April, 2017

Assessing the Feasibility of New

Programs

Jane Sadd Smalec

Question:

How do you evaluate new program ideas?

(…or should I say, DO you evaluate new program ideas?)

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(Often): Starts with an idea from a member of faculty

• Accompanied by anecdotal feedback about how well a program is doing at a competitor institution

(Sometimes) profiles of competitor programs

(Occasionally) Secondary data:

• IPEDS data from the National Center for Education Statistics

• US Department of Labor Bureau of Labor Statistics

• Still difficult to put together systematically

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Typical Model

Question:

What does this data lack?

Any understanding of YOU as a provider

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Distinction between potential market and addressable or served market

Understanding of demand for program subject among students – and you as a provider

Employers attitudes about such a program – and you as the provider

How to differentiate your program in a crowded market space

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What is Missing:

Potential market- Served market

Stephens CollegePlanning Meeting

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All eligible learners. Ex: for undergrad, HSD; for grad-Bachelor’s or within one year of earning a bachelor’s

> Interested in a credential in this discipline

> Who the institution seeks to serve through its choice of the 4P’s

> Students interested in this program, program format and the school’s differentiating factors

Potential Market

Available Market

Target Market

Served Market

Question:

Do you think of this type of work as:

1. Feasibility Studies?

2. Needs Analysis?

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A More Comprehensive Approach Combines

Analysis of Data from Secondary Sources AND

Primary Market Research

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A Master’s in Equine Therapy A Bachelor’s in Mindfulness An online Master’s in Illustration Graduate Certificate in Gerontology

To more mainstream:

Master’s in Sustainability Science Physician Assistant program

To “Core”: MBA Masters in Educational Leadership Bachelor’s in Human Services (Online)

Question: What are some of the more “far out” program ideas that have come up at your institution?

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Requests range from niche ….…

Winnowing down a list of many degree areas• Into what areas of graduate education to expand • Which programs to take online• Which is more likely to be successful • Selection of majors to be offered (e.g., in a Bachelor of Science in Agriculture)• Which undergraduate programs in a major are in greatest demand, or which

concentrations in a Master’s ( E.g.,Healthcare, IT)

Rooting out the causes of underperformance of a program or group of programs• A DBA with more credits (and a high price) than competitors• Full-time/part-time/executive MBA and other MS degrees in Business-related

subjects• Overlapping markets ( e.g., career entry, career advancement) and programs

Investigating a single degree area • Leadership and Liberal Arts• Civil Engineering• Administrative Medicine

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Two (or Three) Types of Studies

New concept: Testing of a completely new/unique topic• Mindfulness

• Development Engineering

Testing of an existing degree, but new to your institution• MBA for a private Christian school

• Physician Assistant program for a Mid-Western women’s college

• Bachelor’s in Product Design for an Academy of Art and Design

Testing of an existing degree, in a delivery format new to your institution• Online Bachelor’s in Web Design for a university in New England

• Online Master’s in Organizational Leadership

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Investigating a single subject area

When asked to identify the best 1-3 options among a list of 10, we consider two (well, really 3) things:1. Institutional Capabilities

1. Faculty support or depth of faculty expertise

2. Experience with specialty/programmatic accrediting agencies

3. Time to market- Readiness of courses

2. Secondary Indicators of Market Demand1. IPEDS completions2. BLS average annual number of openings3. Top competitors and profiles of their

programs

3. Our Expertise1. Accumulated knowledge about student

demands

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Winnowing Down…

Market Attractiveness

Inst

itu

tio

nal

Fit Best

candidates

Poor candidates

Secondary Indicators of Market Attractiveness:

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Criterion Data/ Sources of Data

Weight

Relative demand:Number of inquiries at Gradschools.com for subject discipline, with a home zip code within 100 mile radius of<Zip code>

Gradschools. com

25%

Relative supply:Numbers of degrees awarded by colleges and universities within the 125 mile radius in 2011/12

`IPEDS 25%

Career potential:Average annual number of job openings in <State(s) due to growth and replacement, 2010-2020.

Dept of Labor; IPEDs cross walk

25%

Competitive intensity:Number of universities within 150 miles of <City> that awarded more than 5 degrees in the relevant CIP code in 2011/12

IPEDs 25%

Examples of Institutional Capabilities

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Winnowing Down…

Criterion Data/Sources of Data Weight

Ability to offer 100% online or low residency

Qualitative assessment 33%

Faculty and Institutional Support/Alignment

Qualitative assessment 33%

Availability* of courses today/time to develop

Assume five courses per certificate, 3 credit hours per course; 2 courses per semester

33%

Question:

What criteria would you put in your own capabilities matrix?

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Starts with input from competitor program analysis to identify issues.

• E.g., Is program accreditation required (because program is a licensure program) or just desired?

Create data about preferences of prospective and enrolled students in similar programs through primary market research.

Ask employers of program graduates about positions they might hire into, and what would make a job candidate stand out.

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Market Research Ingredients for Feasibility Studies

Question:

What do surveys and interviews tell you that secondary research does not?

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Answer:

Secondary data may inform you about:• The degree subjects are graduating the largest number of

people

• occupations (and associated areas of study) have the most job openings

Surveys and interviews inform you about:• Format and schedule preferences

• Services needed

• Maximum price point

• Key words and concepts that catch the attention of prospective students

• Identity of target market and what gets their attention

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Question:

Why is this important?

It is no longer good enough to have a high demand program, you have to offer it in the way students want it.

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Prospective and Enrolled Students in similar programs• How we do it: Where possible, online surveys; sometimes small

focus groups

• Who we survey: People considering/enrolled in similar programs

• What we learn from them:– Preferred schedules and formats

– Preferred services

– Impactful marketing and outreach methods and channels

– How they make enrollment decisions

– What they think of you as a provider

• While the question sets are similar to those of a regional study, the responses, depending on the subject of the study, can be quite different

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Primary Market Research Ingredients…

Typical question for a graduate program subject

August 2014 Stephens College Planning Meeting 21

Primary motivation for considering graduate level study

Under

25 25-29 30-34

35 or

older All

To advance in my current career, or to prepare for

advancement 28.6% 57.3% 66.7% 48.6% 56.5%

To enter a first career 40.8% 14.6% 7.4% 11.1% 15.3%

To change careers 12.2% 12.5% 14.8% 15.3% 12.3%

To keep up to date in my current career 10.2% 7.3% 7.4% 13.9% 8.6%

Further study was required or recommended by my

employer 6.1% 4.2% 1.9% 5.6% 4.0%

Personal reasons not related to job or career (Please

specify): 2.0% 4.2% 1.9% 5.6% 3.3%

N 49 96 54 72 301

Typical Question for an Undergrad. Subject

July, 2016 CALEM, 2016 22

Reponses (N=203) Percent

I knew/know exactly in what field I want to major 48.8%

Some idea of major but changed directions after I enrolled 9.9%

Some idea of the broad field of major but not sure about

the specific subject

35.5%

Not sure about broad area of study, or major 5.9%

Bachelor of Professional Studies in Business- New York/New England 2016

At the time you enrolled, which of the following statements best describes you?

Graduate prospects see a slightly different question:

August 2014 Stephens College Planning Meeting 23

N=254/N=250 “Market”

College’s

Inq./App

I knew exactly what specific subject I wanted

to study and only reviewed those programs. 57.9% 65.5%

Until I started looking, I was not aware that

there were so many different program tracks,

concentrations and options to choose

between in my broad area of study. 37.4% 32.5%

Something else 4.7%

Graduate programs in marketing, communications and the arts, 2016

Core Questions

After reviewing the following descriptions of <business and management> programs, please rank your interest on a scale of 1 to 5 with 1 = Highest interest and 5 being Least interest

What key phrases caught your attention in your top ranked program description?

Which of the following areas is of greatest interest to you as a major, a minor, or a specialization in your Bachelor’s degree in a Business and/or Management topic?

• Column headings:

– Major (at least 10 courses or 40 credits),

– Minor ( At least 5 courses or 20 credits)

Stephens College Planning Meeting 24August 2014

Key Words or Phrases

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Master of Professional Studies - Sustainability Sciences

This program sounds more hands on and problem solving oriented, environmental science is not

the same as sustainability, and should not be seen as the same. There are environmental issues

that need to be solved and this option seemed like it got that

For better or for worse, the emphasis on quantitative methods and analysis is in line with the

increasing role data is playing in decision-making. Secondly, the ability to communicate

effectively - written, oral, AND visually, is a critical skill regardless of field.

I felt like I could actually do well in this program. It's easily worded.

Bachelor’s in Web Design program

“I like the idea of creating a website, and making it as visually appealing as possible. I

also like the idea of a User Friendly website--I also enjoy researching. The key words

with this that appeal to me is "creative" and "researching."

Hands on experience, constantly changing, creative problem solving, focus on your

creative talent

Typical question – Search Practices

CAELM, 2016 26

Master of Science in Management, 2014

When you were/are planning on enrolling in a business or

management program did you:

All (N=205)

Review information about both MBA programs and

Masters in Management (MM or MSM) programs

43.9%

Review information only about MBA programs 26.8%

Review information only about management (MM or

MSM) programs

6.3%

Review information only about programs in my area of

specialization (for example, healthcare administration)

22.9%

Typical Question - Enrollment Decision Factors

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Top Ranked Factor in Enrollment Decision- Graduate Program

(N=205) All (N=201)

Quality of program (reputation of program/institution): 35.0%

Cost of program 17.2%

The length of time to complete the program 12.8%

Content of program (relevance of course descriptions,

availability of major or concentration that I want):

11.8%

Convenience- the format of the program fits with my

home and work responsibilities:

10.3%

Convenience of program- the college has a location is

near where I live or work

6.9%

Quality of faculty 5.9%

Enrollment Decision Factors- Undergrad

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The Most Important Factors in Your Program Selection

Decision – Undergraduate (N=109)

Top

ranked

Cost of program 21.1%

Availability of major or concentration that I want 18.3%

Quality of program. 14.7%

Convenience -- the format of the program fits with my home

and work responsibilities 11.0%

Time to complete- college is generous about awarding transfer

credit for prior higher education and relevant work experience 10.1%

The program's track record for student placement after

graduation 8.3%

Content of program (attractiveness of course descriptions): 7.3%

Reputation of the institution offering the program 5.5%

Proximity to the campus to where I currently live or work 3.7%

# 2 for graduate

programs, #1 for

Under-graduate programs

#1 for grad

programs

Employers/potential employers of program graduates• How we do it: telephone interviews

• Who we survey: Operations executives, practitioners, thought leaders in relevant organizations, often surfaced through faculty referrals, but also through LinkedIn or other directories (ZoomInfo, InfoUSA, etc.)

• What we learn from them:– What employers need (what skills) in graduates of such

programs

– What they think of particular modalities

– Specializations and concentrations in need

– What they think of your college as a provider

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Primary Market Research Ingredients…

Employer response: Would you host interns?

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Sure! If they have the right aptitudes. I have to import interns at the moment and find them housing and stuff.

It would be of benefit to have a local stream.

Definitely consider it. Can use my name. I’m also looking at reconnection with Wisc. Stout to outsource some

entry level work and free up me up because I’m so hyper busy. Internships are so important.

Absolutely. We have <School> interns from other areas. We work with Cynthia already

Absolutely. If someone was to apply we would look at them

They do and yes I can help with that. Its all about the portfolio. If they have talent then we are altruistic - we

like to teach them

I will get back to you with the name of the person who recruits for internships

Yes if they are good. Talk to me!

Yes, actually we need more interns as we grow and build our reputation. We have them do “designer for a

day” and we have them shift stuff off our plates so they get experience with clients and real work things

We have taken interns and we do. It’s based on workload. We would be open to some. Give them my name.

I think so- we have had interns. Certainly not opposed to it—they would have to be organizationally relevant.

We have interns, just not regularly, sporadically. The owner is always open to new opportunities though.

There’s a good possibility I could get the OK

Can’t say for sure, as we don’t usually take interns. But we would talk about it

Not here because there is no design group- try Target, Best Buy and 3M

Employer Response: In what areas do academic programs in agriculture need to do a better job of being up to date with industry best practices?

July, 2016 CALEM 2016 31

Frustration with Too Much Information! How do I organize it and who do I trust?

Marketing is a foreign concept to many farmers. Selling corn to an elevator may not be their best

strategy. They should look at a futures or options protection strategy.

At times, you can get bogged down in science and they are not teaching holistically. They aren’t

teaching from a world food security of supply and food availability perspective.

There’s a shortage of kids coming into agriculture but that doesn’t mean instant success. They have

to learn how to set realistic expectations and to be accountable, to have the confidence to get out

and develop new business not just service existing business, and to be self-motivated.

I’m on an advisory board at U-XX - Teaching communications- face-to-face communications!

GI and GPS – machine control. Those are the most important.

The reality of day-to-day farming—most land grant universities are teaching chemical compounds

and testing procedures that are 8-9-10 years out of date. (New products are getting into usage

quicker than curriculum is being updated – where are folks getting the info about what new

products to adopt – from places like the coops).

How this helps?

Understand what the program terminology means to the potential market (Sustainability versus environmentalism).

MAY help you identify key content areas for the differentiation of your program ( e.g. through the question about other programs not being up-to-date).

MAY identify candidates for serve as advisory board members for your program; WILL increases the visibility and credibility of your organization.

MAY help your staff understand the organization’s process for mounting internships.

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Question:

Have you launched a program that you thought would do well, but didn’t?

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Discussion

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Contact Information

Jane Sadd Smalec

Senior Consultant

Aslanian Market Research

954 557 9889

jsmalec@educationdynamics.com

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