come online
[00:25:08.902]and offer a full program from A to Z online
[00:25:12.193]just by having 16 credit hours.
[00:25:14.920]But the faculty in the Spanish Department
[00:25:16.410]may not have known that had we not had a chance
[00:25:18.450]to sit down and say, look at the demand across your area.
[00:25:21.803]And maybe it's not just a Spanish degree,
[00:25:24.160]maybe it's a minor, maybe it's other areas on the campus
[00:25:27.120]that are supported by this demand in a broader scale.
[00:25:30.590]So those Nebraska projections on the far right-hand side
[00:25:33.490]and the national projections really helped illustrate that.
[00:25:36.204]And it illustrated where the workforce development
[00:25:38.870]areas were, not just the degrees
[00:25:40.710]and not just kind of that it was an online audience
[00:25:43.040]but that there were a lot of workforce needs.
[00:25:44.981]And Jenni and Emsi were able to pull a lot of that for us
[00:25:48.710]using data that the CIP codes allowed us to pull.
[00:25:52.001]But also just where those areas were.
[00:25:54.445]Were they in Nebraska and were they a little more broadly
[00:25:58.199]focused across the region or across the nation.
[00:26:01.640]I'll stop there and let Alyssa talk about UNK.
[00:26:03.660]But if you have questions,
[00:26:04.900]I'm happy to talk further about how this fits with UNO
[00:26:08.220]or other programs related to this Spanish research.
[00:26:13.810]Alyssa, I'll hand it to you.
[00:26:18.070]All right, thanks Alex.
[00:26:19.090]So, as I mentioned, my name's Alyssa Wyant
[00:26:21.160]I'm currently serving as the Associate Director
[00:26:23.010]for Online Education at UNK.
[00:26:25.430]We've been partnering with NU Online since their conception,
[00:26:27.900]and we've really seen a real value
[00:26:29.250]in taking their market research, analyzing it
[00:26:32.276]and then understanding how to best position the program
[00:26:35.210]for that ultimate program growth.
[00:26:36.910]So we use the research for a variety of different things,
[00:26:39.910]including understanding the scope of the environment,
[00:26:43.082]the demographic audiences,
[00:26:44.902]understanding resource deficiencies,
[00:26:47.488]looking at the labor market demand,
[00:26:49.842]reviewing those costs comparisons
[00:26:51.980]between either sister institutions,
[00:26:53.482]or it may be those institutions
[00:26:56.250]that we don't necessarily know our competitors,
[00:26:59.040]that may be competitors in that space,
[00:27:00.509]and really understanding specific of career outlooks
[00:27:03.580]including the skills that are needed,
[00:27:05.170]those degree levels that are needed
[00:27:07.000]and potential incomes graduates can earn.
[00:27:09.420]Oftentimes we find that those are the things
[00:27:11.860]that we really hone in on when we go to market the program
[00:27:14.680]or the skills, the degree level
[00:27:16.030]and potential earning income for graduates.
[00:27:18.790]And that's really how we get them tied into that program.
[00:27:20.930]So similar to what Alex pulled out for you
[00:27:23.170]with our Spanish program,
[00:27:24.293]I pulled out a couple of indicators
[00:27:26.510]I thought would be of interest.
[00:27:27.570]So the first thing on this slide includes our key outcomes
[00:27:30.500]that provide a summary of just overall findings
[00:27:32.450]of the study.
[00:27:33.540]This is really kind of at a CEO level glance,
[00:27:37.080]but in this particular example
[00:27:38.330]we examine the masters of arts and public history.
[00:27:41.320]And overall that study showed that there is a demand
[00:27:44.460]and employments on the rise.
[00:27:45.490]So we see there's low competition
[00:27:47.670]based on the schools that are reporting,
[00:27:49.560]a CIP code indicating they may have broad history field
[00:27:53.580]but they're really struggling to offer something
[00:27:55.160]as specific as public history.
[00:27:57.540]So we also note the tuition is very competitive
[00:27:59.851]and affordable just based on what other schools
[00:28:02.550]are offering with this program.
[00:28:04.621]We then take kind of a broader scope
[00:28:07.070]into a nationwide level on the right-hand side of the slide.
[00:28:11.040]So we see under the national projections,
[00:28:13.370]careers in the public history field,
[00:28:14.910]like a curator or a local museum historian,
[00:28:18.817]are projected to rise
[00:28:20.190]according to the Bureau of Labor and Statistics.
[00:28:22.130]So switching gears here a little,
[00:28:23.820]seeing something at that national level for online
[00:28:26.225]is really key.
[00:28:27.410]So we understand what the demand is at a national level.
[00:28:30.640]But at UNK, we know that even those
[00:28:32.960]that are in our online programs are still being recruited
[00:28:35.960]from a typical 180 mile radius
[00:28:37.850]that our face-to-face students come from.
[00:28:39.400]So identifying if there was a need for this program
[00:28:42.080]in Nebraska's workforce was also necessary.
[00:28:44.890]So I think as a new system,
[00:28:48.270]it's really key to look at this data
[00:28:49.620]to support and grow President Carter's strategic plan
[00:28:51.820]which includes the growth and development
[00:28:53.850]of the workforce in our state.
[00:28:55.130]So in the blue image on the left side of the slide,
[00:28:58.580]you can see the projections are very similar
[00:29:00.500]to that of our national growth trends,
[00:29:02.720]which that's what we're really wanting to see.
[00:29:04.557]So overall, I'm sure you've gathered by now
[00:29:08.017]that this study was successful
[00:29:09.670]and it seems like a logical problem to put online.
[00:29:12.910]It's really important to know though that not all studies
[00:29:15.047]end up with a happy ending.
[00:29:16.590]We have had studies in the past
[00:29:18.040]that we didn't look at with this level of integrity,
[00:29:20.844]and with that we really struggled
[00:29:22.850]to obtain and gain enrollment growth.
[00:29:24.360]So by utilizing the market research, understanding it,
[00:29:27.030]analyzing it, we wanna make sure
[00:29:29.090]they're mission driven programs
[00:29:30.360]and that they really align with both,
[00:29:31.810]not only the workforce and economic development,
[00:29:33.847]but then it also compliments our portfolio
[00:29:36.640]as a whole system.
[00:29:37.785]So from here, I'm gonna pass it back to Laura.
[00:29:40.098]She'll be kinda talking to you more about
[00:29:42.170]how to get started with a program demand research
[00:29:44.520]at your institution.
[00:29:47.940]Thank you, everyone.
[00:29:49.104]So we had great question
[00:29:51.090]that was a perfect segue to this slide,
[00:29:54.364]how to request market research.
[00:29:56.460]So we really work through your campus
[00:29:59.424]distance education director for each campus.
[00:30:02.910]And we have those folks listed here
[00:30:04.930]with their email addresses for your convenience.
[00:30:08.190]That just really helps for alignment with,
[00:30:12.390]you know, mission and goals, strategies at the campus level.
[00:30:15.776]That also makes sure that, you know,
[00:30:18.070]everyone is really kind of looped in
[00:30:19.870]and that also selfishly allows us to kind of manage,
[00:30:24.350]you know, those requests coming in a little bit more,
[00:30:26.728]you know, we kind of look to the folks on the campuses
[00:30:30.018]to help us to prioritize those requests.
[00:30:34.110]When it comes to our external partners,
[00:30:37.260]we have sort of some cues with them.
[00:30:40.330]Hanover we have two cues at any one time
[00:30:43.790]and with Eduventures for their bigger custom reports
[00:30:46.871]we have one cue.
[00:30:48.187]And so part of my role
[00:30:49.730]in managing that relationship with them
[00:30:51.461]is making sure that we get maximum value
[00:30:54.450]for our subscription dollars
[00:30:57.100]that we pay for that partnership.
[00:31:00.390]And so making sure that we've kind of always got something
[00:31:02.650]in the hopper to be passing on to them
[00:31:05.380]in terms of a project for them to be working on.
[00:31:09.720]When it comes to the Emsi Analyst market assessments,
[00:31:13.073]so that's really Jenni.
[00:31:14.766]So, you know, she has limited capacity.
[00:31:19.140]So we also have to manage her workload.
[00:31:22.090]We can generally do things
[00:31:23.530]like once it gets up to the top of the cue
[00:31:26.200]in about a two-week turnaround,
[00:31:27.720]but again, you know, if she's got a bit of a backlog,
[00:31:30.330]then we just wanna make sure that people are aware.
[00:31:33.114]We also really look to those distance education directors
[00:31:36.620]to help us be aware of any timeframe
[00:31:39.720]that you all might be working under,
[00:31:41.720]if there are campus approvals and things
[00:31:44.000]that you're trying to meet in terms of that.
[00:31:46.660]We can also be flexible
[00:31:47.960]maybe with some of that prioritization.
[00:31:50.028]But just really working
[00:31:51.845]with your distance education director.
[00:31:53.960]And I know that they have maybe different titles
[00:31:56.227]on your campuses, but that's really kind of their role
[00:32:01.118]in terms of being that main liaison.
[00:32:04.230]So work with them and then they in turn work with us.
[00:32:08.570]Sometimes we'll set up a meeting
[00:32:10.070]to really understand what you're trying to,
[00:32:12.640]you know, the questions that you're asking,
[00:32:14.110]the information that you're seeking.
[00:32:15.536]We may have some probing questions about the program
[00:32:19.290]and that sort of thing.
[00:32:20.414]You know, sometimes we can do things
[00:32:23.090]with just fairly limited amount of information
[00:32:27.180]and turn that around fairly quickly.
[00:32:29.440]So it just really kind of depends case by case basis,
[00:32:31.870]but we're happy to help with anything that we can.
[00:32:38.136]All right.
[00:32:39.070]So that kind of concludes the formal presentation.
[00:32:42.230]Like I said, I'm gonna do a little bit of
[00:32:43.942]sort of moderator housekeeping
[00:32:46.000]and then we do really wanna open it up to questions
[00:32:48.296]that any of our participants may have.
[00:32:52.700]So thank you for joining this NU Amplify session.
[00:32:55.390]We appreciate your feedback.
[00:32:56.559]We thank the sponsors.
[00:32:59.760]The link to the feedback for the session
[00:33:03.850]is there at the amplify website.
[00:33:06.650]So please go there and let us know
[00:33:08.275]what you thought of the session.
[00:33:10.090]It really helps us to plan for future events.
[00:33:15.350]So with that, I'm gonna stop sharing my screen
[00:33:17.770]and we'll just open it up to any questions
[00:33:20.050]that folks may have.
[00:33:21.700]As I mentioned in the chat,
[00:33:22.870]you're welcome to put any questions
[00:33:24.550]that you have in the chat or if you'd like to go off mute
[00:33:28.479]and ask your question live,
[00:33:30.510]we'd be happy to take those questions as well.
[00:33:56.350]Now we say to wait seven seconds, right,
[00:33:58.120]like it's that out of the time.
[00:33:59.814]Yeah, get to the point of being a little uncomfortable.
[00:34:03.260]I might just throw on at Jenni,
[00:34:07.220]what are the trends you see just generally
[00:34:09.670]and maybe what are some of the challenges
[00:34:11.690]that you experienced when you were doing these reports?
[00:34:17.957]I would say, I mean, for the most part,
[00:34:21.080]the programs that,
[00:34:22.640]you know, you guys have come to me
[00:34:24.240]with interest in developing, it seems for the most part,
[00:34:27.970]there is some kind of match with current demand.
[00:34:31.970]So usually things are pretty positive.
[00:34:33.870]We've had a couple in the past
[00:34:35.260]that have kind of showed those declining trends.
[00:34:38.480]And I think the campus has responded
[00:34:39.892]and take an action with those.
[00:34:42.420]But I'd say, overall things look good.
[00:34:46.390]And usually in Emsi, those CIP codes work,
[00:34:52.560]so they work but they certainly have their limitations too.
[00:34:56.930]Sometimes, very, very niche programs.
[00:35:00.710]Like there's not a lot of data data there,
[00:35:02.960]or if they're newer things, it's hard to find data for.
[00:35:07.672]Some of like the education-based ones,
[00:35:10.250]since in terms of occupation codes,
[00:35:14.740]educators at the high school and elementary level
[00:35:18.300]are all kind of roped into one categories,
[00:35:20.330]like can make that kind of difficult.
[00:35:21.950]But for the most part, you know,
[00:35:25.450]it's really interesting to see the up and down trends
[00:35:27.940]in the back end of Emsi.
[00:35:29.040]And, like I said, with that real time job posting data,
[00:35:31.903]it's really, especially during the pandemic
[00:35:34.414]has been interesting to watch
[00:35:35.850]'cause it's been so up and down,
[00:35:37.140]which it's kind of unfortunate that it's been that way,
[00:35:39.820]but, you know, definitely interesting stuff.
[00:35:43.043]And, you know, we've seen success in the past with,
[00:35:47.610]we've researched or done research for a program,
[00:35:50.410]found areas of need, kind of developed it from there,
[00:35:54.660]built up a marketing plan targeting those areas
[00:35:57.450]and now we see a good deal of student inquiries come in.
[00:36:00.450]So definitely in the past it's had its success
[00:36:03.690]of using this model.
[00:36:06.340]And I would just add, we have done a couple of rounds
[00:36:09.990]of sort of that more proactive
[00:36:11.690]kind of program opportunity analysis
[00:36:15.230]and that is shared to CIOs
[00:36:17.920]and the campus distance education directors.
[00:36:19.966]And then, you know, I think that is one area of input
[00:36:24.450]into their program development process.
[00:36:27.528]Some of the big areas that we've seen
[00:36:29.950]kind of bubble to the top with those before
[00:36:32.090]are not surprising some of the big areas
[00:36:35.200]I think you hear about anyway, business,
[00:36:37.528]you know, health care, computer science,
[00:36:40.880]especially kind of programming
[00:36:43.120]and software development types of areas,
[00:36:45.823]those kinds of things.
[00:36:47.383]I think our campuses have done an excellent job,
[00:36:49.984]even in the last year or two
[00:36:52.490]developing more market driven kinds of programs,
[00:36:55.140]demand driven and workforce aligned programs.
[00:36:58.610]We've seen more and more undergraduate programs.
[00:37:00.942]We've seen more certificates.
[00:37:03.600]One thing that we've definitely seen as a trend
[00:37:07.570]since the pandemic is that prospective students
[00:37:11.484]have growing interest in shorter form types of credentials.
[00:37:16.210]So the certificates and even maybe into non-credit
[00:37:20.440]and kind of more workforce related.
[00:37:22.830]So it's really exciting to see the university as a whole
[00:37:26.080]kind of shift more into some of those areas
[00:37:28.580]and really responding to the market in those ways.
[00:37:33.518]A lot of the market assessments that that Jenni has done
[00:37:37.940]have been a bit reactive in terms of requests
[00:37:41.330]that are coming in through to us
[00:37:42.840]from programs that are looking to develop something.
[00:37:45.128]So we're happy to offer that kind of information,
[00:37:48.540]but as she touched on, we're also really looking ahead,
[00:37:51.237]especially in this coming year to get more proactive
[00:37:55.060]in our uncovering of trends and opportunities
[00:37:59.610]and then bringing those to our campus directors
[00:38:02.970]and to others for consideration
[00:38:05.550]for program development, right.
[00:38:09.220]I see a question there.
[00:38:10.970]Yes.
[00:38:11.803]Go ahead.
[00:38:12.636]So first I wanna thank all the presenters
[00:38:15.500]for the excellent presentation.
[00:38:19.540]My question was is this,
[00:38:21.523]clearly you guys have a tool and a product
[00:38:23.730]and is this product bought by the end user system.
[00:38:30.548]And if it is a two program committees
[00:38:34.420]who are looking revamp the program
[00:38:36.413]based upon curriculum advisory, feedback,
[00:38:40.740]can we have access to this tool
[00:38:43.832]or do we have to go through somebody at UNL
[00:38:49.347]or the specific campuses?
[00:38:53.490]Yeah, so it is a tool that we pay a fee for
[00:38:57.640]to have a license into the platform.
[00:39:00.760]But through that then we make that information available
[00:39:04.650]to campuses.
[00:39:05.550]So it looks like you're at Omaha.
[00:39:07.200]So I would just direct you to either Alex
[00:39:09.580]or to Jackie Lindbergh to kind of start those conversations
[00:39:13.550]if you haven't already.
[00:39:14.610]And they know the process to request a market assessment
[00:39:19.670]or more custom type of research that might be needed.
[00:39:24.280]So we'd be happy to work with you through them on that.
[00:39:29.120]You know, it is something that's available.
[00:39:32.120]If a department really wanted to purchase their own license,
[00:39:36.290]but we feel like this is a way
[00:39:38.490]that we can be really efficient with those resources
[00:39:41.864]so that individual departments
[00:39:44.240]don't have to bear that burden
[00:39:46.118]for something that you may only need
[00:39:48.302]once or a couple of times in a year.
[00:39:50.790]You can just work through us,
[00:39:52.300]and that's part of the value
[00:39:53.960]that we try to bring as a new online.
[00:39:57.492]Thank you.
[00:39:58.380]So then I have a follow-up question for Alex in that case.
[00:40:02.177]Alex, so what has been, how program committees
[00:40:06.560]are looking to revamp their program
[00:40:08.460]to kind of be current with the market trends?
[00:40:12.761]Have you given them access,
[00:40:15.140]have you given actually faculty on those program committees
[00:40:17.900]access to the toolset or do you take the questions
[00:40:20.900]and then you drop the query
[00:40:23.340]or whatever you need to do on your side?
[00:40:26.260]How does that process work?
[00:40:28.510]Yeah, that's a good question.
[00:40:29.570]So in your college specifically,
[00:40:31.530]I'll give you an example, Subu, machine.
[00:40:34.070]One went to do a grad certificate in machine learning
[00:40:36.610]and Jackie and myself met with him and said,
[00:40:39.750]what are your goals?
[00:40:40.810]What are the college goals or the department goals?
[00:40:43.030]What are we trying to do here?
[00:40:44.296]And his discussion with us
[00:40:46.930]was really they were seeing
[00:40:48.598]regular conversation with students kind of looking for this,
[00:40:51.808]but obviously we also had some workforce development
[00:40:53.864]initiatives happening.
[00:40:55.580]So that was an area that he wanted to explore.
[00:40:58.750]And we said if enrollment growth
[00:41:00.580]is something you're looking for
[00:41:01.497]and online is an area in which this demand exists,
[00:41:05.560]we'd like to see what demand actually looks like
[00:41:09.050]in workforce and in a greater Nebraska and national need.
[00:41:15.340]So that's where that conversation started.
[00:41:17.740]And we said, let's go back and do the market analysis
[00:41:19.880]which is when NU Online came in.
[00:41:22.050]And we worked with Jenni and Laura to do,
[00:41:23.880]I believe it was a Hanover study.
[00:41:25.260]I can't remember.
[00:41:27.080]They did the study for machine learning
[00:41:29.910]and a graduate graduate certificate audience,
[00:41:32.098]pulled together the same reports that you kinda saw today
[00:41:36.153]and then handed that back to the campus
[00:41:38.960]and we met back with Subu and we say,
[00:41:40.490]here's what this looks like for your market.
[00:41:42.030]It seems like this is a good opportunity
[00:41:44.165]for us to do some development in online
[00:41:47.340]in that particular discipline.
[00:41:48.648]And then we launched kind of that development process.
[00:41:52.143]So typically it starts first with a conversation
[00:41:54.510]about your goals, where you're going as a department
[00:41:56.680]but also where the college is going.
[00:41:59.000]And then we start connecting dots with the right folks.
[00:42:03.320]There are folks on campus,
[00:42:04.497]institutional effectiveness, for instance,
[00:42:06.970]who have this Emsi,
[00:42:09.878]so if you're doing more of a program review
[00:42:12.140]that isn't specific to online,
[00:42:14.020]that could be a method to connect.
[00:42:16.690]We do not have our own license,
[00:42:19.130]so we try to be really smart with resources
[00:42:21.200]which is where we work really closely with Laura and Jenni.
[00:42:24.880]So the office (mumbles)
[00:42:26.550]should be the one led by Hank Robinson?
[00:42:29.450]Yes.
[00:42:30.370]Okay.
[00:42:31.203]Yes, but if you would like to talk with me or Jackie.
[00:42:33.720]We can connect the dots as needed.
[00:42:37.036]Thank you.
[00:42:37.869]That's a great question, thank you.
[00:42:40.290]There was also a question that came in from Shawna in chat.
[00:42:43.352]Hi everyone.
[00:42:45.156](indistinct)
[00:42:47.270]Sorry, I joined late, but I'm just curious.
[00:42:49.680]We have a challenge on our campus
[00:42:51.210]where we have a lot of programs
[00:42:52.757]that wanna develop an online certificate
[00:42:55.990]or those kinds of things.
[00:42:57.260]And the market research doesn't always support
[00:43:00.416]that those programs are going to be successful.
[00:43:03.370]And so I'm curious how your campus
[00:43:05.030]deals with those kinds of situations
[00:43:06.383]and what sort of governance you have in place
[00:43:08.824]around that issue.
[00:43:12.820]I can go ahead and take that one.
[00:43:15.020]Shawna, I don't know if you heard me mention,
[00:43:16.460]I just had mentioned, like not every story
[00:43:18.610]has a happy ending to it,
[00:43:19.740]where we find these like niche programs
[00:43:21.610]that can really just elevate and take off.
[00:43:23.860]So, one of the things that I think it's important to look at
[00:43:27.280]is some of those key or core skills
[00:43:29.490]that they're suggesting for those degree programs
[00:43:31.960]and seeing if the curriculum can maybe be redesigned
[00:43:36.650]to the sense that it would meet the skills and needs
[00:43:38.730]of those workforce demands that we're seeing.
[00:43:42.394]Sometimes it just doesn't work out, right.
[00:43:44.670]Sometimes we end up scrapping the program
[00:43:46.160]and that's the way it's kind of hard to see,
[00:43:47.610]but it allows for those resources to be redistributed
[00:43:51.370]then to another program that really could take off.
[00:43:54.010]So I think either one revitalizing that curriculum
[00:43:57.720]to meet those skills or scrapping it
[00:44:00.070]and redirecting those resources
[00:44:01.640]that's probably the best solution.
[00:44:02.866]Laura, anything else you wanna add to that?
[00:44:05.039]Yeah, I would add that some of what the market research
[00:44:09.530]can be helpful is just kind of to give you insight
[00:44:12.580]into what you might expect in terms of the market size.
[00:44:16.940]Some of our programs are pretty niche
[00:44:18.840]and that's really pretty cool, actually.
[00:44:20.897]We've got some really unique programs
[00:44:23.690]that meet a student need
[00:44:25.250]but they may never be 100, 200 student enrollment, right.
[00:44:30.040]So understanding what you might expect
[00:44:32.210]in terms of enrollment can be helpful information
[00:44:35.010]back to program leadership and management
[00:44:39.230]in terms of budgeting and understanding
[00:44:41.500]what role that particular program might play
[00:44:44.130]within a department or within a college.
[00:44:48.147]Sometimes programs that we offer are mission driven.
[00:44:50.130]You know, so they're not, again,
[00:44:51.930]there's reasons other than just revenue generation
[00:44:55.130]that we offer a program.
[00:44:57.250]And, you know, if there's a lost leader out there
[00:45:00.290]that is just a really fantastic program
[00:45:03.390]that is the only one in the state
[00:45:04.930]or the only one online in the state, for example,
[00:45:07.257]again, there might be some compelling reason why to go ahead
[00:45:11.070]and offer that program,
[00:45:12.145]even if it's not ever going to be a huge revenue generator.
[00:45:15.950]But I think it's just providing a broader set of data
[00:45:21.630]and insights into a program so everyone
[00:45:23.750]can really make informed decisions going forward.
[00:45:31.370]All right.
[00:45:32.203]I think we've got about five minutes left.
[00:45:33.480]So if there's maybe one more question,
[00:45:35.580]we can probably take that.
[00:45:43.220]Or I know we're standing between you and lunch
[00:45:45.450]and there's no harm in ending the meeting
[00:45:48.260]a few minutes early.
[00:45:56.110]All right.
[00:45:56.980]Well, hearing no additional questions,
[00:45:59.860]just wanna really thank my co-presenters today
[00:46:03.210]and everyone else out there on the campuses
[00:46:06.260]that we work with on the market research.
[00:46:08.010]I just think that the university is doing so much more
[00:46:11.480]than we ever have before in terms of being
[00:46:15.100]as smart as possible, as strategic as possible
[00:46:17.790]when we're developing our online programs.
[00:46:20.360]And that's been really exciting to see.
[00:46:22.320]And again, I think like Alyssa mentioned,
[00:46:23.904]President Carter's five-year plan with those partnerships
[00:46:27.007]and the workforce needs, you know,
[00:46:29.550]it's all just fitting right in there.
[00:46:31.230]So thank you all for your interest.
[00:46:33.160]And, again, you know,
[00:46:35.600]please reach out to your campus distance education director.
[00:46:39.270]If you've got questions or have a program in mind
[00:46:41.960]that you'd like to maybe explore some market research,
[00:46:44.660]we'd be happy to work with you.

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WS2-Marketing Workshop: Using Market Research to Inform Program Development

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