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By Richard Garrett, Chief Research Officer
Once again, I’m throwing caution to the wind with some predictions for the coming year. (For a look at my form, please see an assessment of my 2017 forecast.)
By Cara Quackenbush, Vice President of Research
For our final Wake-Up Call of 2017, we thought we’d reflect on the content that you, our readers, have signaled is most valuable.
While it is tempting to jump ahead to 2018—especially in a climate of uncertainty about how current events may shape higher education next year and beyond—it is also important to pause and remember where we’ve been. Below are the Top 5 most-viewed Wake-Up Calls from the past year. Enjoy them again or for the first time, and thank you for being part of our community!
Cutting through the “student success” noise to identify the handful of strategies and practices that have proven effective.
The release of 10 Adult Prospective Student Mindsets, to accompany our six Traditional Prospective Student Mindsets, designed to change the way institutions approach marketing.
The difficulty discerning value from hype in claims made by technology companies.
The inaugural CHLOE Survey, providing a critical level-set for the mature state of online higher education
Key mistakes that many colleges and universities make when shaping their institutional brand.
For more Wake-Up Calls, visit the Wake-Up Call homepage to view the entire archive.
Stay tuned for forthcoming research in 2018, where we will kick the year off with fresh insights from the Survey of Admitted Students about the admissions decisions of traditional undergraduates!
By Eduventures Research Team
As the year comes to a close, we asked our top analysts to reflect on some critical questions impacting colleges and universities in 2017:
Is there something wrong with the undergraduate adult market? What does the newest evidence actually say about the importance of convenience to prospective adult students? How much is enrollment success about the right strategy, and how much is about sheer grit? How can schools get out of the vicious cycle—that they may not even know they are in—when trying to get up to date with technology?
Drawing on new insights from their research this past year, here is what they said.
Since the release of a National Council for Education Statistics (NCES) feasibility report in 2005, there has been much debate about creating a nationwide, student-level data network for higher education, one that would integrate cross-agency federal data (e.g., student aid, workforce) with institutional data (e.g., enrollment, persistence). Almost immediately, the discussion fell into two camps:
Many higher education publications continue to highlight the challenges Blackboard faces in the learning management systems (LMS) market, such as the company’s decrease in market share, issues with its cloud strategy, and efforts to improve its client experience. What much of this coverage overlooks, however, is the question of why a once-innovative company like Blackboard is facing the challenges that it does.
Many institutions go through a regular process of technology acquisition: identify a tactical goal – improve retention rates, for example – and then select a solution that supports efforts to meet that goal. This process aims at an immediate need. Recently, however, we see an increasing number of leaders pivot away from this approach to something more aspirational, such as whether a given solution helps foster institution-wide innovation or delivers a rounded, vibrant student experience.
Eduventures’ two most recent reports on competency-based education (CBE) are Deconstructing CBE: Portraits of Institutional Practice, published last month, and last year’s Deconstructing CBE: An Assessment of Institutional Activity, Goals, and Challenges in Higher Education. One finding is that institutions are deploying a wide variety of CBE-related models and practices.
At first glance, one might think that financial aid solutions should satisfy three key requirements: allow students to apply for, track, and receive funding. Any solution that meets these needs would seem entirely suitable. In reality, however, financial aid is a complex web of systems. Any solution worth considering must be able to handle the complexity of the contemporary financial aid ecosystem.
Like many of you, we’re busy attending the annual circuit of higher education conferences. While these events cover many topics, we detected a common focus from both vendors and institutions: how do institutions and their technology support students navigating higher education?
In what seems like just a few short years, analytics has become one of the most talked-about and celebrated technology innovations to hit higher education. While much of this discussion has highlighted efforts to gain better insight into areas such as retention or student learning, there have been fewer acknowledgments about how and why analytics initiatives come about and how prepared institutions are to respond to these forces.