Freshman

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Freshman Transfer Student RecruitmentKey
Audience Research
Conducted Spring 2007 for CSUN Department of
Student Affairs
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Project Objectives

• 
  
• Gain a better understanding of the motivations
  and decision factors of high school seniors and
  community college students involved in the
  college application process.
• Obtain insights into the current perspectives
  of potential applicants and their advisors
  regarding CSUN.
• Inform future positioning and communications
  strategies in order to recruit a larger number
  of academically high performing
• students.

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Research Methodology

• INTERNAL
• Strategic Briefing Session
• Current CSUN Student Focus Groups
• Communications review
• Recruiter focus group
• EXTERNAL
• College-bound High School Community College
  Student Focus groups (6)
• College Counselors Interviews (18)
• High School and Community College Student
  Surveys (591 respondents)

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KEY FINDINGS
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CSUN Image Awareness

• CSUN enjoys a high level of name recognition
  however, beyond its name, students have very
  little understanding of its academic programs and
  activities.
• Overall impressions among all audiences high
  school students, community college students and
  counselors - tend to be neutral to good CSUN is
  only occasionally referred to in the context of
  being outstanding or excellent.
• There is general agreement that CSUN has an
  attractive campus and offers a combination of a
  suburban/urban experience.
• Most counselors and some students view CSUN as
  having a number of very good programs -
  particularly business, education, entertainment,
  music, speech pathology/deaf studies and
  engineering.
• It is generally viewed as a place to get a good,
  solid education, though it may not offer the
  college experience some may be seeking.
• It is viewed as doing a very good job of
  preparing students for success in the real
  world.

6
CSUN Image (continued)

• CSUNs location is a plus and a minus. For some
  students, being able to go to a good school that
  is near home is a priority. Other students would
  not consider CSUN because it is so close to home.
  
• CSUN is perceived as being very easy to get
  into, which can make it less attractive to more
  competitive students.
• CSUN is not the school of choice for those who
  are prestige conscious.
• It is the school of choice for those who want
  to attend a 4-year college and stay close to
  home.
• Regarding nomenclature, both Cal State
  Northridge and CSUN have their place general
  consensus is that Cal State Northridge sounds
  more formal and prestigious, while CSUN sounds
  more friendly and approachable.

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College Counselor Mind Set

• College counselors handle large numbers of
  students at these schools, however they appear to
  take their jobs very seriously and try to view
  each student as an individual.
• Finding the right fit is seen as the primary
  goal when recommending a college to students,
  with fit comprising numerous elements GPA,
  finances, family dynamics, location (can work for
  and against CSUN), comfort with size of school,
  etc.
• Students often see college counselors as allies,
  who if called upon, can both facilitate
  communications with colleges, and intercede with
  parents.
• College counselors see a correlation between the
  amount of time and attention a college or
  university commits to developing a counselor
  relations and recruiting program and their
  success in recruiting qualified students. In
  nearly every case, the personality of the
  recruiter was viewed as key to success.

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College Counselor Mind Set (continued)

• There is a belief that CSUN has excellent
  faculty, focus on teaching is a positive for
  students, may limit the wider reputation of the
  school as a research institution.
• Counselors do not believe that CSUN can become
  the top choice for the highest achieving students
  (4.0) however they do believe that it is, and
  can be, the school of choice for good solid
  students (3.0-3.7) due to specific programs
  and/or finances
• Counselors see other CSU schools as primary
  competition for CSUN, along with the less
  competitive UCs (e.g. Riverside, Merced) and
  community colleges for students who are undecided
  on their major, or who are emphasizing the
  transfer to UC strategy. Note Channel Islands
  appears to be pursuing an active outreach effort
  and may start to pull some of the students who
  would have gone to CSUN.
• It appears that CSUNs handling of accepted
  students is not as timely, personal or organized
  as other institutions, which creates a less
  welcoming feeling and may lead to students
  choosing other options.

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College Counselor Mind Set (continued)

• Some suggested that CSUN start recruiting
  earlier when students are juniors or even
  earlier with an emphasis getting students to
  visit CSUN and exposing them to particular
  programs.
• Given the competition for strong students, some
  feel that CSUN should do more to differentiate
  itself and create special opportunities for
  students (e.g., creating more honors programs,
  scholarships).CSUNS research grant program for
  undergraduate students was cited as a good
  example that sets them apart.
• To know CSUN is to love it (or at least like
  it a lot!) Those with ongoing access and contact
  with a CSUN representative and/or personal
  exposure to the campus (particularly through the
  Advisory Board) appear to feel the most positive
  about CSUN and possess considerably more
  knowledge than others.

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Other Influencers

• Generally, parents are viewed as playing an
  influential role in college
  decision-making for those coming out of high
  school, although they only rarely are seen as the
  final decision-maker.
• Parents roles diminish substantially with
  students who are transferring from community
  colleges.
• Independent college counselors do not appear to
  be working with a significant number of students
  at the schools where interviews were conducted.

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Student Decision Making Trends

• While the reputation of the overall institution
  is important, most students also go deeper and
  look carefully at individual majors and programs.
  The availability and quality of these can be a
  deciding factor in where to attend.
• For high school and community students, the
  factors that most frequently influence college
  decisions are visits to campus, perception of
  academic opportunity, preparation for a good job,
  overall reputation and specific majors offered.
  
  
• Students want and expect to receive
  communication to and from colleges via multiple
  channels email, websites, in person, phone calls
  and written letters. Instant and text messaging,
  online chats and blogs were not viewed as viable
  forms of communication.
• There is some indication that among highly
  academic students, minimizing undergraduate
  college expenses by attending a state school for
  at least 2 years is becoming a more widely
  accepted rationale.
• -

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Student Decision Making Trends (continued)

• Several counselors and students noted that the
  UCs encourage high school students to pursue a
  transfer strategy if they are not initially
  accepted.
  
• Ultimately, students appear to feel comfortable
  making college choices that they believe are
  right for them, despite what their parents,
  counselors or friends think.
• -

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CSUN Recruitment Perceptions

• Perceptions of CSUN recruitment efforts varied
  by school site, from very positive to somewhat
  negative.
• Those who felt most positively tended to have
  very active CSUN representatives who carried out
  a variety of activities at the school site,
  including working one-on-one with students and
  conducting orientations.
• Those who had mixed feelings had concerns that
  the CSUN representatives were not readily
  available, could not answer students questions
  or relate well to them, and did not always
  provide timely or accurate information.
  
  
• Getting students to visit CSUN was seen as
  critically important several counselors regret
  the loss of CSUN sponsored tours and activity
  days.

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CSUN Recruitment Materials

• In the focus groups, CSUNs print information
  was viewed as attractive and organized and on par
  with other institutions they received materials
  from. Most frequent change requested was to add
  in more photos of the campus.
• However, of the students surveyed who recalled
  receiving materials from CSUN, only about one
  third felt the materials increased their interest
  in the campus.
• There was some evidence that CSUNs
  communications, particularly electronic and
  print, are relatively more compelling to
  community college students than high school
  students.

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Student Survey Results
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Survey Demographics
Total Respondents
TOTAL SAMPLE 591 College Bound Students
472 responses received from 7 public high schools

San Fernando Valley

Monroe (83)

North Hollywood (76)
Polytechnic (70) Van Nuys (50)
Los Angeles Area Hamilton (80)
Santa Monica (76) South East (37)
119 responses received from 2 community colleges
LA Pierce College (41)

Santa Monica College (78)
Statistical Confidence Level
4.5 percentage points, at the 95 confidence
level
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Student Survey Demographics
Gender
High School Community College Male
41 44 Female
59 56
Primary Ethnic Background
High School Community College African
American 8 13
Asian 12
13
Latino/Hispanic 56
30 White/Caucasian
15 18
Other/mixed 9
24
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Student Survey Demographics
Applied/will apply to CSUN?
High School Community
College Yes 44 50
No 56 37 Dont
know - 13
Will attend CSUN?
High School Community College Yes
15 33 No
85 30 Dont know
- 37
Note 153 different colleges and universities
were named
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Student Survey Demographics
ADDITIONAL HIGH SCHOOL STUDENT DEMOGRAPHICS
Grade Point Average
Over 4.0 11
3.5 4.0 36
3.0 - 3.49 23
2.5 2.99
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Other/did not state 9
ADDITIONAL COMMUNITY COLLEGE STUDENT DEMOGRAPHICS
Age
Under 20 years 54

21-24 years 32

25-29 years 6

30-39 years 3
40
years 5
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Colleges students will be attending this Fall
Note a total of 153 different colleges and
universities were named
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Question 1 Which of the following factors
influenced your decision on where to go to
college? (check all that apply)
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Top 10 factors influencing college decision
With only slight variations, students at both
high schools and community colleges identify the
same factors as being influential in selecting
the college they will attend.
of High School Students for
whom this was a decision factor
of Community College Students for
whom this was a decision factor
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Other factors influencing college decision
The ranking of the school or specific majors
appears to be somewhat less frequently important
to high school students, while location in a
different city or state is more often a factor in
their choice. Community college students are
more likely than high school students to cite
friends or relatives going there as a reason that
influences them.
High school
Comm. College
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Other factors influencing college
decision (continued)
For both high school and college students, the
factors least likely to be mentioned were a
legacy of siblings or parents attending the
college, experience taking classes on campus, or
knowledge of the college from general media.
High school
Comm. College
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Question 2 a) What do you think are the best
ways for YOU to get information/communicate with
colleges, and b) What do you think are the best
ways for COLLEGES to communicate with
you?(check all that apply)
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Preferred method of communication High School
High school students clearly prefer communicating
with colleges via a mix of email, websites, in
person, telephone and written letters there is
very little interest in using other methods for
this purpose.
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Preferred method of communication
College Students
Community college students mirror the preferences
of high school students, with a somewhat
stronger interest in receiving information via
in-person contact and written letters.
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Question 3 During your college search process,
a) did you get information directly from CSUN
in any of the following ways, and b) how
did it affect your interest?
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Materials received from CSUN
About half the high school students and one third
of college students recalled receiving electronic
and print materials from CSUN about 1/3 had
personal contact with a CSUN representative at
some point in the process.
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Effect of Materials on Interest in CSUN
The materials and information received from CSUN
increased the interest of about one third of high
school students. Impact on community college
students was greater for every type of media,
particularly personal contact with a CSUN
representative.
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Question 4 Please rate each of the following
statements about CSUN in two ways a) do you
believe it is true or false? b) if it is true,
would it increase your interest in CSUN?
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Highest Credibility Statements - High School
Students
The majority of students have no opinion of CSUN
on most attributes. Of those who have opinions,
they are primarily positive. Items of note
include strong agreement with the first two
statements, and high number of students whose
friends and family do not think highly of CSUN
True False Dont Know
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Highest Credibility Statements - College Students
Like high school students, nearly half of college
students believe that CSUN offers the best of
both worlds in terms of urban/suburban, and that
the campus is attractive. They are also slightly
more likely to believe CSUN has a thriving
student community, offers on campus cultural
opportunities and cares about their students.
True False Dont Know
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Other Statements High School
Students
True False Dont Know
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Other Statements College
Students
True False Dont Know
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Most influential Statements High
School Students
Nearly half of these high school students would
be more interested in CSUN if they knew the
following statements to be true.
Much more Somewhat Doesnt
interest more matter
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Most Influential Statements - College
Students
Nearly ¾ of the community college students would
be more interested in CSUN if they knew these
statements to be true.
Much more Somewhat Doesnt
interest more matter
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Less Influential Statements - High
School Students
About 40 of high school students would be more
interested in CSUN if they knew the following
statements to be true.
Much more Somewhat Doesnt
interest more matter
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Less Influential Statements - College
Students
Nearly 2/3 of community college students would be
more interested in CSUN if they knew these
statements to be true as with high school
students, least important is knowing that the
community is pro CSUN.
Much more Somewhat Doesnt
interest more matter
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STRATEGIC IMPLICATIONS
RECOMMENDATIONS
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Branding/Positioning

• Create a compelling brand identity that will
  appeal to qualified potential students, college
  counselors and other key CSUN audiences - elevate
  positioning to reflect a school of first choice
  mind set on the part of the University.
• Develop messaging that demonstrates CSUNs
  strengths and connects to audiences interests
  and priorities.
• - Shift from general overall campus messaging
  to a more strategic focus on notable programs
  and other campus attributes
• - Underscore CSUNs success in preparing
  students for successful careers in the real
  world (via internships, hands on learning,
  relevant majors, etc.)
• - Position CSUN as an excellent choice for those
  who plan to pursue graduate school (via
  outstanding and committed faculty, research
  opportunities, etc.)
• - Showcase the campuss park-like atmosphere,
  state of the art facilities and unique
  residential opportunities

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Branding/Positioning (continued)

• Revise other message points
• - Clarify reasons for ease of acceptance for
  local students
• - Re-evaluate appropriate local cultural and
  recreational highlights to feature
• Develop compelling and proactive case for
  pursuing a 4 year education at CSUN vs. 2-year
  transfer to UC strategy.
• Strategically employ a range of nomenclature,
  including California State University
  Northridge, Cal State Northridge, and CSUN
  as appropriate to context.

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Student Recruitment Activities

• Implement more comprehensive and dynamic
  recruitment programs at campuses where the
  potential exists to increase recruitment success.
  Target students with GPAs of 3.5 and above for
  these efforts.
• Use multiple channels to communicate email,
  website, direct mail, personal contact.
• Evaluate current communications vehicles and
  revise/add vehicles as needed to ensure maximum
  impact (e.g. orientation packets, acceptance
  letters, etc.).
• Ensure consistency and timeliness of
  information in all recruitment efforts.
• Increase visibility on campuses via in-person
  presence, posters, materials.
• Review current recruiter assignments to ensure
  proper fit with key schools.
• Evaluate and revamp recruiter training to
  reflect new positioning.
• Strengthen outreach program and exchange of
  information with college counselors.
• Evaluate current Advisory Council approach and
  adjust as needed to increase understanding of and
  enthusiasm for CSUN.

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Student Recruitment Activities
(continued)

• Create additional opportunities for campus
  visits/tours by high school juniors and seniors
• Create program-focused road show for high
  schools involving CSUN faculty and students
• Explore the possibility of providing more
  scholarships or incentives to qualified students
• Provide more hands-on personal assistance to
  students who have been accepted to CSUN

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APPENDIX
1 Differences between those accepted at CSUN
accepted vs.
declined admission
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CSUN acceptors vs. Decliners

• Among the 472 high school students surveyed
• - 207 (44) applied for admission to CSUN.
• - 198 (96) were admitted
• - 73 (35) accepted admission
• There were no significant differences between
  those that accepted vs. declined admission in
  terms of average GPA, ethnicity or gender.
• There were several differences in terms of a)
  the decision factors that influenced students
  final college choice and b) their impression of
  the believability of statements regarding CSUN.
  (Note there were no appreciable differences
  between the groups in terms of whether their
  interest in increase in CSUN if the statements
  were true.)

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College Decision Factors CSUN Acceptors vs.
Decliners
There were several factors where, directionally,
those accepted at CSUN and are planning to attend
differ from those accepted at CSUN who opted to
go elsewhere.
Identified by Identified by
Acceptors Decliners
Q1 Which factors influenced your decision on
where to go to college?
Note most of these are directional differences
only, differences must be 12 to be considered
statistically significant.
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CSUN Statements CSUN Acceptors vs. Decliners
Directionally, the two groups differed on several
statements, in terms of which they felt were true
about CSUN.
Acceptors Decliners
answering answering
true true
Q4 Rate these statements about CSUN true,
false, or dont know?
Note most of these are directional differences
only, differences must be 12 to be considered
statistically significant.
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APPENDIX
2 Differences between those who

applied vs. did not apply to CSUN

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CSUN applied vs did not apply

• Among the 472 high school students surveyed
• - 207 (44) applied to CSUN.
• - 265 (56) did not apply to CSUN
• There were no significant differences between
  those that accepted vs. declined admission in
  terms of average GPA or gender.
• 66 of those that applied to CSUN were
  Latino/Hispanic only 45 of those who did not
  apply to CSUN were Latino/Hispanic.
• There were several differences in terms of a)
  the decision factors that influenced students
  final college choice and b) their impression of
  the believability of statements regarding CSUN
  and c) ethnicity

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College Decision Factors CSUN Applicants
vs. Non Applicants
There were two factors where those who applied to
CSUN differ from those who did not apply.
Identified by Identified by
Applicants Non applicants
Q1 Which factors influenced your decision on
where to go to college?
Note differences must be 14 points or more to be
considered statistically significant.
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Materials Received from CSUN Applicants vs.
Non Applicants
There were very significant differences between
applicants and non applicants in terms of the
materials they recalled receiving from CSUN, and
the impact of the information on their interest
level.
Applicants Non applicants answering yes
answering yes
Q3 Did you receive information from CSUN?
Applicants Non applicants answering yes
answering yes
Q3 Did the information increase your interest in
CSUN?
Note differences must be 14 points or more to be
considered statistically significant.
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CSUN Statements Applicants vs. Non Applicants
The two groups differed substantially on a number
of statements about CSUN, regarding which they
believed to be true.
Applicants Non Applicants
answering answering
true true
Q4 Rate these statements about CSUN true,
false, or dont know?
Note differences must be 14 points or more to be
considered statistically significant.
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APPENDIX
Participating
schools
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Student Focus Group Locations
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Counselor Interviews