WS2-Marketing Workshop: Using Market Research to Inform Program Development
Marketing Workshop: Using Market Research to Inform Program Development
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.
icon search Searchable Transcript
Toggle between list and paragraph view.
[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.
[00:09:13.273]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.
[00:10:59.990]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.
[00:15:30.350]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.
[00:17:23.670]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.
[00:23:42.410]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.
[00:32:39.070]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.
[00:38:12.636]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
[00:39:05.550]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.
[00:39:58.380]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
[00:40:55.580]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?
[00:42:31.203]Yes, but if you would like to talk with me or Jackie.
[00:42:33.720]We can connect the dots as needed.
[00:42:37.869]That's a great question, thank you.
[00:42:40.290]There was also a question that came in from Shawna in chat.
[00:42:47.270]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.
[00:45:32.203]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.
[00:45:56.980]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.
Log in to post comments