Read Liaison’s Stance On Fighting Systemic Racism | On COVID-19

June 15, 2020June 18, 2020

Why Business Education is Up for the COVID-19 Challenge

COVID-19 has created unprecedented disruption, yet the crisis has energized graduate business students to think strategically about the issues of the day and solve problems cooperatively, writes Dee Steinle, executive director of MBA and MSB programs at the University of Kansas and vice chair of Read More

May 28, 2020May 29, 2020

Forget The SAT: Universities Should Try This Instead

In 2019, 80% percent (approximately 138,000) of University of California applicants took the SAT. Last week’s announcement that the University of California system is dropping the SAT and ACT from admissions requirements for in-state students marks a watershed moment in college admissions. Read More

May 22, 2020

COVID-19 Underscores Why Business School Rankings Are Losing Relevance

Business school rankings fail to account for whether graduate-level business programs are preparing students to be the innovative problem-solvers society urgently needs during a pandemic, write BusinessCAS Managing Director Robert Ruiz and BusinessCAS Advisory Board member Shaun Carver. Read More

May 21, 2020May 21, 2020

How to increase higher ed enrollment

Since Siena Heights University already implemented Liaison International’s Enrollment Marketing Platform (EMP) long before the pandemic, COVID-19 didn’t come with any technological growing pains for enrollment efforts, writes Siena Heights Vice President for Enrollment Management George Wolf. Read More

May 12, 2020May 21, 2020

Liaison Unanimously Selected for NAGAP Strategic Partnership Council

Leading provider of admissions management and enrollment marketing solutions will utilize its resources and relationships to guide graduate education through challenging times. WATERTOWN, Mass. (May 12, 2020) – Liaison International, the leader in admissions management and enrollment marketing solutions for higher education, has been selected Read More

May 6, 2020

Why the Pandemic Highlights the Value of a Graduate Business Degree

Despite recent research and reporting that casts doubt on the value of an MBA degree, these turbulent times underscore the need for talented and skilled leadership—precisely the kind of vision taught in a business school classroom, write BusinessCAS Advisory Board members Toby McChesney and Monica Read More

April 28, 2020

What’s Next for Higher Education?

The pandemic will compel institutions to continue selling applicants on the inherent value of a degree, while focusing on innovation to get them in the door Read More

April 13, 2020April 14, 2020

Ten Ways B-Schools Will Change After The Pandemic

Before the coronavirus outbreak, U.S. business schools were already confronting a challenging environment characterized by declining international enrollment and rising alternatives to traditional MBA programs. In the early stages of the pandemic, they faced China’s cancellation of the Graduate Management Admission Test and other English-language Read More

March 27, 2020May 5, 2020

COVID-19 Adds to Challenges Already Facing Grad Program Enrollments

Graduate education is facing a fateful crossroads that began long before the coronavirus crisis. Read More

March 23, 2020April 28, 2020

Tomlinson: Texas Business Schools Overhauling Degree Plans

Houston Chronicle columnist Chris Tomlinson, who covers the enrollment challenges facing business schools in Texas, quotes BusinessCAS Advisory Board member Dr. Shannon Deer. Read More

The Role of Race in Admissions Policies: More Questions Than Answers?

September 5, 2017October 16, 2017

The role affirmative action may be able to play in future university admissions policies is back in the news, and the unanswered questions about strategies for ensuring diversity on campus are likely to have significant implications for applicants and admissions professionals alike.

Although the U.S. Supreme Court in 2016 upheld the legality of race-based admissions policies, a recent New York Times article has revealed that the Department of Justice may now be preparing to look at legal maneuvers to challenges such guidelines. As a result, schools and potential students may need to consider new ways to ensure that their efforts to foster diverse and inclusive student bodies stand up to future scrutiny.

That, in turn, has cast new light on the importance and benefits of relying on more “holistic reviews” of candidates during the admissions process.

Under New Scrutiny

According to the August, 1, 2017 New York Times report, the administration of President Donald Trump, “is preparing to redirect resources of the Justice Department’s civil rights division toward investigating and suing universities over affirmative action admissions policies deemed to discriminate against white applicants.”

The article, based on an internal Justice Department document obtained by the newspaper, described the civil rights division’s plans to seek lawyers “interested in working for a new project on ‘investigations and possible litigation related to intentional race-based discrimination in college and university admissions.’” The Justice Department declined to comment on the report.

A Supreme Test

The revelation of the Justice Department’s apparent plans to scrutinize race-based admissions policies comes in the wake of a 2016 U.S. Supreme Court ruling that affirmed the constitutionality of a University of Texas affirmative action policy that includes the consideration of applicants’ race.

Abigail Fisher, a white applicant who had been denied admission to the University of Texas at Austin in 2008, filed a lawsuit alleging that the school discriminated against her because of her race.

Under the university’s so-called “Top Ten” plan, the majority of available incoming freshman slots are reserved for Texas high school students who graduated in the top 10% of their class. The rest of the university’s incoming freshman are then selected based on a variety of factors, including race. Fisher did not graduate in the top 10% of her high school class, and subsequently asserted that she was denied entry because she is white.

Before the case was finally settled by the Supreme Court, a lower court had also ruled against Fisher, citing the university’s right to consider race in an effort to support diversity on campus. The highest court in the land echoed that decision, albeit with a warning that such policies still need to be scrutinized and potentially updated.

In spelling out the Court’s split (4-3) ruling, Justice Anthony Kennedy wrote:

“A university is in large part defined by those intangible ‘qualities which are incapable of objective measurement but which make for greatness’… Considerable deference is owed to a university in defining those intangible characteristics, like student body diversity, that are central to its identity and educational mission. But still, it remains an enduring challenge to our Nation’s education system to reconcile the pursuit of diversity with the constitutional promise of equal treatment and dignity.”

Justice Kennedy also stated that, “[a]lthough admissions officers can consider race as a positive feature of a minority student’s application, there is no dispute that race is but a ‘factor of a factor of a factor’ in the holistic review calculus.”

In a dissenting opinion, however, Justice Samuel Alito wrote:

“The University has still not identified with any degree of specificity the interests that its use of race and ethnicity is supposed to serve. Its primary argument is that merely invoking ‘the educational benefits of diversity’ is sufficient and that it need not identify any metric that would allow a court to determine whether its plan is needed to serve, or is actually serving, those interests.”

Despite the ruling in favor of the University of Texas, the issue is likely to arise again. In delivering the Supreme Court’s majority opinion, Justice Kennedy also warned that the affirmation of the school’s policy, “does not necessarily mean the University may rely on that same policy without refinement. It is the University’s ongoing obligation to engage in constant deliberation and continued reflection regarding its admissions policies.”

That caveat — and the Justice Department’s recently reported intention to scrutinize race-based admissions policies — seems to indicate that university professionals as well as potential students may still lack the clarity they need in order to achieve their admissions-related goals.

Focusing on Goals, Finding the Tools

One thing remains clear, however: The debate over the future of race-based admissions policies has probably not been settled — and will likely continue to have significant repercussions on the role of diversity on campus.

For example, an ongoing investigation by the Justice Department is looking into allegations made by a coalition of Asian-American organizations that Harvard University has employed racial quotas that discriminate against students of Asian descent.

Elsewhere, there have been discussions about responding to perceived threats against affirmative action by implementing new policies to help ensure diversity in universities, such as admissions policies that give preference to students based on income rather than race.

Regardless of future judicial or administrative decisions affecting the outlook for diversity in the world of higher education, now is the time for admissions professionals to ensure that they have all the tools necessary to make the most well-informed decisions regarding which applicants they admit. For example, tools that allow you to holistically review applicants by streamlining and maximizing your application process are likely to support your ongoing diversity initiatives in the most efficient manner possible.

Of course, that involves looking at factors including, but not limited to, race. After all, diversity initiatives may take into account more than just skin color, embracing factors such as ethnicity, nationality, sexuality identity, and “real-world” work and academic experience.

Holistic Review is Easier with CAS™

“When it comes to holistic admissions, some factors are easier than others to integrate into your review,” shared Robert Ruiz, Liaison’s VP of strategic enrollment and a former director of admissions. “During my nearly three decades in admissions, I found metrics to be simple — they’re represented by test scores and GPAs. Experiences are easy to collect, but harder to quantify. For instance, how much value do you give an applicant’s work experience in an unrelated field?” Attributes, on the other hand, are difficult to quantify and difficult to communicate as well. “After all, what signifies leadership?”

Segmenting applications for review isn’t necessarily innovative. “Many paper-driven offices print PDFs and make liberal use of whiteout to help remove bias, but technology built for the admissions process offers a much more efficient way,” added Ruiz.

Specifically, Liaison’s Centralized Application Service (CAS™) provides flexibility around what data is displayed for each user or for user groups. While all of the standard application data is collected through CAS, a group of users can be assigned to metrics, another group can be assigned to experiences and another can be assigned to attributes — there’s no limitation on how much information you display or hide throughout your application review process.

By making it easy for applicants and schools to achieve their entire range of educational and societal goals, CAS will help your campus thrive regardless of any uncertainty that may linger regarding the future of race-based admissions and on-campus diversity.

APPIC’s Ten Year Partnership with Liaison Inspired by Tech Company’s People

September 5, 2017May 28, 2020

Ten years ago this year, the Association of Psychology Postdoctoral and Internship Centers (APPIC) began a partnership with Liaison International that it continues to expand upon to this day. On paper, the partnership began in 2007, but in reality APPIC’s relationship with Liaison began even before then.

In 2002, APPIC was ahead of its time, seeking an innovative way to enhance the process through which psychology students and professionals apply to internships and postdoctoral training. “In the early 2000s, APPIC coordinated placements for about 500 or 600 internships,” shared Jeff Baker, Ph.D., ABPP, executive director of APPIC. “The admissions process included digital and print submissions. Multiple pieces — the standard application, transcripts, letters of reference and other supplemental materials like demonstrations of the ability to administer psychological tests — were sent over in separate emails or mailed in separate envelopes. This was manageable for the first five or six applications, but on average, each internship receives around 200 to 300 applications each year. That adds up quickly.”

By then, George Haddad’s 1990-founded technology company was steadily working towards offering a comprehensive way to streamline admissions. “At the time, Liaison could take on our print components. We could reroute applicant mail to Liaison, having their processing team take over our administrative work so that we could reallocate the time that had been spent sorting and organizing materials. This was a valuable offer, but we were set on moving completely online.”

Flash forward a few years and Liaison was ready to deliver. George came back to APPIC with what his team had developed. “He showed us what we had asked for, we requested a few tweaks and in 2007, we implemented Liaison’s Centralized Application Service (CAS™).” Each year since, APPIC and Liaison have collaborated to refine the solution, with Liaison bringing best practices that it has learned from over two decades of working with other health associations to the table as well. Now, APPIC leverages Liaison’s technology and services to process applications for joining the association, applications for internships and applications for postdoctoral programs.

Stable technology, combined with the flexibility to innovate, were major inspirations for APPIC’s choosing Liaison, but what led the association to continue its relationship with the company is its people. “We’re driven by George Haddad’s involvement, his understanding of the company’s solutions. Our board trusts him to help us move forward with initiatives. What’s more, every person at Liaison who we’ve worked with — Deb Erdner [Liaison’s vice president of CAS operations], Sibu Thomas [director of software development], Joni Yaris [customer solutions manager], Tomas Young [business analyst] and the countless other hands-on developers and customer service representatives — helps to solidify a feeling of excitement about what our partnership has brought and will continue to bring to the psychology field. We look forward to continuing our collaboration with Liaison for many years to come.”

Leveraging the “Why” to Recruit Best-Fit Students

August 22, 2017May 28, 2020

Why does what works work?

We know there’s more than one “W” to consider when crafting an effective graduate student engagement strategy. We’re familiar with the role of the What. Next up: the Why.

These days there are so many social media tools, apps and resources available that it’s easy to fall into the trap of thinking that you should be using all of them, all the time. Instead, as you craft your engagement strategy, ask why you use the tools you’re using.

As an example, take a look at Snapchat. According to a 2014 report by Sumpto based on 1,650 responses, 77% of college students use Snapchat daily — and that was in 2014. It’s still the most popular app currently in use by millennials. However, it’s not enough for institutions to use it simply because a large percentage of their prospective applicant pool does. If we don’t look at why we want to use a particular tool, we run the risk of using it in ways that aren’t effective.

It’s time to get personal

In a report by CKSyme Media Group called “Your Guide to Advanced Snapchat Marketing Strategy”, the author looked at the way the Saints, New Orleans’ football team, drove engagement with fans through calculated use of the popular app. The team’s social media manager, Alex Restreppo, points out that, “Snapchat isn’t a regular social media outlet. When you send a snap, it’s perceived as a direct message from the brand or team… if it’s a snap, they see it as more of a personal touch.” (emphasis added)

So how could this work in higher education? One great example is the University of Wisconsin, which started using Snapchat to send acceptance notifications to students before mailing their official packet. U.S. News & World Report recently highlighted the University of Wisconsin for using Snapchat to send acceptance notifications to students before mailing their official packet. Students responded with excitement, often replying back with a selfie and also sharing the news with friends.

“Of course you want the prestigious acceptance letter, but I think students also enjoy having the wall brought down and being able to communicate with the institution that they have chosen,” said Brittany Shope, the Web Coordinator at Tennessee Wesleyan College (TWC), in a 2014 Time.com article.

Next up: determining “when” to engage prospective students.

Creating an Effective Graduate Student Engagement Strategy

August 8, 2017May 28, 2020

Leveraging the 4 Ws to Recruit Best-Fit Students

For-profit businesses, nonprofit organizations, schools and graduate programs have one goal in common: Finding and implementing new — and better — ways to engage their target audience.

As proof, look no further than the seemingly endless array of whitepapers, presentations, think pieces and studies devoted to exploring the nature and metrics of engagement. Clearly, engagement is a force to be reckoned with.

But what does engagement really mean? And what are the specific challenges faced by institutions of higher education who want to engage prospective graduate students?

DEFINING THE PROBLEM

When it comes to current students, engagement is relatively easy because they already have a relationship with the institution they are attending. They’re invested in the ongoing story of the university because now it’s their story, too.

Throughout our over two decades of powering admissions and enrollment marketing solutions for higher education, Liaison has recognized that prospective students, on the other hand, present a greater challenge.

It’s not that prospects aren’t interested in engagement; it’s simply that they are interested in developing connections with people they already know. Because they don’t know us yet, institutions have to work harder at reaching out consistently and in ways that feel personal — without crossing the line into invasive — to our prospective students.

The Golden Circle

In 2009, author and motivational speaker Simon Sinek gave a TED Talk titled “How Great Leaders Inspire Action.” While his message was tailored for the business community, it’s just as relevant for anyone trying to run a successful graduate program. Let’s start with his primary concept, which he calls “The Golden Circle.”

The Golden Circle illustrates how businesses and organizations think, act and communicate. The outermost ring represents the “What” which would be your graduate program.

Moving into the next ring, we encounter the “How,” or ways and means by which you get your your “What” out into the world.

Finally, we get to the innermost heart of the circle, which is where we locate our “Why” — also known as our purpose and reason for being.

Communicating from the Inside Out

In his talk, Sinek points out that many companies, organizations and schools work from the outside of the circle in: They start with the “What”, the product or program that they’re offering.

What’s wrong with that, you might ask. Isn’t the “What” important? Absolutely — but research and real-life experience have proven time and again that human beings are not nearly as guided by logic and reason as we like to believe. Whether we like it or not, humans tend to make decisions based on emotional motivations — and then use our rational brain to construct a reasonable justification for whatever decisions we’ve made.

In an abstract for their academic paper titled “Emotion and Decision Making”, a team of researchers proclaimed, “A revolution in the science of emotion has emerged in the last few decades, with the potential to create a paradigm shift in thinking about decision theories. The research reveals that emotions constitute powerful, pervasive, and predictable drivers of decision making.”

At this point you may be thinking, “Interesting stuff, but what does any of it have to do with creating a meaningful engagement strategy for my program’s prospective students?”

Understanding the driving forces behind how people — including your prospective students — decide to interact with you is an important part of crafting an effective engagement strategy.

In the end, engagement is actually much more than a strategy. It’s a natural outcome of relationships that have been nurtured over time. Engagement with our prospects is more likely when we are able to emotionally inspire them to connect.

So, how do we do that?

The Four Ws of Engagement

Your institution is unique, which means your reason and purpose for being will be, too. So how you define the metrics of successful engagement will depend on factors that are unique to your program and institution — in other words, there is no such thing as a one-size-fits-all engagement strategy. What works for another program may not work for yours, and vice versa.

Which isn’t to say that there’s not much to be learned from how other institutions have managed to connect with their respective audiences. There’s a wide array of best practices that can apply in almost any situation, so we should definitely seek to learn from the experiences of our peers.

What’s important to keep in mind is that just because a certain tool is being used effectively for another program doesn’t mean it’s the exact right one for your needs and goals.

Who? What? Why? When?

In order to create and maintain an effective engagement strategy, we need to know more than just who we’re trying to reach — we also need a deep understanding of what tools are best to use, why an engagement strategy that drives how we use these tools is key and when it’s best to use them.

Defining the “Who” of engagement is actually the easy part — it’s your prospective students! But building a strategy on only one W is a little like trying to drive a car with three flat tires. The other Ws — What, Why and When — need to be equally balanced.

Over the next few weeks, we’ll go over each of these in turn. Follow Liaison on Facebook and Twitter for updates about the next installment in this blog series.