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Life Cycle of Alumni: Part X – Fundraising Law #7

The seventh of Richardson and Basinger’s laws of fundraising was:

Law #7: Seek Investments, not gifts. It is important for donors who want to be more involved in changing the world, beyond giving a mere monetary gift. You need to look for people who will not only invest their money, but also their time and ideas. Donors will usually not give unless they know the organization. It also helps if the organization knows them. This process is called engagement. You need to engage donors in the organization. Truly engaged donors will work to introduce and involve their friends and relatives.

This post will consider how this fits into the processes of student recruitment, retention, and alumni development.

Recruitment: A college or university should seek prospective students who want to change their world and who will be changed by their campus experiences. An institution should seek students who are willing to invest their time, money and efforts in changing themselves, and not those students who will use just their bodies to fill classroom seats part of the time they are enrolled. Many prospective students today are looking to change their world and are actively seeking an institution that will equip them to do that. If prospective students do not have the sense that the institution will make a difference in their lives or will not meet their needs, they will not typically enroll. If they do enroll they will not fill the classroom seats. These students will say “No, thanks!” and take their tuition dollars with them to another institution that will serve them better and will make more of a change in their lives, so that they change their world.

Retention: Once students are enrolled, if they are not continually challenged to better themselves and equipped to change their world, they will pick up their bodies from the classroom chairs, say “Good-Bye” and take their tuition dollars elsewhere. Most of today’s students understand the ancient Chinese proverb:

As I sought to change my world, I discovered that I first needed to change my country. But to change my country, I found that I needed to change my state. However, to change my state, I needed to change my city. In order to change my city, I perceived that I must first change my neighborhood. As I sought to change my neighborhood, it was clear that I must first change my family. In order to change my family, it was obvious that I must first change myself.

So to change the world, today’s students must first seek to change themselves. They should be ready to invest their time, money and effort in changing themselves. If any institution hopes to succeed, it must be in the business of changing students.

Alumni: Alumni have already invested much of their time, money and effort in their Alma Maters as students. However, it is imperative that institutions continue to ask them to maintain  the investment of  their time, money and effort in these institutions, so that future students can receive the same education and benefits that they received. To be successful in this approach, an institution’s alumni would normally have to have been satisfied with their previous investment. To ask for additional investments to change the world, the alumni need to be satisfied that the institution helped them be prepared to change the world.

The new investment sought from alumni can be in the form of time, expertise, as well as money. You may ask alumni to serve as resource persons as guest lecturers, mentors for practica, internship or job shadowing opportunities, or as participants on advisory boards to assist in program development. Time investments can also be in the form of a volunteer recruiter, speaking to prospective students and their families, telling the story of the institution or distributing promotional materials. One area of investment opportunities often overlooked is the life-long learning opportunities afforded alumni “teaching” other alumni. Alumni can provide admission referrals to their fellow employees, to their circle of community organizations, or to the members of their professional network.

Finally the investment sought from alumni can be in the form of financial support for academic programming, for athletics or other co-curricular endeavors, for equipment and facility expansions, for budgetary relief in the areas of personnel and operating expenses, and for endowment, especially in the area of scholarships for current and prospective students.

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Life Cycle of Alumni: Part IX — Fundraising Law # 6

The sixth of Richardson and Basinger’s laws of fundraising was:

Law #6: You can’t thank a donor enough.  We must remember that donors are people. Even when they are disguised as foundations or corporations, there are people behind the gifts. One of the fundamental attributes of human nature is that people like to be appreciated. It is imperative that you express gratitude for each and every gift. Once is not enough. You must keep on expressing that gratitude in a number of different ways.

This post will consider how this principle fits into the processes of student recruitment, retention and alumni development.

Recruitment: It is difficult for a school to thank prospective students and their parents too much. However, a contact every day may be over the top. Nevertheless, multiple contacts from multiple offices keeps prospective students interested.

Prospective students are interested in a number of different aspects of college life. This opens the door to many different offices or individuals to contact prospective students and their parents, offering information and appreciation.

Prospective students want to know about academics and majors. This opens the door for faculty and current students to contact the prospective students with pertinent information from their different perspectives. Prospective students want to hear what faculty expect of students. They also want to know how current students see the school and the academic programs.

Parents of prospective students tend to be most interested in financial arrangements and career possibilities. This opens the door to the financial offices and career services to provide pertinent information and show appreciation for the interest shown by the prospective students in the institution. However, this needs to be done very carefully because the prospective students must be made to feel and believe that they are in charge of their lives.

Prospective students want to know about the campus residential, social, and athletic life. Christian students want to know about spiritual life and opportunities on campus. These provide opportunities for residential and social life personnel to explain their programming. Current students can provide a distinct view of campus life. Coaches and current athletes provide excellent voices for athletic programming. Chaplains, spiritual affairs, and current students can speak to questions about spiritual life on campus.

All of these communications must serve two purposes. They should provide information to prospective students. However, they must also be composed in such a way as to express appreciation to the prospective students for their interest in the institution.

Retention: Once a student is enrolled, the institution is not off the hook. It must continue to make the student feel as if they are appreciated. Each and every employee must treat current students as if their jobs depend upon the satisfaction of the current students with the service and treatment these students receive, because they do. If current students feel they are not appreciated and not getting satisfactory service, they will find a college at which they feel they are appreciated.

Providing great service and a sense of appreciation does not mean that an institution has to give away the store. The institution should strive to provide a quality education at a fair price. The purpose of institutional offices is to serve the students and meet their needs. Faculty should be there to help students learn. If students get the feeling that they are an after thought and an inconvenience to the faculty, they will become an after thought and go somewhere they can learn and feel appreciated.

Alumni:  Alumni are people and need to feel appreciated. If all the communications they received from their Alma Mater are requests for more money, the facade of appreciation disappears quickly. Alumni Offices must help alumni remember what they have received from their Alma Mater. They must celebrate the alumni accomplishments. They must thank the graduates for sharing their talents with the institution and society at large. As long as the signs of appreciation seem real, the institution is then in position to encourage alumni to give back to their Alma Mater so that the next generation of students can experience the same benefits that they experienced. In making such appeals, the institution should highlight prospective and current students showing their appreciation to the alumni for the opportunities which they are receiving because of the generosity of alumni, and the trail blazing that alumni have done in opening career paths and doors to those that are following.

Alumni are the fruit of an institution. They are living billboards for their Alma Maters and free advertisements. An institution must continually thank and keep alumni involved with the institution. The best way to thank alumni is to provide ongoing services, such as life-long learning opportunities; campus services like ongoing career counseling, computing services, health services or job placement file services; access to campus facilities such as the library, gym, or bookstore; or reduced-price access to cultural or athletic events.

 

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Life Cycle of Alumni: Part VIII – Fundraising Law #5

The fifth of Richardson and Basinger’s laws of fundraising was:

Law #5 Someone must close the deal. It is not enough to let our good work speak for itself. Someone must make the sale and ask for a commitment and the money.

This post will consider how this fits into the processes of student recruitment, retention, and alumni development.

Recruitment: Prospective students are asked to make at least five commitments to your institution. These commitment points generate what is known as the admissions funnel.

The admissions funnel begins with a large pool of students that are typically labeled prospects. These include any student that could benefit from the education offered by your institution. Generally the institution knows very little about these students beyond their name and address. The institution might also know admission test scores if the names have been bought from ETS, ACT, or a prospective marketing firm. The first commitment that these individuals are asked to make is give the institution an indication of interest and request additional information. At this point, these individuals are usually labeled inquiries.

The next step of the commitment process is having the inquiries complete an application. For all institutions, this will also involve a time commitment on the part of the prospective student because college applications may be lengthy and involved. For those institutions that charge an application fee this will also involve a monetary commitment.

At this point of the process, the institution makes a commitment to some of the applicants by accepting them and offering them admission. Accepted students are then asked to make another commitment by accepting the offer of admission and submitting a deposit to secure a place in the entering class. Finally, deposited students are asked to make the commitment of enrolling.

Each institution will establish a track record in terms of converting individuals from one stage in the commitment process to the next. In the absence of damaging news, very positive events on  campus, or significant changes in how an institution works with or communicates with these individuals,  the conversion rates are fairly consistent from year to year. Judicious use of these conversion rates will permit institutions to manage their enrollments from year to year.

Retention: Each successive semester involves a re-commitment on the part of continuing students to the institution and their specific programs. These reaffirmations do not just happen. The institution must take an active interest in students to insure their continual commitment to the institution. Academic advisers, resident counselors, faculty, and retention officers must be reaching out to students, encouraging students to maintain their commitment to their education and to the institution.

We know there are numerous reasons why students will attrit and not continue. The number one stated reason is finances. If an institution will scratch the surface and dig deeper into the thinking processes of those students who leave, it will find a myriad of reasons for attrition. These include dissatisfaction with a student’s academic performance or the academic life on campus, dissatisfaction with the social life on campus, time, family and health pressures, and a general “grass is greener on the other side of the fence” syndrome.

Alumni: Alumni have already made many commitments to the institution. If their experiences have been positive, they will completely understand the need for continual commitment. However, that commitment will not just happen. The institution must reach out to the alumni. In doing so, it must use its full arsenal of weapons to encourage continual commitment on the part of alumni. This arsenal will include faculty, career officers, student life professionals, alumni officers, and the advancement office.

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Life Cycle of Alumni: Part VII – Fundraising Law #4

The fourth of Richardson and Basinger’s laws of fundraising was:

Law #4: People only give to people. People do not typically give to causes. They may think about giving to grand ideas, impressive buildings or heroic organizations. However, in the end, people give to people who are changing lives, making a difference, and changing the world.

This post will consider how this fits into the processes of student recruitment, retention, and alumni development.

Recruitment: Parents of prospective students want the best education possible for their children.  Prospective students and their parents will devour electronic and printed materials about colleges and universities, looking for the perfect institution. Thus, colleges must make sure their materials are high quality and easily available. The college must make sure that the materials accurately and completely portray the institution. Students want to be able to picture themselves as part of the campus life. Therefore, the pictures and descriptions must be real. Prospective students can easily see past “smoke and mirrors.”

However, no matter how good an institution’s material is, prospective students will really only use the recruiting material to eliminate some options. They will not make their final choice based solely on electronic or printed material. The second point of elimination is a campus visit. Institutions must make campus visits show the reality of campus life. Prospective students and their parents can tell a “snow job” when they see it, and will run in another direction.

After gaining a prospective student’s interest, it is up to real people to complete the sale. Prospective students only respond to real people. They need a name, a face and a voice that they can identify as their contact with the campus.

Retention:  Once a student enrolls, the job is still not done. Continuing students need to know that they are “at home.” They want to be part of a family. They want to be surrounded by people that know their name, know their story, and with whom they have developed a rapport. Continuing students want to be able to talk with someone who cares for them and will service their needs. Automated systems may provide convenience and be helpful in certain campus situations. However, convenience only goes so far. A personal touch is an absolute necessity and will be greatly appreciated.

Alumni:  We have repeatedly made the point that people relate to people. To keep alumni engaged and active, it is necessary that they can relate to specific individuals. It is ideal, if these contacts were also part of the support team for the alumni when the alumni were students. These contacts can be former classmates, faculty, advisers, coaches, resident counselors, professional office staff, or various non-professional staff, including dining service, housekeeping or maintenance personnel. This means that every one at an institution is not only responsible for an assigned job. They are also part of and working for the admissions, retention and alumni offices.

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Life Cycle of Alumni: Part VI — Fundraising Law #3

The third of Richardson and Basinger’s laws of fundraising was:

Law #3: Effective fundraising is a result from telling your story. Positive results only come from telling your story. However, telling your story once is not enough. You must retell it many times, in many different ways. In addition, the story you tell must be the real story, not a pie in the sky fairy tale, that has no basis in reality.

This post will consider how this fits into the processes of student recruitment, retention, and alumni development.

Recruitment: Effective recruitment is the result of effectively telling your story. You must convince prospective students that they will fit into the campus environment. The prospective students must see themselves as an integral part of the campus. Many prospective students want to see other individuals on campus that look like and act them. The institution must show students similar students, or be prepared to convince students that they can still fit into the campus setting. To do this, you must tell your campus story both in pictures and words.

In today’s world, static pictures may not be enough. You may need “moving pictures.”  To reach today’s active, visual students, you may need to resort to active, video modes of story telling. However, in any video, the base story line is still of great importance. You must have a good, realistic story to tell. You can’t be successful in recruiting enough students by using smoke and mirrors. However, just a great story is not enough. You must tell it well by using an excellent video.

If prospective students do not feel comfortable before they apply, it is highly unlikely that they will complete the application process. However, the application is not the end of the process. It is only a milepost along the path. The institution must continue to convince the student that this institution is the college for them. The institution must listen to the new questions, and answer them promptly, properly, and effectively.

Retention: Effective retention is the result of effectively retelling, and telling your story anew. The institution must remind the student what it has done for the student in the past. It must keep the good experiences front and center in the minds of students. But, it must also point to the future, and let the students know what’s coming next. Students are people. Most people are more comfortable with the familiar. The only surprises that are welcomed are good surprises.

One other point needs to be emphasized here. If you stretched the truth in your story telling to prospective students, it will come back to bite you here. If students believe that you “lied” to them once, it is much more difficult to regain their trust. In addition, if students leave your institution with a bad taste in their mouths, they will tell that story to others. Overriding that type of publicity is extremely difficult, and sometimes impossible.

Alumni Development: Just because alumni were part of the institutional at one time and knew part of the institutional story, the institution can’t assume that they know everything about the institution. No one person can know the whole story. In addition, if an institution is alive, it is always changing. The story is new each day and each year. the institution must keep telling its evolving story.

Alumni are people. People like to be proud of their accomplishments and the accomplishments of their group. Institutions need to keep alumni informed of the good things that have happened at their Alma Mater. Pump up the alumni and they will help the institution tell its story.

 

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Life Cycle of Alumni: Part V — Fundraising Law #2

The second of Richardson and Basinger’s laws of fundraising was:

Law #2: Fundraising is a conversation. The organization must initiate the conversation with the funder, and then keep it going. The organization must cultivate an interest in the organization on the part of the giver. However, a conversation is a two-way street. The organization must listen to the prospective donors and be accountable to them.

This post will consider how this fits into the processes of student recruitment, retention, and alumni development.

Recruitment: Admissions recruitment is definitely a conversation. The typical student is not sold by one contact. It is not unusual for a student to make eight to ten contacts before submitting an application. Love at first sight is a fantasy. Infatuation at first sight is possible. Commitment in a relationship takes time and repeated contacts.

The conversations must be purposeful and timely. Prospective students want to know about academic programming. They want to know about student life and co-curricular programming. If the students want to reside on campus, they want to know about residential life programming and food services. If the students want to commute, they want to know how that will work. For Christian colleges, students want to know about spiritual life programming. Some students want to know about athletics; others want to know about the arts programming. Dumping all this information on students in one fell swoop would not constitute effective communications and would result in information overload. The information must be spread out and processed in an order that makes sense to the prospective students.

The communications must also be in modes and media that are acceptable to the prospective students. If they want digital communications, the institution must use digital means. If they want printed communications, the communications must be in print form.

Recruitment of prospective students (prior to submission of application by the student and the acceptance of the student by the institution) is different from recruitment of accepted students. Accepted students need much more specific information. Answers to their questions must be tailored to the students’ questions. The institution must answer the questions that the accepted students asked, not what the institution thinks they were going to ask.

One area in which accepted students become very interested is financial aid and how they are going to pay for their education. This area must be an ongoing conversation between the institution and the accepted students, and generally with the families of dependent students.

Retention:   Retention is also a conversation. It is actually many conversations. Students want to fit in. It is very much like the lyrics from the theme song from the television show “Cheers,” which said, “You want to go, where everyone knows your name.”

Faculty and staff must be retention-minded. Everyone employee of the institution must make retention a prime responsibility. It is incumbent on each employee to get know as many students as possible by name. Employees must address students by their names and get to know their interests, desires and problems. Employees must be willing to help students meet their needs and solve their problems. This can only be done through conversations. Many times it will be faculty members or coaches that are the glue that keep students stuck to the institution. At other times, it may be a maintenance worker, a dining service worker or a housekeeper that touches the student when he or she is most in need and makes the difference in retaining the student or seeing the student drop out or transfer.

Alumni: To maintain alumni as part of the “we-crowd,” the institution must continually communicate with them. These communications must be two-way conversations. The institution must set up opportunities to receive input from alumni. It is not enough to just listen to alumni. The institution must also appropriately respond to that input.