-- Jan P. Eriksen, Ph.D., Dean, School of Adult Learning

Situation Appraisal

Viterbo University, located in LaCrosse Wisconsin, started with the early academic endeavors of the Franciscan Sisters of Perpetual Adoration (FSPA). Collegiate courses were introduced in 1923 and steps were taken toward the development of a regular four-year college program. By 1931–1932, St. Rose Junior College had been formally established and approved by the University of Wisconsin at Madison. Further development followed and, by 1939, the College was approved as a four-year, degree-granting institution for the preparation of teachers for elementary schools. The first commencement exercises were held in 1940.  In 1937 the name of the College was changed from St. Rose College to Viterbo College. Lay women were admitted in 1943; in 1970 men were admitted.

In the 1950s Viterbo expanded its program in the liberal arts and in 1952, this program received the approval of the University of Wisconsin Committee on College Accreditation. With its status as a four-year liberal arts college achieved, Viterbo sought accreditation by the North Central Association of Colleges and Secondary Schools. It was attained in 1954 and re-confirmed in 1979.

On Sept. 4, 2000, Viterbo marked another milestone—the change from college to university status. The change to Viterbo University formalized, in name, what already occurred internally. In fact, in 1994, the U.S. Department of Education reclassified Viterbo as a "comprehensive institution (university) due to its phenomenal growth in enrollment and its expansion of graduate, undergraduate, and outreach programs.  This growth pattern was supported by the partnership with Education Strategy.

Call to Action

By the mid to late 1990’s Viterbo University desired significant enrollment growth. For that reason they engaged Education Strategy, under its previous trade name, and within 90 days of establishing the partnership, Viterbo University established its new systems, integrated its new curriculum and received its initial targeted results of 13 new adult cohort students beginning September 1996. The second group followed in only a month comprised of 14 students.  It did not end there.  By January, 13 new students enrolled in the program and in March, an additional 11 student joined for a total of 51 new students within a brief six months of operations. Having successfully launched four new cohorts, the program was on a solid growth trajectory and well on its way to a landmark 100 new learners. The university’s new program was appropriately named The Advance Program.

As a result of this strategic partnership with Education Strategy, the University’s vision for the future carried forward by applying the concepts of Education Strategy’s learning and non-traditional enrollment model to increase its existing traditional enrollment numbers. To that end, the University developed a Management Information Technology major in 2000 that combined courses from the Organizational Management curriculum with its existing
computer courses. An online option for this major was introduced January 2003. Quickly thereafter, an Individualized Studies program, combing interdisciplinary courses was developed with a primary target of adult learners with busy work and life schedules. In addition, the university built on these successes with the creation of an associate degree which guides well prepared students into these degree completion baccalaureate programs. The targeted enrollment growth pattern continues.

Targeted Inputs

Education Strategy began its onsite work at Viterbo University July 1996. Once onsite, the start-up consultant launched a full systems integration of the new adult program into the fabric of the institution. A preliminary market plan and competitive analysis as well as a new operating budget were quickly developed. In addition to providing the knowledge necessary to maintaining Title IV compliance, the consultant also reviewed and provided language supporting the integration of the new program with the university’s accrediting association.

Education Strategy provided assistance in hiring and training a new program director.  The director was taught for recruitment strategies that moved beyond traditional admissions practices to benchmarked best practices in creating a recruitment sales funnel, strategic partnerships and systems thinking. The consultant established and modeled large group information sessions with the new director where 64 potential students attended the first session. Individual one-on-one recruitment sessions and new cohort orientations followed soon thereafter.

Enrollment Growth

31 cohorts on campus and 2 off campus cohorts have completed the program
6 cohorts currently in progress (as of spring 2008)
2 new on campus groups begin August 28, 2008 along with 1 online group
3 on campus groups and 2 online groups start each year
158 students were enrolled Fall 2007:
88 OMGT
25 MGIT
45 online OMGT and MGIT
414 graduates since 1998.

Ongoing Projected Growth

37 applicants for Fall 2008
6 programs have “spun-off” the original degree completion program:
Management & Information Technology
Online OMGT
Online MGIT
Bachelor of Individualized Learning (design your own degree)
Associate of Arts and Associate of Science program offered jointly through Western Technical College
Bachelor of Science in Nursing Degree Completion program was re-designed using the model of the Education Strategy program

Viterbo University and Education Strategy continue the partnership even a decade later with ongoing curriculum support and frequent contact.  It is a relationship built on trust, mutual appreciation and the attainment of significant outcomes together.  The targeted enrollment inputs from Education Strategy combined with significant talent at Viterbo University have served to benefit not only the institution, but also countless adult learners seeking both advancement and the completion of a life goal: the bachelor’s degree.
 
Reflections

"Our relationship with Education Strategy has been a long and successful partnership.  We trust their guidance and support and strongly believe their initial help made a difference in our enrollment success and our ability to deliver a quality program for our students."
    -- Debra Randall Anderson, Assistant Director, School of Adult Learning