Retention playbook by Lisa Marie Sheran

RETENTION PLAYBOOK

INDEX RETENTION MODEL

CHAPTERS 1. Organization Creating a Student Centric Organization The Role of the Academics in the Retention Process Case Study: UnP Academic Solution

2. Early Warning Predictive Analytics Best Practice: UPN Predictive Analytics

3. Follow Up- GES

6 7 8 13

15 16 17

Meet the GES Team from UnP | Turma do abraรงo with their key retention interventions 21 Case Study: UNINORTE GES Structure and Positioning 23

4. Portfolio of Solutions Case Study: UPN Peru Portfolio of Solutions Case Study: UNINORTE Brazil Portfolio of Solutions Case Study: UnP Brazil Portfolio of Solutions

5. Communication Plan Case Study: UNINORTE Communication Strategy Best Practice: UAM App Sou Anhembi

MATURITY ASSESSMENT 5-POINT SYSTEM FOR MEASUREMENT

33 35 36 37

39 40 45

48 49

COMMUNITIES OF PRACTICE (CoPs)

CONTACT INFORMATION

APPENDIX 56

RETENTION MODEL

Retention Model The Laureate Retention Community of Practice developed a Retention Model to help students achieve success to their first academic year. The Retention Model consists of 5 chapters that introduce organizational structure, early warning strategies, follow-up initiatives, portfolio of solutions, and communication strategies.

The Laureate Retention Model

Ensure success focus on 1st cycle

Build a win win relationship Communicate mprovements & action plans Meet with detractors Implementation of structural improvements and action plans

Early Warning to support students at risk

Evaluate action’s effectiveness

Capture student perception

Organization (Student at the center culture) Professors/Employee Satisfacion (NPS) Authorities Leadership and Support

Benchmark against the competition

The Retention Model provides tools to enable Laureate Institutions to continue accelerating their learning in retention practices.

• •

• • • •

Community of Practice with 100+ network leaders from 23 different Laureate institutions Platform available 24/7 to connect members with experts around the world and repository of Best Practices from different institutions Common language to exchange practices Maturity instrument to initiate and continue the implementation of the Retention Model Formal Process of Best Practice creation to innovate and work on continuous improvement Bimonthly webinar meetings to showcase the work of all our institutions

ORGANIZATION

RETENTION PLAYBOOK ÂŠ 2016 LAUREATE INTERNATIONAL UNIVERSITIES

1. Organization An ideal organizational structure is presented to all institutions to fulfill the student experience vision and deliver on the retention efforts, providing a complete understanding of the student servicing process.

Key Organization Structure to Mature LIUS:

Definition of Areas: Student Experience Leader: Role oversees the whole process of retention, reenrollment, positive attrition, reenrollment, and all the different areas related to student experience and retaining our students to achieve professional success after graduation. Marketing: responsible for inbound and outbound efforts, seeks the promotion and communication with students to establish a relationship with them. Senior Analyst BI: Responsible for the analysis of risk model, predictive analytics, and managing a contact list to service students at risk. Analysis of metrics and dashboard to accompany the retention process. Planning and Control: Management of CRM, Dashboard, Business Plan, and post-mortem. Retention Team: Acting and monitoring the efforts of retention, sending information to academic leaders such as projected goals, dashboards, attrition metrics.

GES Team: The specialized follow-up outbound group focuses on achieving high levels of service and building a relationship with the student throughout their life cycle (moments of truth). Positive Attrition: Recover students who left the university to come back within two years. Reenrollment: Responsible for acting and monitoring student’s reenrollment. Student Services: Responsible of providing solutions to our students (mentoring, internships, and leveling courses). Net Promoter Score-NPS: Collects all the information from the student, seeks to implement improvements and action plans to provide an outstanding student experience. Contact Center (CAA): Inbound calls to active students in order to encourage them to enroll in the next cycle and attend service issues from students. Some institutions have initially changed this structure, but it is suggested to evolve into a structure that looks like the one presented as ideal to support the retention model. Please consider each LIU is different according to its reporting structure. In the region of Brazil, the retention area reports to CMO while in Chile and LATAM, they report to the CEO.

Creating a Student Centric Organization On several occasions you will find what has been termed as “Student Centric Organization” in reference to the academic, administrative group that has direct contact with the student regardless of the department. The idea of conceptualizing this group under one group is to align previous strategies, during and at the end of a process of reenrollment. Retention and reenrollment incentives, training and a recognition system are essential to the creation of this area. All these efforts have proven to generate a high commitment to this key group, achieving major improvements in NPS, improving the quality of service at the front desk to our students and their experience with our institutions.

Retention Committees to position this new area successfully Committees are classified by:

Executive Committees: The committee’s sessions should be hosted on a weekly or biweekly basis and retention opportunities should be included in the key topics discussions.

Retention by Campus Committees: Sessions should be programmed weekly with the participation of the following areas: retention, academics, operations, IT and finance.

Retention Operational Committees:

Sessions are programmed on a weekly basis. Leaders from different areas are invited according to the institution’s specific needs to progress and advance in the curve. Such areas can be • Marketing: Communication campaign adjustments • Finance: Presentation of high volume and recurring finance solutions • IT: CRM adjustments The Retention Operational Committee revises the planned execution of the Business Plan for the GES, contact center and communication channels. This represents the proper time to implement a retention process 360-degree checklist.

The Role of the Academics in the Retention Process Academics are entitled to building relationships with students and helping them connect their personal strengths and interests with their academic and life goals. (Jayne K. Drake)

Definition The Academic role of faculty (rector, program director, and teachers) is key in the creation of a retention culture.

Responsibilities Rector

• • • •

Creates a retention culture including accountability of faculty and staff to attrition of students Facilitates tutoring of leveling courses for students with academic low performance Create operational discipline to fulfil all staff responsibilities on retention Ensure the existence of the following programs to improve students with low academic performance:

• Tutoring Sessions (students with academic weakness) • Psychological Orientations • Vocational Orientation • Learning and study techniques Program Director

• • • • •

Execute the follow-up of program teachers and coordinators on retention solutions Daily follow-up on attrition metrics to ensure students at risk are being addressed Facilitate academic solutions to satisfy students’ needs Encourage teachers to “adopt” a student with a learning disability Encourage students with low academic performance to leveling classes

Teacher/Professor

• • •

Report class attendance on a daily basis Identify students at academic, emotional, and/or social risk Guide and create action plans for students to participate on leveling courses to improve academic performance.

RETENTION PLAYBOOK ÂŠ 2016 LAUREATE INTERNATIONAL UNIVERSITIES

Institutions must incorporate in their Portfolio of Solutions the participation of academics to understand and offer guidance to fulfill studentsâ&#x20AC;&#x2122; needs to overcome academic struggles during the student life cycle.

CASE STUDY: UNITEC Mexico Retention Process The Retention Model implemented by UNITEC Mexico is strongly influenced by the Director, Coordinator and Faculty members creating a cultural of accountability and retention relevance. Organizational Structure

- Monitoring and process control design and implementation of pilot - Design of campaigns - Develop proposals and tools Best Practices IT (CRM)

UNITEC Mexico retention model involves rectors, program directors, and faculty who directly contact students at risk to offer support and academic solutions to position them to success.

How Unitec Mexico applies the Retention model using academic involvement

How Unitex Mexico operates the model

- New Enrollment Induction - Assign 1st and 2nd trimester best teachers

-Follow up and analysis of new enrollments

- Creation and revisión of Retention plans for each campus - First contact with risk students

- Academic Alarm Weekly Campus - Report: Students at Risk - Debtors and preventive collection - Follow up of 3rd and 4th chances - Financing programs and Job Center - Assessments while taking “filter” classes - Revision of attrition per campus results - Report cards delivery (Prep school) - Follow up of definite and temporal attrition

- Student support with non-attendance - PROIV Reports Final - Grades End of Term - End of Academic - Alarm

Ordinary Reenrollment

Extraordinary Reenrollment

Inter quarterly

Begining of Term

Inter-cycle

End of Term Student Services

End or Term UNITEC Week 0 - Workshops and inter - Quarterly exams - Create CRM campains - Professors’ Feedback - Faculty members are assigned

Week 0

Week 1-2

- 4th chances authorizations - Offer funding programs - Phone calls to unregistered students - Daily tracking of calling process - Advise students on schedule creation - Enrollment daily follow up - Daily Attrition report - Weekly enrollment indicators follow up session

Week 13-14 - Next term - Reenrollment - Strategies Planning

Benefits

•

Involving parents in the student’s enrollment process, provides an opportunity to work together for the benefit of the student. • The induction process ensures students’ knowledge of institutional programs and available support. • Academic alarm allows the institution to be predictable (89% of drop out students were identified by the instrument). • Creates communication opportunities with students at risk to prioritizing their care need. (82% of students were re-enrolled). • Reportings help focus on supporting and advancing each campus and schools. • Monitor institutional activities’ implementation of the reenrollment process.

Student Program for Academic Solutions (CADE) Unitec Mexico has developed academic and psychological solutions to students with low academic performance.

What is the CADE? An academic structure supporting students to improve their academic performance. Organizational Structure

Assistant

Benefits

• • • • •

Collaborate with academics to support students at risk. Ensure mentored students keep or improve their grades. Ensure students; in their 3rd or 4th opportunity to pass their classes and improve their academic performance. Support students being coached to reinforce personal aspects of their life and achieve academic goals. Reinforce institutional students’ support services, so students feel listened to and they are able to feel part of UNITEC.

Services available for students

1. Tutor: Monitors and supports 3rd and 4th opportunity students as well as students with special cases to

ensure academic performance.

course material revision)

2. Advisor: Provides additional academic support during classes to reinforce content not covered in class. (In 3. Coach: Offer emotional support to guide and develop skills to face problems and provide solutions.

RETENTION PLAYBOOK ÂŠ 2016 LAUREATE INTERNATIONAL UNIVERSITIES

Case Study: UnP Academic Solution As part of the process of creating academic solutions, UnP has assigned an academic leader to promote the retention culture and implemented academic solutions. Academic Leader working in partnership with GES team

Assign Academic Leader Benefits of this solution Other academic leaders, course coordinator and professors to participate in the Retention Process

GES Retention

Academic Leader act as an example Directors of course following academic leader Monitoring of actions to see results of student retention

Grades

Attendance

Students at risk

Academic solutions: - Learn to Learn Office to teach learning techniques - Workshop with professionals in the area of studies and alumni students

Using Portfolio of Solutions to keep students successfull in their studies

EARLY WARNING

2. Early Warning A process where we identify students at risk prior to the beginning and during their education cycle. There are two types of Risk Models that an institution can use:

Basic Risk Engine Considering the data available, the basic risk engine can be implemented in one or two weeks depending largely on the analysis of decision-making criteria and corresponding weights that each institution defines according to the characteristics of the student. Based on these criteria, a HIGH, MEDIUM and LOW risk qualification is assigned to each student.

Advanced Risk Engine On the other hand, the Advanced Model requires a greater effort of up to 12 weeks depending on the number of variables, the number of required models and the availability of data during the academic cycle. In addition to a rating of individual risk, it also identifies the main risk factors of the student. Types of Risk Engine

Basic Risk Engine

Advanced Risk Engine

Classification Technique

Number of Variables

Accuracy Classification

Comments

Decision making criteria and their weight based in experience

Up to four variables: 1. Grades 2. Assistance 3. Payments or debts 4. Satisfaction

Good, but with low discriminating capability

Also known as the stoplight or triple alert

Supervised learning statistical techniques. Also known as Machine Learning

Does not have a variable limit. Generally, between 3080 variables (Variable list is annexed)

Greater accuracy, with high discriminating capability

Also known as the statistic learners or predictive analytics

Likewise, the advanced model can be deployed quickly, based on a simple model and under certain conditions, but sacrificing accuracy and discriminatory power. This type of engine is known as econometric engine and can be useful in cases where there is no risk driver.

According to the use of variables:

•

Fixed variables: static model - a model or algorithm that requires the same type of variables during the academic cycle. Modifiable variables: dynamic model - a model or algorithm that gives priority to the variables in different ways according to the time of the academic cycle.

Predictive Analytics Predictive Analytics refers to the use of statistical learning techniques to identify variables that help predict aspects of student experience that contribute to academic success.

• •

The value of this tool is to analyze the variables and identify actions to improve student progress. Once the institution has a statistical risk driver, it can be used again and again to predict future behavior or supplement it with additional information as possible. Predictive Analytics is a key component in retention efforts, especially for early warning systems, positive attrition and reenrollment. What’s a data scientist? Analysts or data scientists have a solid foundation in statistics and mathematics, advanced programming skills (databases, coding, massive data), familiarity with business intelligence tools and depth of industry experience and business needs.

•

How does LNO suggest that predictive analytics solutions are implemented in a LIU?

1. 2. 3. 4.

Appoint a Data Champion in your LIU. Define a problem that is clearly related to the strategic goals of the LIU. Obtain relevant historical information based on variables list. Define a modality that can be implemented.

How I can apply this to education?

• • • •

Student Retention / Early Warning System Qualification system for timely graduation rates and successful completion of academic career. Engagement qualification system and learner profile Personalized Learning

Steps to create a predictive risk model for retention

Project Task

Detail

Work Effort

1. Exploratory Data Analysis

• Extract, process and transform historical data set • Explore data using scatterplots and boxplots

3 weeks

2. Feature selection

• Examine correlations • Eliminate redundant or highly correlated variables • Perform data transformations and statistical analysis as needed

2 – 4 weeks

3. Feature selection

• Examine correlations • Eliminate redundant or highly correlated variables • Perform data transformations and statistical analysis as needed

2 – 4 week

4. Go Live

• Validate final model • Document results and present recommendations

1-2 week

5. Implementation

• Run pilot studies as randomized experiments • Iterate to increase scale and refine intervention strategies • Communicate and involve all parties

TDB

Total excluding implementation: 8 - 12 weeks

RETENTION PLAYBOOK ÂŠ 2016 LAUREATE INTERNATIONAL UNIVERSITIES

Best Practice: UPN Predictive Analytics Description Identification of students at risk is achieved through the construction of a data repository, in which relevant variables from all the databases are gathered in key moments of the academic cycle, showing the risk rating and the 3 main attrition factors, which allows the development of a strategy aimed at the real issues of our students. Also, a special model for new students was developed.

Outcomes 30% percent increase in the capability of detecting students in high risk of attrition, by comparing Statistical Engine vs. Triple R model.

Phase 2: Construction of Models

Duration: March 2015 - August 2015/UPN - LNO (Laureate Network Office) Development

Variables selected

Validation of the Risk Engine Model Vs Previous Model

Attrition Rate (%)

Model

High risk students (N°)

Engine

Previous Model

Engine

Previous Model

New

Not measured

398

Not measured

Week 4

989

303

Week 6

985

510

Week 10

987

1734

Week 14

983

1478

Final

988

1100

**based on freshmen students nationwide in the period 2014-2:9. 832

Outcomes Week 10 20142 - Attrition Rate Triple R

Week 10 20142 - Attrition Rate per Risk Decile

The attrition rate of students at high-risk is 32 percent higher

Number of students is lower but with higher probablity of attrition

Description

Normal

Order

Semester weighted average

1.000

Days between Payment Date and Due Date of the voucher’s 3rd fee

0.772

Historical weighted average

0.570

Average days between Payment Date and Due Date of the voucher’s fees 1, 2, 3, and 4

0.476

Number of days elapsed between the enrollment date and term start date1, 2, 3, and 4

0.374

Follow Up GES TEAM

3. Follow Up- GES TEAM Specialized group of follow-up (GES) is a dedicated team of relationship experts to address students in a centralized way, providing solutions to students, aligning with different areas of the organization and with a service level agreement in place. This specialized group has their main responsibilities on building solutions and service level agreements with all areas in the institutions. The most important ones are: academic, marketing, finance and career services. GES team is the outbound point of contact for students at risk that will address any issues and they will accompany the student on their entire journey. The strategy for this group is to become the centralized team to handle the relationship of the students (moments of truth). This team will own the relationship with students at risk through the entire lifecycle before their first day of school. The main focus of the GES team is to accompany students at risk in the first year of the student.

Meet the GES Team from UnP | Turma do abraço with their key retention interventions In order to create an identity, each institution should create a brand for the GES team to address key stakeholders and deliver multiple solutions to our students. UnP Brasil has created a logo and terminology called “Turma do Abraço” which stands for caring for our students with the identity logo defined.

UnP GES Team 2016

RETENTION PLAYBOOK ÂŠ 2016 LAUREATE INTERNATIONAL UNIVERSITIES

UnP GES key interventions and positioning to students at risk:

Retention 1. Students without payment (1st installment) 2. Students with debit 2016.1

Digital Marketing campaign 1. Monthly installment check 2. Leveling courses 3. Update on continuing FIES 4. Preventive actions FIES

Predictive analytics 1. Historical data 2. Proactive actions to students 3. Academic , financial and general risk

Students at risk| FIES: 1. Students with justification letter 2. FIES process

Simple Risk Engine 1. Financial risk 2. Academic Risk- Grade and attendance 3. Vocational Riskâ&#x20AC;&#x201C; (Cancelling and hold)

Employability: 1. Employabilty Score 2. Average salary- Alumni UnP 3. Mechanism to introduce student to job market

Profile of students: 1. Collection and analysis of information

RETENTION PLAYBOOK ÂŠ 2016 LAUREATE INTERNATIONAL UNIVERSITIES

Case Study: UNINORTE GES Structure and Positioning Uninorte has a GES structure of 8 GES relationship agents where they act in each of the key moments of the student lifecycle. The illustration below will showcase how this team can help students solve their challenges and focus in providing solutions.

Retention This organizational structure is created to focus on building the relationship with our students, providing with solutions that will facilitate and engage them to stay in the institution.

Leader

Coordinator

Digital

Analyst

Supervisor. GES

GES Team

RETENTION PLAYBOOK ÂŠ 2016 LAUREATE INTERNATIONAL UNIVERSITIES

HOW: The Uninorte GES team focuses on contacting students in different moments of truth. April/16

May/16 Beginning of enrollment

Jun/16

Jul/16

Aug/16

End of academic period

Sept/16

Last day for reenrollment16.2 Beginning of classes 2016.2 - Veterans

Retention Actual

April 22 April 4-8 Delivery 1st of 1st grades April 8 4th Payment due date

June 15-21 3rd 30/06 Delivery of Delivery of 3rd grades 2nd grades

May 16 -19 2nd May 9 5th Payment due date

June 8 6th payment due date.

08/07 1st Payment due date

08/08 2nd payment due date

12/09 3rd payment due date

Types and Periods of Engagement Period focused on first student experience (1st installment, academic life, tsc. Level of Discussion: High

Period focused on answering questions (tuition payments, academic and advisory actions). Level of Discussion: Low

Focus on consultative questions (Attendance, academic performance). Level of Discussion: Intermediate

Period focused on the academic performance (possible dependencies of disciplines) and answering questions (tuition, academic, etc.). Level of Discussion: Intermediate

Period focused on follow up( explain the weight of grades) and clarification of questions (payments, attendance and academic performance). Level of Discussion: High

Period focused on preparation for reenrollment. Level of Discussion: High

Methods of communication GES e e-mail Mkt

GES, e-mail Mkt, SMS e redes sociais

GES, SMS e e-mail Mkt

GES Team Approach and Positioning

Special Follow up Group - GES

Focus First Period New Enrollments

Action Give welcome, explain how Sicanet works and answer possible doubts.

Risk Variable: Date of enrollment and debit

Objective To generate relationships with new students before classes begin, focusing on reducing cancellation %.

Script and GES Positioning

Campaign for new students first semester Hi, Good morning, Afternoon and Night! My name is ______________, I work in the relationship team at Uninorte and I would like to speak with ________ First of all, we would like to thank for your preference to study in our university and welcome you to UNINORTE and let you know you that you are part of Laureate International Universities. How are you? I would like to inform you about Sicanet.

RETENTION PLAYBOOK ÂŠ 2016 LAUREATE INTERNATIONAL UNIVERSITIES

After the start of the classes

GES used to welcome students, verify satisfaction and verify the attendance in the class

Retention work for students enrollment in February with debit Hi, Good morning, Afternoon and Night! My name is ______________, I work in the relationship Team at Uninorte and I would like to speak with ________ How are you? I would like to thank you for your preference in studying at Uninorte- Laureate International Universities. We are connecting with you to ask how has your experience in the university since you are a new student. How was your first day of classes? Were you able to access Sicanet or Sicaced? Did you meet your course coordinator? In the relationship team, we are able to help you with any issues you have during the semester.

Confirmation of effective response for issues reported

Follow up: Second contact Hi, Good morning, Afternoon and Night! My name is ______________, I work in the relationship Team at Uninorte and I would like to speak with ________ How are you? We would like to follow up as we identified a few doubts in the first contact that we had. We would like to know if your course coordinator spoke with you? If your doubts have been clarified and if there is anything else that you would like to discuss that I can help with? We would like to thank you for your attention and I wish you a very good day. The relationship team is here to assist you with any concerns that you may have.

After the First Evaluation riskUNN UNN enrollmentsAtAtrisk enrollments – Grades below Grades below505 Focus

2015.1 enrollments that had scores below the average.

Motive

Focus on Grades

Action

Inform students about the UN assessment method after results of the first evaluation.

GES used to inform UNN evaluation method, encourage a better grade and discover academic problems.

High risk students with grades below 5 Hi, Good morning, afternoon and night! My name is ______________, I work in the relationship Team at Uninorte and I would like to speak with ________ How are you? We would like to follow up as we identified a few doubts in the first contact that we had. Did you complete your first exam? How was it? If the student informs that it didn’t go well, please ask why. If you haven’t reached the average grade for your course, please do not worry, we still have two more exams so you can recover that grade. If you have any doubts, you can always count with the relationship team. We would like to thank you for your attention and I wish you a very good day. The relationship team is here to assist you with any concerns that you may have. If you have any questions, you can contact our contact center at 32125000 Thank the student and close the call.

After Second Evaluation

High risk student– Grades PROVÃO Hi, Good morning, afternoon and night! My name is ______________, I work in the relationship Team at Uninorte and I would like to speak with ________ How are you? We would like to understand how were your first two months of class and if everything is going well. How were your evaluations? How were your grades? I wanted to understand why. We have other exams after this so you can still recover your grade. Note that starting June 19 your reenrollment receipt is available in Sicanet, in case you cannot print it, you are able to do in the Servicing area. Please provide the logistics of where it is. Do you have any other questions that we can assist you? If you have any questions, you can contact our contact center at 32125000 Thank the student and close the call.

Required Trainings for the GES Team The GES Team receives a training based on the following 5 key pillars that will create a long-term relationship with the students:

• •

Listen: Actively listening is key to understand the root cause of the problem. Understand: Once contact is achieved with the student they should proceed to identify the student’s real risk reason. • Investigate: Investigate available solutions or the possibility to create new solutions to resolve the student conflict. • Solve: Use proactively the portfolio of solutions (academic, finance and services) and tailor solutions to each case. • Each student’s situation is different, every student counts! • Follow Up: Provide proactive follow-up to the status of each situation and student to know their progress. Ensure that appropriate measures are underway.

Ideal profile of staff working in the GES A. Relationship Focused

• • •

External and internal stakeholder partnership builder and relationship management Enthusiasm Ability to work well in teams face to face

B. Analytical

• •

Microsoft Office (minimum intermediate) Understanding of basic productivity KPI’s of a contact center

C. Problem Solver

• • •

Negotiation Skills and Relationship with internal and external stakeholders Ability to work under pressure Ability to lead difficult situations

D. Service Oriented

• • • • • •

Ability to predict and understand students’ needs Proactive and positive attitude Deep understanding of student’s struggle to identify the root cause of possible dropout Detail oriented Previous sales experience 20% and 80% customer experience Alumni with previous experience with institution

E. Telemarketing and Digital Marketing

•

Social network management

EFFECTIVE TIPS FOR GES TEAM TO COMMUNICATE WITH STUDENTS Building a great student relationship is key to our Retention Model.

Do not allow your views limit your ability to satisfy students. Listen to what they have to say.

Once the contact with student is achieved, proceed to identify the real reason behind student’s risk.

UNIRITTER/Fadergs GES Training 2016 with LNO delivery

Investigate available solutions or the possibility of creating new ones that will solve the student conflict.

Proactively use your portfolio of solutions (Academic, Finance and Services) and adapt solutions to each case. Each student’s situation is different, each student counts!

You should proactively follow up with the status of each student’s situation and should know their progress. Ensure the corresponding actions are being made.

Unifacs Equipe GES 2016- Onboarding

PORTFOLIO OF SOLUTIONS

4. Portfolio of Solutions It is necessary to have a portfolio of solutions aligned with the retention process in order to enable our GES team and follow up strategies to provide solutions.

PROMISING IDEAS AND PRACTICES

BEST PRACTICES

EARLY WARNING

• Student DNA • Assessments of Academic Readiness

• Initial student characterization • Advanced Predictive analytics • Observation and academic workshops

CONTACTS AND ROOT CAUSES

• Mobile apps for student services

• Specialized group with advanced skills to find and interview students

ACADEMIC SOLUTIONS PORTFOLIO

• Adaptive Learning • Gamification

• OneCampus by Laureate • New student orientation • Written and oral skills • Logical and mathematical thinking

COMMUNICATION

• Close the loop with detractors • Interviews with students at high risk

• Digital communication to support MOTs

STRUCTURAL IMPROVEMENTS

• Student Experience Redesign

• Curricular modernization

Therefore, the information to be collected and analyzed in this phase of the model is:

• • •

Is there a portfolio of solutions to recurring situations? Does the process of effective measuring and continuous improvement exist? Knowledge of the student’s moments of truth (MOTs)

Normally, the solution’s portfolio focuses on solving three main categories. Portfolio of solutions is composed of Financial, Academic and Student Services. The volume of issues for each category depends on the size of the institution, maturity in retention process, segment being taken care of, local market behavior, and competition level, among others. Therefore, the information to be collected and analyzed in this chapter is:

• • •

Is there a portfolio of solutions for recurring situations? Does the process of effective measuring and continuous improvement exist? Knowledge of the student’s moments of truth (MOTs)

FINANCIAL Temporary Financing Fund • Conditions - Grades scholarship – Nonrefundable financial Assistance - Payment arrangements

ACADEMIC

• Tutoring (Students with weakness in basic sciences) • Psychological Orientation • Vocational Orientation

• Restrictions - Valid for one cycle • Reasons to apply for this benefit - Job loss - Accidents or student’s sickness or of the person who pays for student’s studies (sporadic)

• Learning and study techniques

STUDENTS SERVICES • Procedure Simplification • Services & payments: online, virtual campus virtual & via App • Measuring student service in real time

RETENTION PLAYBOOK ÂŠ 2016 LAUREATE INTERNATIONAL UNIVERSITIES

Case Study: UPN Peru Portfolio of Solutions CAUSES

SUBCAUSES

SOLUTION

RESPONSIBLE AREA Educational Credit - Finance

Unstable Income

External Financing (LUMNI and IPEE) Personal Finance Course

Economic Crisis

Scholarships

University Wellfare

Job Loss

Study - Work Program

Business Relations

Work

Schedule Work with rotating schedule Work related trips New job Independent work Business Owner Work demand

Attendance Justification Policy Substitution at no cost Course withdrawal process

Academic Secretary/ Director of Academic Welfare

Personal

Commitments/Family Issues Interview and follow up by OP Accompanying program for Personal Issues newstudents (Monitors). Emotional Issues Educational Inclusion Program Vocational Conflict Change of Career Process Personal Trip Justification of Absences Policy Substitution with no cost Course Sickness/Disease withdrawal process Other Studies Interview with the program External Transfer/ director and/or career. Other Institution

Insufficient Income Economic

Dissatisfaction with faculty Low performance / Low grades Academic High academic requirement Dissatisfaction with the courses Dissatisfaction with our Institutional services Dissatisfaction with the treatment received

Interview with Educational Quality Programming presential counseling Virtual academic reinforcement system (courses video tutoriales/key topics) Academic support program with students of excellence

Psychological Counseling Coordinator Secretary/Psychological/Counseling Academic Secretary/Wellness/ Academic Director Academic Director and/or Career Educational Quality

Heads of Science and Letters Departments / Career Directors.

Interview with the program and/or career director Interview with the Student Experience Director

University Wellfare

RETENTION PLAYBOOK ÂŠ 2016 LAUREATE INTERNATIONAL UNIVERSITIES

Case Study: UNINORTE Brazil Portfolio of Solutions CAUSES

Financial

SUBCAUSES

SOLUTION

RESPONSIBLE AREA

Not able to make payment

Pravaler/SOS Bolso

GES

Economic Crisis

Pravaler/Seguro Educacional/ SOS Bolso

GES

Unemployment

FIES/Uninorte Carreiras/ Conta com a gente

NEW

Employability and Finance

Schedule conflicts Rotational work schedules Work

Justification on Procedure and Politics in regards to attendance

Course coordination

Compromissos/problemas familiares

Coaching

School Director

Personal Issues

Coaching

School Director

Emotional Problems

Coaching

School Director

Vocational Problems

Employability

Personal travel

Vocational Orientation Justification on Procedure and Politics in regards to attendance

Sickness and accident

Justification on Procedure and Politics in regards to attendance

School Director

Not satisfied with faculty members (teachers)

Faculty Actions

Faculty Leader

Low Grades

Monitor and Academic tutoring

High academic demnd

Monitor and Academic tutoring Course coordination monitoring

Business Trips New job Business Owner

Personal

Academic

Not satisfied with course Not satisfied with institution Institutional

Not statisfied with service rendered

Understand root cause of disatisfaction and provide feedback to responsible area and look for solutions

Course coordination

School Director

Retention Leader

RETENTION PLAYBOOK ÂŠ 2016 LAUREATE INTERNATIONAL UNIVERSITIES

Case Study: UnP Brazil Portfolio of Solutions

CAUSES

Financial

Work

Personal

Academic

SUBCAUSES

SOLUTION

RESPONSIBLE AREA

Financial Difficulties

Flexibility in payment: higher installments | exemption of interest and fee | referral to private financing

GES

Loss of institutional scholarship

Evaluation of the socioeconomic situation versus the student academic performance | possibility of inclusion of students in another scholarship program.

GES

Unemployment

Guide: employability sector | Financial Aid.

Loss of financial scholarship due to low academic performance

Specific guidance in accordance with the law | possibility of justification letter for continuity in financing program

GES

Financial Support

Evaluation of inclusion of students in some Institutional scholarship program | Check the socioeconomic condition of the student.

GES

Schedule conflict (work)

Schedule change | Shift or change of learning modality EAD or Hybrid) | Change course or location.

GES

Personal Problems

Guidance, support and recommendation

GES/Academic Leader

Pregnancy

Guide student to fill out exception request

GES/Academic Leader

Sickness or Accident

Guide student to fill out exception request

GES/Academic Leader

Not satisfied with academic body (Professors)

Action Plans with faculty to identify and improve the student satisfaction.

Academic Leader

Not identified with the learning modality

Advise on the operating of the learning modality, mechanisms to demonstrate the student to adapt the modality | Possibility to change modality if student doesnâ&#x20AC;&#x2122;t adapt.

Academic Leader

Low academic performance

Monitoring, leveling courses, academic support, tutoring and support for improvement in grades.

Academic Leader

Not satisfied with course (Vocational assurance)

Guide students to vocational test, change of course or area of study

Academic Leader

Not satisfied with the institution

Understanding the reason that originated the situation and provide feedback to all areas responsible for seeking solutions | Show the student what the University has to offer

Academic Leader

Not satisfied with service rendered in the institution

Understanding the reason that originated the situation and provide feedback to all areas responsible for seeking solutions

Academic Leader

Institutional

GES/Employability

COMMUNICATION PLAN

5. Communication Plan This chapter assesses a comprehensive plan of the marketing strategies related to student retention focused on achieving an aligned communication of retention aspects based on:

• • •

Ensuring contact and monitoring of students at risk Ongoing communication with specific student audiences during the different moments of truth (MOTs). Building a systematic student-institution trust relationship that leads to positive recommendations

Different channels through Digital Marketing Communication are key to engage with our students:

So far, two Best Practices have been identified using these channels that fulfill the ideal Digital Marketing Strategy.

Case Study: UNINORTE Communication Strategy Overview The Digital Communications Strategy employs digital media (social networking services, student platform, email, etc.) to send communications that support the retention process.

Examples:

• •

Student digital induction Know your academic coordinator better

Stage 1: Before classes begin Focus: To show the positive and friendly side of studying at UniNorte.

Stage Relevant Communications:

• • • • •

Welcome message to students Employability and Internationality Who are we? New Investments and Services Invitation messages to events hosted by the courses

Stage 2: Beginning of classes Focus: To provide relevant information and orientation for the initial days of classes (Digital Freshmanship).

Stage Relevant Communications:

• • • •

Student Testimonials (internationality, employability) Countdown to the beginning of classes Technical Information (how to access systems, campus location, class timetable, etc.) Meet your coordinator

Stage 3: During classes Focus: Provide academic support to the student.

Stage Relevant Communications:

• • • • • •

Academic Life series (oriented to ”not giving up”) Coordinator Message Study Tips Queries support Exam Reminders News and administrative announcements

Stage 4: Expert/Re-enrollment Focus: Remember the reasons to renew enrollment.

Stage Relevant Communications:

• •

Enrollment renewal reminder Highlight employability and UniNorte differentials

Results The impact of this practice was demonstrated by the decrease of attrition and decrease of cancellations before classes begin:

Dec 13

Dec 14

Dec 15

Best Practice: UAM App Sou Anhembi Overview Mobile App similar to WhatsApp: convenience for the student, agility of responses and increased productivity (up to 10 simultaneous calls for each attendant). It allows the student to ask questions at any time, even outside of the call center operation hours and stores the answers on the mobile phone. Access to all the content of the Customer Center and allows you to send push and personalized communications to pre-selected groups.

Results

• •

22 % reduction in the volume of telephone calls and 5% in webmail 34% of students downloaded the app and are call users

SouAnhembi: Authentication and Main Menu

The student can upload a photo of their choice

Authentication occurs only on the first ticket

FAQ, Class Schedule, Notes, and Absence

The search in the FAQ is done by typing keywords

Class Schedule, Notes and absence, including previous semesters

Push Notifications and Wall

Notifications pop-up in the mobile screen, even if the application is closed, as a warning.

When you open the app the notification is avaible for a complete reading on My Wall

The Differentiator: Student Services via chat

Benefits of providing chat capability: 1. Ease for Students 2. Agility in responses 3. Better productivity 4. Easy recovery from previous interaction 5. Privacy and personalized responses

MATURITY ASSESSMENT

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Maturity Self-Assessment The Maturity Self-Assessment has been created to help Laureate Institutions determine how each university is doing in regards to the implementation of best practices, loyalty models, and other retention efforts. Note: Chapters and questions within this assessment are constantly evolving. Retention Maturity Assessment Chapters

Organization

Early warning

Follow-up

Solutions

Communication

5-POINT SYSTEM FOR MEASUREMENT Consists in 3-8 questions per chapter and each question is evaluated with the following Measuring System:

Non- Existent

Included in Plans

Implementing

Executing

Consistent Results

The self-assessment will be completed with an LNO Advisor for a full understanding of each chapter, the evaluation and regarding what the institution needs to improve. Delivery of results will be immediate.

COMMUNITIES OF PRACTICE (CoPs)

RETENTION PLAYBOOK ÂŠ 2016 LAUREATE INTERNATIONAL UNIVERSITIES

Community of Practice (COP) A Community of Practice (CoP) is a group of people who share the same challenges and work together to accelerate learning and provide better results. The Retention Community of Practice embodies over 100 Retention experts engaged from over 20 Laureate institutions in more than 10 countries. Since this community was launched over 30,000 page views have been registered, more than 100 discussions were created, over 70 blogs published and shared more than 200 documents. The Retention Community of Practice pursuits to accelerate our learning, expand our scope to become global introducing Retention Best Practice to new regions and enrich our experience. The Laureate Retention Community of Practice offers experiences that drive the generation of ideas, with rich and relevant content, instant collaboration, ultimately leading organizations into a new era of doing business. The Community of Practice empowers institutional leaders to expand knowledge, accelerate learning, improve institutional performance, and execute Best Practices from institutions around the globe. The Laureate Retention Community of Practice uses the following Best Practices Framework mechanism to promote and accelerate the identification, vetting, sharing, and implementation of Best Practices for the Laureate Network that includes the following categories:

Promising Ideas

Promising Practices

Best Practices

Institutions are encouraged to submit Promising Ideas and Promising Practices to be vetted by members of the COP. This CoP has retention experts from around the globe that have found this experience valuable and we want to continue to encourage participation from all of our institutions.

Currently the Best Practice Framework consist of the following…

Promising ideas:

Promising ideas: Marketing Digital- Mobile apps for Student Experience and Data Analytics Temporary and Permanent Withdrawal Follow up Vocational Certaintly and Retention

Laureate UNAB

Promising practices

Best Practices:

LIU

Student Profiles

UVM Chile

Retention Model

All

Supporting Students Center

UNITEC-MX

Digital Marketing

UNINORTE

UVM Chile

New Student Orientation Online

GPS

Predictive Analytics Online

GPS

Follow up Program

AIEP

Early Warning

Alumni Student as GES consultant

IBMR

Modified Variables Risk Model

UNINORTE

Faculty Alarm System

UNITEC-MX

Next Video Course Review Online

GPS

#Contacomigo

Certify/redefine 1st term faculty Online

GPS

Mobile Apps to communicate with students

Welcome Packets and Kits Online

GPS

GES team addressing students at risk

UNITEC-HN UnP

Student DNA

UVM Mx

Mobile APP focused in relationship with students

UNIFACS

Employability and Retention Digital Marketing 3.0 Strategy Student Engagement Program (SELID)

UnP UNINORTE UNIFACS

Best Practices:

LIU

UnP

Gamification

LIU

Econometric Model

ULATINA

Retention UNN 3.0 (Conta Com Agente)

UNINORTE

Reenrollment Strategy App Sou Anhembi

UVM México UAM Brazil AIEP UNP & ULATINA UAM Brazil

CONTACT INFORMATION

CONTACT INFORMATION For action plans or for additional information contact: Priscilla D’Oliveira Director Brazil, Student Success Laureate Network Office priscilla.doliveira@laureate.net Diego Dávila Director ARO & CENTAM, Student Success Laureate Network Office diego.davila@laureate.net Mili Orsini Career Readiness, Student Success Laureate Network Office mili.orsini@laureate.net Ana González Community of Practice, Lead Laureate Network Office ana.gonzalez@laureate.net

To get more detailed information on Best Practices, please contact: UPN Predictive Analytics Ángela Solís Student Retention Manager angela.solis@upn.edu.pe Anyelina Salinas Student Service Leader anyelina.salinas@upn.edu.pe UNINORTE DIGITAL COMMUNICATION Elaine Silva Relationship Manager elaine.silva@uninorte.com.br Wilsa Carla Freire da Silva Communication and Digital Marketing Manager wilsa@uninorte.com.br UAM App Sou Anhembi Marcia Yonekura Student Relationship Manager marcia@anhembi.br

RETENTION PLAYBOOK ÂŠ 2016 LAUREATE INTERNATIONAL UNIVERSITIES

UVM Mexico - BI Microstrategy Reporting Arturo Vallejo Estrella Director of Strategic Planning arturo.vallejo@uvmnet.edu Carlos Tarrats Suarez Retention Director carlos.tarrats@uvmnet.edu UAM #Conta Comigo and App Sou Anhembi Andre Bonfa Student Services Director abonfa@anhembi.br Marcia Yonekura Student Relationship Manager marcia@anhembi.br GPS-New Student Online Orientation and Predictive analytics Online Rebecca Jobe Executive Director Walden rebecca.jobe@laureate.net AIEP Mobile APP to communicate with students Patricia Cabello Prorector Patricia.Cabello@aiep.cl Hugo Gallegos Student Services Director Hugo.Gallegos@aiep.cl UNP and Ulatina Reenrollment Strategy Neusa Carvalho Student Services Director neusa@unp.br Victor Alfredo Henriques Fernandez Director of Student Experience victor.henriques@laureate.cr

APPENDIX

LEARNER ANALYTICS LIST OF VARIABLES Biographical

Socio economic

Psychosocial and Motivation

Skills

Academic preparation

Personal

Academic

Student progress

Financial

Academic weekly

Financial weekly

Participation weekly

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