Speaking of Expectations…

Current student retention wisdom points to student engagement as the pivotal element for reducing attrition. Student engagement is the art of connecting students to the institution through activities, programs, communities of learners, interest groups and the like. We generally believe student engagement begins once a student is sitting in classes. Consider, however, that student engagement begins at a much earlier stage in the student’s relationship with the institution.

In the last blog I cautioned colleges to ensure that accreditation visiting teams have a consistent experience of the campus in its collateral materials, campus experience, and self-study report. Creating cognitive accord—the sense that things fit together as expected—is not only important in the accreditation process, but also crucial to student engagement. Students form expectations about their college experience well before they even begin the college search. Students want to find a college where they believe they will fit in and enjoy a sense of belonging. In the early stages of a student’s college search, the college’s collateral materials are central to helping students form expectations. Viewbooks, catalogs, websites, and other information provided by the college all communicate particular images that students subconsciously match against what they hope will actually be their college experience. If these materials communicate a mixed or masked message, students will sense a hollowness that leaves them uncertain about the institution, or more specifically, their fit with the institution. Likewise, if the catalog, viewbook, website, etc. deliver a consistent and unswerving message, it is easier for the prospect to see him or herself as a future student. That perception—based on the image presented by the college and the student’s sense of fit with that image—engages the student at a fundamentally instinctive level.

Any of the following situations could indicate your institution is creating cognitive dissonance rather than the cognitive accord necessary for prospective students to not only become your students, but also your graduates:

• High number of inquiries, low percentage of appointments
• High number of appointments set, low percentage of appointments held
• High number of appointments held, low percentage of applications
• High number of applications, low percentage of students actually attend
• High number of new student enrollments, high student attrition rates

If any of these situations occurs at your institution, let College Matters review your catalog, viewbook, and website to determine whether you are communicating a clear and cohesive image to prospective students, identify what reasonably would be the prospect’s expectation of your institution, and/or conduct a full site audit that includes comparing the campus experience with the expectations set through your collateral materials. To schedule your review, contact siteaudit@collegematters.us.