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Quality Leads to Successful Graduates

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Quality Leads to Successful Graduates

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Andrew Crisp, Co-Founder of CarringtonCrisp; Ira Amilhussin, Sr. Marketing Manager at LinkedIn; and Lorraine Hester, Market Research at LinkedIn present new research about the return on investment of higher education, what factors drive student satisfaction and successful career outcomes, and what Admissions and Career Services departments think of social marketing platforms' efficacy.

Andrew Crisp, Co-Founder of CarringtonCrisp; Ira Amilhussin, Sr. Marketing Manager at LinkedIn; and Lorraine Hester, Market Research at LinkedIn present new research about the return on investment of higher education, what factors drive student satisfaction and successful career outcomes, and what Admissions and Career Services departments think of social marketing platforms' efficacy.

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Quality Leads to Successful Graduates

  1. 1. Platform Research & Insights for Higher Education Andrew Crisp Owner CarringtonCrisp @agcrisp Lorraine Hester Senior Marketing Research Associate LinkedIn @lorrhes Ira Amilhussin Senior Global Marketing Manager LinkedIn @iraa #inEDU16
  2. 2. QUALITY LEADS SUCCESSFUL GRADUATES to Using social media to improve lead quality and alumni success #inEDU16
  3. 3. Today’s agenda The state of higher education today #inEDU16
  4. 4. How do universities meet ROI expectations? #inEDU16
  5. 5. Social media can help schools improve quality at all points of the journey QUALITY PROSPECTS STUDENT RESOURCES ALUMNI OPPORTUNITIES #inEDU16
  6. 6. Analyzing Successful Grads to Inform Lead Gen Today’s Agenda Social Media in Admissions & Career Services Key Findings and Implications 1 2 3 #inEDU16
  7. 7. Social Media in Admissions and Career Services Part 1 #inEDU16
  8. 8. How is social media being used in business school admissions and career services? +80% from accredited business schools 25 Respondents in Canada 90 Respondents in the U.S. #inEDU16
  9. 9. The new normal #inEDU16
  10. 10. Social media usage is very high 71% use social media 98% use social media Admissions Career Services #inEDU16
  11. 11. LinkedIn and Facebook are used most by admissions Social networks used by admissions teams 85% 85% 75% 55% Admissions #inEDU16
  12. 12. The best candidates are found on LinkedIn The best candidates are found on which networks? 88% 35% 24% Admissions #inEDU16
  13. 13. Nearly all career services teams use LinkedIn Social networks used by career services staff 93% 76% 64% Career Services #inEDU16
  14. 14. What did social media ever do for us? #inEDU16
  15. 15. Social media meets 2 important needs for admissions • Add another dimension to admissions • Assess whether a candidate is a good fit • Engage potential applicants in conversations • Connect applicants with alumni or students • Inform candidates about application process Connecting with applicants Supplementing Admissions Info Admissions #inEDU16
  16. 16. agreed that applicants engage with them on social 2 out of 3 Applicants engage on social #inEDU16
  17. 17. Social networks are particularly valuable with international grad school applicants MBA / MASTERS 43 find social media particularly valuable when considering international applicants % #inEDU16
  18. 18. Social media meets 3 important needs for career services • Connect current students with alumni • Find and connect with alumni to discuss their support for student careers Facilitate alumni mentoring • Help current students build a strong social media profile to support job search • Provide information about campus career services to alumni Student & Alumni support • Research companies in a given sector Career research AdmissionsCareer ServicesCareer Services #inEDU16
  19. 19. LinkedIn is by far the most useful for career services Career Services Social networks used by career services staff 73% 14% 11% Career Services #inEDU16
  20. 20. Going from good to great #inEDU16
  21. 21. Believe better candidates have a single, strong social media profile 2670 Say that applicants include a link to their social media profile in their application % % Admissions yet… only Room for improvement #inEDU16
  22. 22. have not discussed the need for controls over social media use 553 have formal guidance or policies in place to ensure no discrimination % % Admissions teams could use more controls and direction around social Admissions #inEDU16
  23. 23. What’s preventing full adoption of social? Lack of time Uncertainty of value #inEDU16
  24. 24. Career Services • Teach social media networking skills • Provide training on building a personal brand • Give advice on developing a strong social media profile • Avoid having hard to find, inactive or non-existent profiles • Ensure profile supports a professional career search • Have the evidence to back-up content on their profile • Understand how profile material will used by potential employers How students can improve: How schools can help: How to make better use of social media when job hunting #inEDU16
  25. 25. Key Findings Social media usage is very high in admissions (71%) and career services (98%) LinkedIn is the best place to find quality candidates (88%) 1 2 3 4 LinkedIn is the most useful network for career services (73%) In the admission process, 90% use social media to engage in conversations with potential applicants #inEDU16
  26. 26. Value in connecting with alumni PROSPECT STUDENT ALUMNI #inEDU16
  27. 27. Analyzing Successful Grads to Inform Lead Gen Part 2 #inEDU16
  28. 28. move into a new job function or industry get a better job in the same industry start a new company or join a startup Career Switcher Career Enhancer Aspiring Entrepreneur #inEDU16
  29. 29. 346 in Canada 469 in the U.S. What motivations & behaviors are associated with successful graduates? #inEDU16
  30. 30. The master’s degree is still valuable Base: NAMER MBA and Masters Grads (n=815) of graduates reported that their degree had a positive impact on their career. 7389 of graduates are very / extremely satisfied with the impact of their degree on their career. % % #inEDU16
  31. 31. …even for recent grads Base: NAMER MBA and Masters Recent Grads (n=243) #inEDU16
  32. 32. Base: NAMER MBA and Masters Grads (n=815) The majority of grads were able to accomplish successful outcomes 33% 16% Aspiring Entrepreneur Career Enhancer Career Switcher 6% 55% SUCCESSFUL OUTCOMES #inEDU16
  33. 33. Understanding the different drivers • meet family expectations • personal achievement • passion for learning (no professional requirement) • increase self-confidence on the job • increase salary • upskill for new role • accelerate career • start my own business • impact communities • reached a plateau at work Tangible Motivations Intangible Motivations #inEDU16
  34. 34. Base: NAMER MBA and Masters Grads (Hard n=463; Soft n=285) Tangible motivation matters 48 more grads with tangible motivations achieved a successful outcome % #inEDU16
  35. 35. 3 #inEDU16
  36. 36. Base: Global MBA and Masters Grads (High Grit n=1421; Medium Grit n=1779; Low Grit n=204) High grit correlates with satisfaction 37 more high grit respondents were satisfied compare to low grit. % #inEDU16
  37. 37. Grit is everywhere Don’t target it. Message to it. #inEDU16
  38. 38. The lifetime value of focusing on quality #inEDU16
  39. 39. Feeding the positive cycle Successful alumni are more active on LinkedIn 43 more shares on LinkedIn* % 43 more page views on LinkedIn* % 35 more connections on LinkedIn % *In the 30days before the analysis was run. Grads whose outcomes met our success criteria compared to: respondents who dropped out of their degree (MA/MBA only Base (Global): Successful grads n=1793; Drop-outs n=499 #inEDU16
  40. 40. Key Findings and Implications Part 3 #inEDU16
  41. 41. Key Findings 1 2 3 4 Business schools are going social The master’s degree is still valuable LinkedIn is rated #1 for quality candidates Tangible motivations and high grit correlate with satisfaction and successful outcomes #inEDU16
  42. 42. Top tips for admissions & marketing Broaden the content you share to include program info, faculty bios, and news Use Sponsored InMail to support candidates through the application process Identify and engage quality candidates at scale on LinkedIn Connect applicants / admits with alumni ambassadors Use specific career goals in your messaging Prospects Inquiries Applicants Admits #inEDU16
  43. 43. Who is most directly responsible for student outcomes? #inEDU16
  44. 44. With LinkedIn, all aspects of the journey are unified MARKETING ENGAGEMENT DEVELOPMENT ADMISSIONS EDUCATION /FACULTY IP / THOUGHT LEADERSHIP CAREER SERVICES CAREER SERVICES #inEDU16

Notas del editor

  • Quality not quantity. That term gets thrown around so often nowadays that you almost ignore it and continue what you’ve always been doing.
    But today in higher education, it’s becoming an imperative. Especially with regard to outcomes and return on investment.
  • State of Higher Ed today:
    High tuition costs + Increasing student debt = Questions about ROI

    Rising tuition, increased student debt, coupled with the slow economic recovery have raised some questions about whether an advanced degree is still worthwhile.
  • The key benefits of the graduate degree are made more valuable with social media – quality of peer student group, interaction and knowledge exchange in school, alumni networking. By using social media to improve quality from the very beginning of the student journey, schools can recruit higher quality candidates, improve the academic experience with a higher quality cohort and increased collaboration, and connect alumni networks to mentor current students, refer new prospects, and drive engagement with their alma mater – which creates a positive cycle that continues to feed itself with their university at the center.
  • Why: discover how social media is being used in business school admissions and career services, what are the pluses and minuses, what are the best and most innovative uses.

    How: separate online surveys for admissions and career services staff

    When: June and July 2016

    Who (globally):
    173 respondents to the admissions survey. 152 respondents to the career services survey.
    More than 80% of both respondent groups are AACBS or EQUIS accredited
    37% North America, 41% Europe, 22% Rest of the World

    Callout: North American admissions directors were more likely than other regions to also be responsible for marketing activities. 43% in NAMER stated they were responsible for both Marketing and Admissions within their business school vs. 8% who said that in Europe and 17% in the rest of the world.

  • Opportunity to use social media throughout the entire student journey
  • Only about 40% defined a better candidate as having a higher GMAT or GRE
  • Connecting with Applicants
    Engage potential applicants in conversations with our team – 90%
    Connect applicants with alumni or current students – 55%
    Inform candidates about elements of the application process – 55%

    Supplementing Admissions Info
    Add another dimension to admissions – 60%
    Assess whether a candidate is a good fit for our program – 40%


    Adds another dimension to other tools, but does not replace previous activity.
    Where social media networks are used to review a candidate’s digital profile as part of an Admissions Committee’s discussions, to assess whether a candidate is a good fit for a program and to engage potential applicants in conversations with an admissions team, it is most likely to be at a North American school.
    Where social media networks are used to draw key information to prepopulate online application forms, it is most likely to be outside of Europe and North America.

    A third of admissions staff agree that as social media is widely used by employers to check candidates so it is inevitable that schools would use it to support their admissions work.

    More than half indicate that if a candidate puts something on a social media site that can be seen by the public, they must expect that school admissions staff may consider that information.


  • Facilitate alumni mentoring
    Connect current students with alumni – 79%
    Find and connect with alumni to discuss their support for student careers – 63%

    Student/alumni support
    Help current students build a strong social media profile to support job search – 84%
    Provide information about campus career services to alumni – 65%

    Career research
    Research companies in a given sector – 67%

    When social media is used to connect staff within the career service team and to identify job vacancies to pass on to students, it is most widely used outside of North America and Europe
    Where social media is used to track graduate career outcomes it is most likely to be used in Europe
    Where social media is used to analyse recruitment trends, it is least likely to be used in North America

  • Clearly, there are opportunities for candidates and admission staff to make more of social media.
  • North American schools were the least likely to have controls or formal guidance compared to international schools

    Just over a quarter are concerned about possible damage to school brand through misuse of social media tools and misleading profiles.
  • The two key reasons for not using social media are:
    a lack of time and resources to make use of social media
    uncertainty regarding the value of the information in supporting application processes.
  • Provides the authentic voice that both prospects and current students seek. Alumni are the engine that keeps the virtuous cycle going.
  • https://unsplash.com/search/trail?photo=zQjQaEiAafk
  • Grad schools are under increasing pressure to prove successful career outcomes and to demonstrate the ROI of the degree. According to GMAC’s 2015 Prospective Student Survey, these are three main career goals for graduate students.

    Career Switcher: move into a new job function or industry
    Career Enhancer: get promoted in my current company or get a better job within another company.
    Entrepreneur: start a new company/I am in the process of starting a new company/I join a startup company with less than 10 employees,

    For this study, if a graduate was able to accomplish any of these goals, we considered that a successful graduate outcome. If we analyzed LinkedIn members who experienced successful outcomes after graduating, how could that inform higher ed marketing?
  • For MA/MBA Grads:
    Canada: 346
    USA: 469
    Global: 3404 (we use global data for some analysis)

    We also reference dropouts in the deck:
    MA/MBA drop outs
    Global: 499 (we use global data for behavioural analysis)
  • Which of the following best describes what occurred as a result of your Masters/MBA degree?:
    Positive impact refers to one of the following: I was promoted in my current company or got a better job within another company, I was able to move into a new job function or industry, I started a new company/I am in the process of starting a new company/I joined a startup company with less than 10 employees, or None of the above apply, but I feel my degree has had a positive impact on my career

    Overall, how satisfied are you with the impact your Masters/MBA has had on your career? Extremely /Very satisfied
  • This held up when we looked at recent grads (those who graduated between 2010 – 2015).
    Positive impact: 88% of recent grads
    Satisfaction: 67% of recent grads
  • Which of the following best describes what occurred as a result of your Masters/MBA degree?

    Career Switcher: I was promoted in my current company or got a better job within another company, I was able to move into a new job function or industry, I started a new company/I am in the process of starting a new company/I joined a startup company with less than 10 employees,

    Explain why there is a discrepancy with 89%: 34% did not achieve one of the 3 major successful outcomes, but still felt the degree had a positive impact.
  • Which of the following best describes what occurred as a result of your Masters/MBA degree? (Enhancer/Switcher/Entrep)

    Tangible motivations = More Tangible than Intangible motivations in top 3 = 65% with successful outcomes
    Intangible motivations = More Intangible than Tangible motivations in top 3 = 44% with successful outcomes



    Tangible motivations: increase salary, upskill for new role, start my own business, accelerate career, reached a plateau at work, impact communities
    Intangible motivations: meet family expectations, personal achievement, passion for learning (no professional requirement), increase self-confidence on the job
  • GRIT: 8 question resulting in a total Grit score (out of 5): Low Grit = less than 3; High GRIT = 4+, Medium Grit = else
    Satisfaction: Overall, how satisfied are you with the impact your Masters/MBA has had on your career? Very/Extremely Satisfied


  • Interestingly, high grit scores didn’t significantly correlate with any undergraduate majors or company size.

    Undergrad major (global) and % of high Grit
    Comp Sci (n=1005) 32%
    Engineering (n=1292) 34%
    Business/Finance (n=1568) 40%
    Science/Math (n=713) 40%
    Humanities (n=1507) 40%

    Industry Sector (global) and % of high Grit
    Government (n=386) 46%
    Non-profit (n=273) 45%
    Medical (n=697) 42%
    Transportation (n=270) 41%
    Construction (n=312) 41%
    Finance (n=1222) 39%
    Educational (n=863) 39%
    Manufacturing (n=1065) 39%
    Arts (n=251) 39%
    Consumer (n=608) 38%
    Corporate (n=853) 38%
    Recreational (n=479) 37%
    High-tech (n=1957) 36%
    Legal (n=103) 34%
    Media (n=235) 34%
    Service (n=196) 32%

    Company size (global) and % of high Grit
    Myself or 1-10 (n=427) 39%
    11-200 (n=1443) 35%
    210-1000 (n=1012) 37%
    10001-5000 (n=1209) 39%
    5001 + (n=2920) 37%

    You have to message to attract the high potential prospects. Hard motivations
  • https://unsplash.com/search/trail?photo=zQjQaEiAafk
  • EduVentures report, based on a survey of 218 high-ranking administrators -- including presidents, vice presidents and provosts -- explores the barriers preventing colleges from improving student outcomes.

    The No. 1 answer, selected by more than 40 percent of respondents: everyone. 

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