Original Statement

Original Statement Paper

CCHE 690 Masters Seminar
Samantha Tallman
Northern Arizona University

Original Statement

2
Identifying the Challenge

The focus of every institution of higher learning is to educate. Sounds simple, right?
Unfortunately, roadblocks hindering the process such as maintaining student enrollment and
improving degree completion rates in the face of increasing tuition costs continue to pose a
threat. Enrollment in undergraduate programs at institutions of higher learning has decreased
nationally by 400,000 students from 2010 to 2012 (NCES 2016). Losing students directly affects
a Universitys financial health. According to the Integrated Postsecondary Education Data
System, graduation rates for the United States average at 54.4% (2008). With only half of
enrolled students able to endure through graduation, institutions are bleeding money. Currently,
the average cost of in-state tuition at a public institution is almost $9,000 a year, which jumps to
over $20,000 a year if you happen to live out of state (Snider 2015). The increasing cost of
attending college is a huge determining factor in whether or not a college education is pursued,
let alone obtained. With so many factors affecting the bottom line, something must be done to
alleviate the pressure in order for institutions of higher learning to continue operating.
Addressing the Challenge
It is evident when enrollment goals are not met, significant consequences resonate
throughout the institution, including laying off employees, restricting or eliminating essential
products and services needed to support instruction, diminishing student financial aid awards,
and deferring maintenance (Nelms, 2014). To address this challenge, institutions need to
embrace modernization changes that make education more accessible to the masses by providing
the majority of programs and courses in fully online formats. As of 2012, the school with the
highest enrollment in the nation was University of Phoenix, Online Campus with over 250,000
students (NCES, 2016). The school with the second highest enrollment has 156,000 fewer

Original Statement

students (NCES, 2016), which means University of Phoenix is obviously doing something right
in regards to maintaining high enrollment by using a fully online format.
The cost of an online education can vary, depending on the institution you choose and the
program of study you wish to pursue. Some institutions, Arizona State University for example,
do not charge online students at the same rate as brick and mortar students because only those
students attending campus classes are charged campus maintenance fees (learn.org 2016). While
other institutions charge the same rate and same fees regardless of campus choice, like Auburn
University (learn.org 2016). Because an online program offers a completely different experience
than a traditional education experience, the cost of attending should be different as well. By
offering both mediums of delivery but charging appropriate and adequate rates for the product
students are receiving is the key to increasing enrollment and maintaining the institutions future.
Process/Steps toward a Solution
While the proposed process can be adapted to fit the deadline requirements of any
institution (University of Colorado), the schedule below can provide a starting point for creating
a new tuition cost matrix.
Establish a committee/advisory board ............................................................ May 1
Analyze what and how students are being charged ........................................ May 5
Create cost matrix ......................................................................................... May 10
Submit matrix to Board of Advisors for approval ........................................ June 10
Publish approved matrix ............................................................................... June 25
Train enrollment staff on matrix ................................................................... June 25
Advertise the key benefits of matrix to prospective students ....................... June 25

Original Statement

4
Solving the Challenge

Charging online students a different rate than brick and mortar students can pose a
challenge as well as a solution. While online enrollment would most likely increase, traditional
enrollments could decrease as students may choose an online education because tuition is less
costly. To address this challenge, the university needs to make sure students are picking a
method of delivery that aligns with individual student needs to enhance success. A mandatory
online course aptitude test or a learning style assessment to be administered prior to enrolling in
online courses would give counselors a baseline for success in online programs. Northern
Arizona University, for example, does have an optional assessment for online students as well as
an online orientation once accepted (NAU 2016), however making this a mandatory part of the
enrollment process would allow advisors a chance to steer students in the right direction based
on data. Everyone has a learning style and optimal instruction requires diagnosing individuals
learning style and tailoring instruction accordingly (Pashler, 105). Students, who are selfmotivated, highly organized, and able to work independently are most successful when taking
online courses (Study.com 2016).
The college experience is a very unique right-of-passage that young adults can benefit
from greatly. As College Confidential (2016) points out, going to college is as much about
finding out who you really are as it is about getting that degree. Students choosing a fully
online program may miss out on these life-changing experiences. However, highlighting the
social aspects of attending college in a traditional manner may also maintain traditional
enrollment, while simultaneously directing students toward the program medium best suited to
meet their individual needs.

Original Statement

5
Outcomes

By creating a tuition cost matrix that charges students only for the services they are
partaking in will produce an outcome that will increase enrollment and improve graduation rates
at institutions of higher learning. This idea aligns with national trends as Allen and Seaman
(2011) point out sixty-five percent of all reporting institutions said that online learning was a
critical part of their long-term strategy and over 6.1 million students were taking at least one
online course during the fall 2010 term; an increase of 560,000 students over the number
reported the previous year. Institutions recognize their future success relies on embracing
online education and modernizing the delivery of courses. A popular view held by many
college leaders that online courses and programs may attract new students from previously
underserved marketswhich, by extension, may mean new sources of revenue (Green &
Wagner, p3) makes creating a tuition cost matrix relevant to institutions of higher learning.
In conclusion, employing a cost matrix that charges students different tuition rates and
fees based on delivery method is key to improving student enrollment, increasing graduation
rates and providing funds to maintain the financial success of colleges and universities across the
nation.

Original Statement

6
References

Allen, I., and Seaman, J. (2011). Going the Distance: Online Education in the United States,
2011. Babson Survey Research Group & Sloan Consortium. Retrieved April 23, 2016
from: http://files.eric.ed.gov/fulltext/ED529948.pdf.
College Confidential. (2016). The First Year College Experience. College Confidential.
Retrieved April 23, 2016 from: http://www.collegeconfidential.com/first-year/.
Green, K. and Wagner, E. (2011). Online Education: Where is it Going? What Should Boards
Know?. Trusteeship Magazine. January/February issue. Pages 1-6. Retrieved April 23,
2016 from: http://www.wiche.edu/info/publications/onlineEdWhereIsItGoing.pdf.
Integrated Postsecondary Education Data System. (2008). National Center for Education
Services. U.S. Department of Education. Retrieved April 20, 2016 from:
http://nces.ed.gov/ipeds/trendgenerator/tganswer.aspx?sid=7&qid=19
Learn.org. (2016). What is the Cost of Online Education vs Traditional Education?. Learn.org.
Retrieved April 23, 2016 from: http://learn.org/articles/What_is_the_Cost_of_Online
_Education_vs_Traditional_Education.html.
National Center for Education Statistics. (2016). Fast Facts: Enrollment. U.S. Department of
Education. Retrieved April 20, 2016 from: http://nces.ed.gov/fastfacts/display.asp?id=98.
National Center for Education Statistics. (2016). Fast Facts: Highest Enrollment. U.S.
Department of Education. Retrieved April 20, 2016 from:
https://nces.ed.gov/fastfacts/display.asp?id=74
Nelms, C. (2014). Five Strategies for Increasing Enrollment at HRBUs. Huffington Post.
Retrieved April 20, 2016 from: http://www.huffingtonpost.com/charlie-nelms-edd/fivestrategies-for-incre_b_4624625.html.

Original Statement
Northern Arizona University. (2016). Extended Campuses. NAU Online. Retrieved April 23,
2016 from: http://ec.nau.edu/OnlineDegrees.aspx.
Pashler, H., McDaniel, M., Rohrer, D., and Bjork, R. (2009). Learning Styles: Concepts and
Evidence. Association for Psychological Science. Volume 9, Issue 3. Pages 105-119.
Retrieved April 23, 2016 from: https://www.psychologicalscience.org/journals/pspi/
PSPI_9_3.pdf?utm_source=hootsuite.
Snider, S. (2015). Paying for College. US News & World Report. Retrieved April 20, 2016
from: http://www.usnews.com/education/best-colleges/paying-forcollege/articles/paying-for-college-infographic?int=970708.
Study.com. (2016). How to Tell if Online Education is Right for You?. Study.com. Retrieved
April 23, 2016 from: http://study.com/articles/How_to_Tell_if_Online_
Education_is_Right_for_You.html.
University of Colorado. (2015). Timeline for fee submission. Department of Budget and
Finance. Retrieved April 23, 2016 from: http://www.colorado.edu/pba/budget/
tuitionfees/timelinestudentfees.html.