Notes from meetings with Dr. Greg Wegner

Consultant from IRHE

Wednesday, 02 December, 1998


Data analysis areas suggested by DW Steering Committee

(This list, sorted alphabetically, is the result of a brief brainstorming session when the Data Warehousing Steering Committee meet on November 18)


1.       Applications, Acceptances, Registrations

2.       Class Sizes

3.       Costs and sources of funds for different mixes of students

4.       Deans' Statistics

5.       Donor Tracking/Analysis (Census Report)

6.       Faculty Load Analysis

7.       Faculty Productivity

8.       Market Segment Analysis

9.       Program cost tracking, multiple sources of income/revenue per student

10.   Registration Analysis

11.   Research cost tracking for various kinds of research

12.   Retention Analysis

13.   Student Achievement/Outcomes

14.   Student Aid Tracking/Analysis

15.   Viable Majors


Cabinet meeting with Greg Wegner - AD306, 9:00-11:00

4 measures by IRHE (Institute for Research on Higher Education)

1.       Admit and yield rates

2.       Percentage of freshmen who graduate in 5 years

3.       Percentage of undergraduate enrollment that is part time

4.       Ratio of bachelors degrees awarded to total undergraduate enrollment


Data that Jack Stout used gave Andrews University as a whole a rank of 5 on a scale of 1-7.


The following table summarizes the data elements and formulas used the market taxonomy analysis:


Market Segment Analysis


Element definition



Number of Fall Freshman applicants in YYYY



Number of Fall Freshman admitted in YYYY



Number of Fall Freshman registered in YYYY



Percentage of YYYY-4 Freshmen who graduated by YYYY+1

(5-year graduation rate)



Full-time undergraduate enrollment, Fall YYYY (IPEDS)



Part-time undergraduate enrollment, Fall YYYY (IPEDS)



Total Undergraduate enrollment, Fall YYYY (IPEDS)



Number of bachelor degrees awarded in YYYY to YYYY+1 (IPEDS)






Admit Rate = B / A



Yield = C / B









Percentage of Part-time students = F / G



BAs awarded to enrolment ratio = H / G






Admit x Yield = J * K



Excess Applicants = L / R



L - Admit Rate = L - J



(L - Admit) + Yield = T + K



Competitive Score = V / M



Demand Score = S * W



Determine final market segment score using a 3-step process:

1.       Left-edge score - read off a 2-dimensional table comparing 5-Year Graduation Rate (Box D) with Demand Score (Box Z)

2.       Right-edge score - read off a 2-dimensional table comparing Bachelor's Degrees to Undergraduate Enrollment (Box P) with Percentage of Part-time Students (Box N)

3.       Determine your market segment via a decision table


Questions and issues raised

What do we mean by the term quality?

There are objective and subjective aspects. 

Subjective parts (student perceptions) are probably most important.

What does academic quality in the Biology department really mean?  What factors contribute to the improved retention?  How targeted is the recruiting?  How does out-of-class follow-up and faculty-student contact in Biology compare with other departments?


Prestige versus Quality

Market taxonomy is NOT about quality.


Do this market segment analysis and retention analysis by:

·         Cohort

·         School/College

·         Source of students, e.g., MI, Lake Union, US, etc, transfer students

(This kind of drilling and slicing can be made possible with a data warehouse.)


Add other demographics:

·         Age ( SCT “Are you ready?” advertisement.  They picture 4 age-groups of future students)

·         GPA

·         Honors

·         Other institutions considered

·         Major

·         Reason for not returning

·         Academic?

·         Financial?

·         Social?

·         Other?

·         Where do non-returns go to?

·         Why do they leave?  Exit interviews and/or telephone follow-up, with carefully constructed questionnaires.

·         Where do freshmen come from?
Is retention better for students coming from MI?
Is it the students from outside MI or outside Lake Union that give us a low retention score?

·         Why do they come?  What attracts them?  Hold focus groups with students?  No value making changes to improve in an area that has no impact on decisions to come here.

·         Who facilitates these focus groups?  Who sets them ups, coordinates?  Who develops sets of questions to ask, including telephone interviews?

·         Where do transfers come from?

·         Why do they come?

·         Focus groups with current students to learn about perceptions of the classroom experience and the campus life experience.

·         What about time off to earn fees, volunteer, study abroad, and returning later to finish?

·         Degree level, i.e., include graduate as well as undergraduate, with provision to analyze separately.

·         Data from comparable schools, peer institutions.  Load it into the DW also.  (locating true peers is difficult)

·         Tuition

·         Faculty salaries

·         This same student data


What to do with undeclared or undecided?


Jack has punched these numbers through the model by hand.  Are there institutions that have automated this, say through building this model on a data warehouse?  Answer: No.


“You need to remain mission centered, but be market smart.”  “Do not let the market become your value system.” Greg Wegner.

Deans' Council meeting with Greg Wegner - AD307, 1:30-3:30

Conclusions about retention rate of 45% and percentages of transfers in, etc are based on a single year slice, not a longitudinal analysis of distinct cohorts.  Automating this market taxonomy analysis through a data warehouse will make it possible to do this for true cohorts.


What is important to our success?  Little point measuring and trying to improve things that have only marginal effect on our success.  What are our Critical Success Factors?  We need to be very clear in our thinking what these are.  Then, how do we measure our success?  What are the Key Performance Indicators that tell us if we are achieving our goals or not?


How do we determine what changes to make to bring about desired improvements?  Improvement implies doing things differently, that is, making changes.  Having identified the areas we want to be successful in and where we want to make improvements, what is the process for coming up with new and better ways of doing things?


Must find appropriate indicators that can be measured that tell us if those changes are taking place, and if they are having the expected effect on our success.


Strategic Planning Committee with Greg Wegner - AD306, 5:00‑7:30

Who are our students?

What are their expectations?

Are these expectations the same for freshmen as for transfer students?

What messages are students getting before coming here?

Where do they get these messages from?  Teachers, pastors, etc who are AU alumni?  Other media?

Focus groups to determine the experience of the students who are here - academic and campus life - surveys, interviews…  How do these factors affect retention, GPA…



How do we do this?  Campus Round Table?  Executive Training?