Continuous Improvement Process Proposal Introduction

Implementing a Process Change in Training

The public perception of community colleges varies between the prize of policymakers to the hated stepchild of higher education. However, if you walk in a college classroom today, you will notice that alongside traditional students coming out of high school are older students. These students have life experience, work experience, and families to support. These students are non-traditional students and are looking for a different type of experience. Studies show that non-traditional students typically enroll in education to further their careers or change their career paths (Rahman, 2020). Studies also show that many of these students enroll in community colleges or trade institutions that offer the degree, diploma or certificate programs needed to further their careers (Rahman, 2020).

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The Problems

Leaders of community colleges deal with

Growth and Reduction

Abundance and Scarcity

Continuity and change

Access and completion

Leaders of community colleges deal with constant bureaucracy. They can be darlings of policymakers because they are able to help stimulate economic development in communities by providing area business and industries with a trained and competent workforce. They are competition to 4year institutions of higher learning because they offer students a more affordable option to obtain a marketable skill and in less time. However, they can also be a resource to 4year institutions through articulation agreements which can allow students to seamlessly transfer from community colleges to 4year institutions. The many dynamics of community college education affects the growth or reduction in student population. This in turn affects funding which is direct correlation with the abundance or scarcity of resources. Also, from an administrative point of view, changes in laws and policies that affect the public higher education institutions can determine if programs continue or are changed. Finally, policy and laws can also trickle down to affect student access and or completion of a program. It is necessary for these institutions to have a way of simplifying the necessary information needed to increase enrollment and retention.

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Understanding The demographic

For institutions to be able to communicate properly the needs to students, they must first understand the overall demographic of the student population. This will allow for effective processes to be implemented to meet and exceed the needs of students. Our institution has two general types of students, traditional and non-traditional students. Traditional students are generally categorized as under 25 coming directly from high school usually having no major life or work responsibilities (Brandle, 2017). Non-traditional students are a little more difficult to define because there are several attributes that constitute a non-traditional student. Students may be considered non-traditional if they meet one or more of the following characteristics: Not having a high school diploma, attending college part-time, being financially independent, being employed full-time, being a single parent, having dependents or entry to college is delayed at least one year following high school (Brandle, 2017). First generation students are also considered non-traditional even if entry from high school to college is not delayed (Brandle, 2017).

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Traditional students

Non-traditional Students

The needs of non-traditional students

According to data collected on non-traditional students, these students are the most likely to attend a community college or a for profit institution (Makela et.al, 2019). For these students, flexibility is a huge incentive in enrolling in school. Time spent in school is also a factor because non-traditional students usually have full-time jobs and/or families to support (Makela et.al, 2019). Therefore, it is imperative that the process for enrolling is seamless. The onboarding process is the first opportunity that our institution has at acquiring and retaining non-traditional students.

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Flexibility

Time

Accommodating enrollment process

Barriers for non-traditional students

The challenges of non-traditional students

A recent study about the challenges faced by non-traditional students found that the costs of college was one of the main barriers (Makela et.al, 2019). The research indicated that 89% of non-traditional students say that the cost of pursuing higher education is a major concern (Makela et.al, 2019). Another study showed that many non-traditional students lack-self-confidence upon entry or re-entry to college (Makela et.al, 2019). Low confidence may stem from previous experiences, which is why its important for our institution adapt to today’s learners and that starts with the enrollment process and ensuring that they non-traditional student knows and understands all the financial resources available to them.

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Cost of attending college

Lack of self-confidence

The challenges of non-traditional students

Lack of understanding of

Available financial resources

Financial aid application process

Currently our institution is facing a similar situation as most community institutions. More specifically, many students do not have a full understanding of the financial resources available for them and are not aware of the process to obtain financial aid. Many non-traditional students feel that they do not qualify for the resources and therefore do not attempt to complete the applications necessary. It is critical that our institution seeks to create a more inclusive experience in non-traditional learners. This philosophy should begin with a student’s introduction to our institution. Since a student’s first encounter with our institution is through the division of student affairs, it is imperative that our division and the various departments within our division are prepared to make the necessary changes to accommodate this unique population of students.

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How can institutions address the needs of non-traditional students

Be transparent about tuition costs and fees

Highlight the different types of financial aid

Explain the process to obtain college funding

Addressing the needs of non-traditional begins with the onboarding process. Since non-traditional students tend to be outcome-focused, our institution should ensure that we are transparent about tuition and fee costs. Ultimately, they want to know that they are getting value for their money and that the pursuit of the credentials they seek can be obtained without a hassle. Also, our institution should highlight the different types of financial aid available and how to apply for the funding to assist with their educational expenses.

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Focus of The Onboarding process

Marketing the various funds available to non-traditional students

Implement a process to assist with financial aid applications

Train and cross-train staff

The onboarding process should seek to accommodate the needs of our non-traditional students. The areas of focus include, first implementing a financial aid campaign that markets the various funds available to non-traditional students. Secondly, implement a process to assist non-traditional students with applying for various types of aid. Finally, training and cross-training should be implemented to train staff in the entire division on the specific needs of our non-traditional students and the process of each department. When staff is properly trained and understand the processes of other departments within the division, they are better equipped at assisting non-traditional students solve problems and remove the initial barriers for our non-traditional population.