Marketing Distance Education to a Diverse Population
DE-Versity: Marketing Distance Education to a Diverse Population PRESENTED BY MELITA POPE MITCHELL & SHANNA COLES UNIVERSITY OF NORTH CAROLINA AT CHARLOTTE
A Different Look at DIVERSITY
Factors Influencing Program Choice • Undergraduates and graduate students influenced share some influential factors • Graduate students differ in some areas (Kallio, 1995; Olson & King, 1995; Lei & Chung, 2010)
Why is Diversity Important? • Adds value to your classrooms, programs and campuses • Prepares students for the workforce • Promotes appreciation of diverse experiences and perspectives (Wells, 1997; Shenk, D., Moore, L., & Davis, B., 2004)
Our Campus Diversity Message The University of North Carolina at Charlotte is committed to equality of educational opportunity and does not discriminate against applicants, students, or employees based on race, color, national origin, religion, sex, sexual orientation, age, or disability. In keeping with this commitment, UNC Charlotte actively seeks to promote diversity in its educational environment through its recruitment, enrollment, and hiring practices.
Commitment to diversity is outlined in Campus Diversity Plan.
Objective 2: Recruit and graduate a diverse student body that reflects community diversity and addresses the state’s need to increase access to higher education for historically underrepresented and economically disadvantaged students.
Our Diversity Profile at the University of North Carolina at Charlotte Ethnicity of UNC Charlotte Students
GENDER UNC Charlotte: 57% Female, Male 43%
UNC Charlotte DE: 74% Female, Male 26%
2 or more American Indian Not specified
AGE (mean) UNC Charlotte: 27 years old UNC Charlotte DE: 35 years old
Asian or Pacific Islander Hispanic International African American
LOCATION:
All 100 counties in NC
Caucasian 0
10
20
30
UNC Charlotte
40 DE
50
60
70
Distance Education at UNC Charlotte
Sonica Mahat: RN to B.S.N. Completion Program
Recruitment and Inclusion: Why YOU Belong Here!
Richard Johnson: Bachelor of Science Degree in Neurodiagnostics and Sleep Science
Diversifying Recruitment Strategies: Addressing Diverse Audiences Publications Websites Audience specific organizations
Kelcey Allen: Graduate Certificates in Special Education (K-12): Adapted Curriculum and Autism Spectrum Disorders
Your Institution at Work • Do you know what your audience looks like? • How are you recruiting to a diverse audience?
• What does the recruiting look like? • Why is it important to your institution? • Have you tested your ads/campaigns with a diverse audience?
What Are You Saying? Strengthen Your Message!
Take-Aways 1. Expanded definition of diversity. 2. Ways to help students visualize themselves in your program. 3. Value represented by diversity.
Questions?
References Kallio, R. E. (1995). Factors influencing the college choice decisions of graduate students. Research in Higher Education, 36(1), 109-124. Lei, S. & Chuang, N. K. (2010). Demographic factors influencing selection of an ideal graduate institution: A literature review with recommendations for implementation. College Student Journal, 44(1), 84-96. Olson, C. & King, M. A. (1985). A preliminary analysis of the decision process of graduate students in college choice. College and University, 60(4), 304-315. Shenk, D., Moore, L., & Davis, B. (2004). Teaching an interdisciplinary distance education gerontology course: Benefits of diversity. Educational Gerontology, 30: 219-235. Wells, R. K. (1997). The role of leadership in higher education diversity initiatives. The Journal of Leadership Studies, 4(3), 99-109.
A Different Look at DIVERSITY
Factors Influencing Program Choice • Undergraduates and graduate students influenced share some influential factors • Graduate students differ in some areas (Kallio, 1995; Olson & King, 1995; Lei & Chung, 2010)
Why is Diversity Important? • Adds value to your classrooms, programs and campuses • Prepares students for the workforce • Promotes appreciation of diverse experiences and perspectives (Wells, 1997; Shenk, D., Moore, L., & Davis, B., 2004)
Our Campus Diversity Message The University of North Carolina at Charlotte is committed to equality of educational opportunity and does not discriminate against applicants, students, or employees based on race, color, national origin, religion, sex, sexual orientation, age, or disability. In keeping with this commitment, UNC Charlotte actively seeks to promote diversity in its educational environment through its recruitment, enrollment, and hiring practices.
Commitment to diversity is outlined in Campus Diversity Plan.
Objective 2: Recruit and graduate a diverse student body that reflects community diversity and addresses the state’s need to increase access to higher education for historically underrepresented and economically disadvantaged students.
Our Diversity Profile at the University of North Carolina at Charlotte Ethnicity of UNC Charlotte Students
GENDER UNC Charlotte: 57% Female, Male 43%
UNC Charlotte DE: 74% Female, Male 26%
2 or more American Indian Not specified
AGE (mean) UNC Charlotte: 27 years old UNC Charlotte DE: 35 years old
Asian or Pacific Islander Hispanic International African American
LOCATION:
All 100 counties in NC
Caucasian 0
10
20
30
UNC Charlotte
40 DE
50
60
70
Distance Education at UNC Charlotte
Sonica Mahat: RN to B.S.N. Completion Program
Recruitment and Inclusion: Why YOU Belong Here!
Richard Johnson: Bachelor of Science Degree in Neurodiagnostics and Sleep Science
Diversifying Recruitment Strategies: Addressing Diverse Audiences Publications Websites Audience specific organizations
Kelcey Allen: Graduate Certificates in Special Education (K-12): Adapted Curriculum and Autism Spectrum Disorders
Your Institution at Work • Do you know what your audience looks like? • How are you recruiting to a diverse audience?
• What does the recruiting look like? • Why is it important to your institution? • Have you tested your ads/campaigns with a diverse audience?
What Are You Saying? Strengthen Your Message!
Take-Aways 1. Expanded definition of diversity. 2. Ways to help students visualize themselves in your program. 3. Value represented by diversity.
Questions?
References Kallio, R. E. (1995). Factors influencing the college choice decisions of graduate students. Research in Higher Education, 36(1), 109-124. Lei, S. & Chuang, N. K. (2010). Demographic factors influencing selection of an ideal graduate institution: A literature review with recommendations for implementation. College Student Journal, 44(1), 84-96. Olson, C. & King, M. A. (1985). A preliminary analysis of the decision process of graduate students in college choice. College and University, 60(4), 304-315. Shenk, D., Moore, L., & Davis, B. (2004). Teaching an interdisciplinary distance education gerontology course: Benefits of diversity. Educational Gerontology, 30: 219-235. Wells, R. K. (1997). The role of leadership in higher education diversity initiatives. The Journal of Leadership Studies, 4(3), 99-109.
