Public Attitudes Toward Higher Education Presentation to the State Relations and Advocacy Retreat Portland, Maine Friday August 4 th, 2006 Patrick O. Murphy, President Strategic Marketing Services Portland, Maine Tel: 207-774-6738 1
Introduction Thank you for the opportunity to address you on this important topic. Particular thanks to Mr. John Diamond of the University of Maine System for inviting me here today. My topic is Public Attitudes Toward Higher Education. 2
Issue Areas I would like to address some specific issue areas: Some information about our firm, SMS Some data on trends in public attitudes toward higher education (both national and local Maine data) Reasons for conducting research and discussion of commonly used methodologies The best ways to use research to get your message across 3
Strategic Marketing Services (SMS) Founded in 1982, SMS has been under its current ownership since 1989 operating out of Portland, Maine. We are a leading New England based marketing research and consulting firm. Our major practice areas are: Public Opinion research Education Government and Public Policy Financial Services 4
Strategic Marketing Services (SMS) We provide research and consulting services to local, regional, and national clients. At SMS, we conduct all of our research in-house. We have worked for many higher education sector clients including: The University of Maine System Bentley College Maine College of Art The Mitchell Institute Maine Compact for Higher Education University of Maine Law School Maine Maritime Academy Maine Department of Education 5
National Data on Higher Education 6
National Data on Higher Education First, let s look at some national data on higher education. The data presented is taken from a couple of key sources including: The National Center for Public Policy and Higher Education The Chronicle of Higher Education Peter D. Hart & Associates Strategic Marketing Services 7
Perceptions of Higher Education General Public % agreeing 2003 (N=801) 1993 (N=502) We should not allow the price of a college education to keep students who are qualified and motivated to go to college from doing so. High school graduates should go on to college [rather than taking decent jobs after high school] because in the long run they ll have better job prospects. The number of people in the U.S. who have a college degree is one area where there can never be too much of a good thing. Getting a college education today is more important than it was 10 years ago. 91% 89% 87% 79% 78% N/A 76% N/A Students have to borrow too much money to pay for their college education. 76% 81% 8
Perceptions of Higher Education While education issues have not been on the front burner since 2001, attitudes on the value of a higher education have remained highly positive in recent years. The vast majority of Americans continue to believe that: Education is more important than it was in the past We should not allow the cost of education to exclude qualified students from getting a college degree High school graduates should go on to college because in the long run they will have better job prospects 9
Perceptions of Higher Education In a recent poll by Peter Hart Research Associates, 84% of respondents said that they actions taken today with regard to higher education will be critical to the nation s competitive success in the world. Actions on Higher Education Today Will Be Critical to the U.S. Competitive Leadership in the World 25 Years from Now 100% 80% 60% 40% 20% 0% 84% Agree Disagree 14% More specifically, actions taken regarding higher education policy will be critical to future success. Actions taken on Higher Education POLICY Today Will Be Critical to the U.S. Competitive Leadership in the World 25 Years from Now 100% 80% 60% 92% 40% 7% 20% 0% Agree Disagree 10
Perceptions of Higher Education According to the results of the Hart poll, most Americans view higher education as having a strong social importance. Who benefits most from higher education? General Public Society as a whole 70% Students 48% Employers 36% College communities 28% College employees 11% When asked who benefits the most from higher education, 70% of respondents said society as a whole. 11
Perceptions of Higher Education In terms of the roles that colleges and universities play in society, the Hart poll found that much of the general public views higher education as a tool for preparing students to think critically and succeed in their careers. Most important role for colleges/ universities to play: General Public Teach students to think critically 26% Prepare students to solve problems facing the country 21% Prepare students for employment 18% Prepare students to be responsible citizens 14% Produce innovations that fuel economic development 8% Conduct research that benefits society 7% Serve the community 3% 12
Importance of a Higher Education Although the public has consistently stressed the importance of higher education, people have not always been as ready to insist that higher education is necessary for success, or indeed to support public higher education financially. The number of people who think that a college education is a necessity has risen. The increase is particularly notable among African Americans (+18%, 2000-2003) and Hispanics (+12%): With which of the following do you agree? College is necessary There are many ways to succeed without a college education African Americans 2003 (N=93) 2000 (N=107) 2003 (N=86) Hispanics 2000 (N=100) 53% 35% 53% 41% 45% 64% 41% 57% 13
Importance of a Higher Education In a 2005 survey of Maine citizens, SMS asked respondents to provide their views on the minimum level of education needed to be successful. Respondents were first asked to think back to when they were in high school. Minimum Level of Education Required for Students to be Successful in Past Years Among both the general public and parents, more than 60% of respondents said that when they were students, a high school diploma was all that was needed for success. No degree was necessary High school diploma Vocational or tradeschool degree Two-year college degree Four-year college degree Post-graduate degree Don t know 6.9% 6.5% 3.0% 3.5% 10.9% 10.5% 0.3% 0.5% 1.3% 1.0% 16.8% 15.0% 60.9% 63.0% 0.0% 10.0% 20.0% 30.0% 40.0% 50.0% 60.0% 70.0% % of Respondents 14 General Population (N=400) Parent Population (N=304)
Importance of a Higher Education However, when asked to think about today s high school students, most respondents agreed that additional education is necessary. Minimum Level of Education Required for Students to be Successful Today Among both the general public and parents, approximately half of all respondents said that today s high school students need at least a four-year college degree in order to be successful. No degree was necessary High school diploma Vocational or tradeschool degree Two-year college degree Four-year college degree Post-graduate degree Don t know 0.0% 0.3% 5.3% 7.8% 10.2% 11.8% 10.5% 9.8% 2.3% 2.5% 20.1% 20.5% 51.6% 47.5% 0.0% 10.0% 20.0% 30.0% 40.0% 50.0% 60.0% % of Respondents General Population (N=400) Parent Population (N=304) 15
Access to a Higher Education There are, however, growing concerns about access. With which of the following do you agree? General Public 2003 (N=801) 2000 (N=1015) In my state, there are many people who are qualified to go to college who don t have the opportunity to do so. In my state, the vast majority of those who are qualified to go to college have the opportunity to do so. 57% 47% 37% 45% Note that the figures for those who believe that there are many qualified people who don t have the opportunity have increased significantly (+10%, 2000-2003). 16
Access to a Higher Education The concern about access is particularly true among parents of high school students and African Americans. With which of the following do you agree? Many qualified people don t have the opportunity. The majority of qualified people have the opportunity. Parents of HS Students 2003 (N=102) 58% 34% 2000 (N=200) 42% 52% African Americans 2003 (N=93) 2000 (N=107) 76% 60% 23% 36% The increase in the percentage of people who believe that many qualified people don t have the opportunity is 14% among parents of high school students and 16% among African Americans. 17
Access to a Higher Education In addition, while a majority still thinks that those from middle-class families have as much opportunity as other students, there is a growing sense that this opportunity is weakening. With which of the following do you agree? General Public Qualified students from middle-class families, regardless of ethnic background, have: 2003 (N=801) 2000 (N=1015) Less opportunity than other qualified students. 24% 16% About the same opportunity as other qualified students 56% 60% More opportunity than other qualified students 17% 22% From 2000-2003, there was an 8% increase in the percentage saying that middle-class students have problems with college opportunity relative to other qualified students. 18
Valuing a Higher Education Regarding the issue of paying for college, there appears to be a declining sense that students value an education only if they have to pay for at least part of that education. Students appreciate the value of a college education only when they have some personal responsibility for paying what it costs. Do you: General Public 2003 (N=801) 1993 (N=502) Agree (total) 69% 76% Strongly agree 40% 48% Somewhat agree 29% 28% Disagree (total) 29% 18% Strongly disagree 19% 10% Somewhat disagree 10% 8% The percentage of those who disagree with the statement rose by 11% from 1993-2003. 19
Quality of Education In terms of the quality of education, a 2004 survey by the Chronicle of Higher Education found that a large percentage of people think that private colleges and universities provide a higher quality of education than do their public counterparts. Quality of Education Better at private, 46% Don't know, 10% About the same, 31% Better at public, 13% 20
Quality of Education Furthermore, the survey found that a large percentage of people would prefer to have their children attend a private college or university if cost was not a consideration. Preference When Disregarding Cost Prefer Private, 47% Don't know, 4% Doesn't matter, 28% Prefer Public, 22% 21
Funding for Higher Education The Chronicle s 2004 survey also looked into perceptions related to funding. Respondents were first asked what actions the Federal Government took regarding funding for higher education in the most recent budget. Recent Federal Government Action With Regard to Funding for Higher Education Don't know, 26% Federal funds increased, 17% Federal funds remained the same, 25% Federal funds decreased, 32% The split results show that the public does not have a clear perception of the actions of the Federal Government with 22 regard to funding for higher education.
Funding for Higher Education Respondents were also asked what action their State Government took with regard to funding for higher education. Recent State Government Action With Regard to Funding for Higher Education Don't know, 19% State funds increased, 13% State funds remained the same, 27% State funds decreased, 41% The largest percentage of respondents (41%) believed that their State Government reduced funding for higher education. 23
Funding for Higher Education When asked who should provide the greatest amount of funding for higher education, respondents were divided. Source that Should Provide the Greatest Amount of Funding No answer, 8% Federal Government, 24% Equal responsibility, 34% State Government, 34% 24
Funding for Higher Education In their 2003 survey, the Chronicle asked people to rate the level of State and Federal Government investment in higher education. Amount of Government Investment in Higher Education Should invest more money, 67% Don't know, 6% Spend too much now, 17% About right as it is, 10% Two-thirds of those surveyed said that they think governments should invest more money into higher education. 25
Funding for Higher Education In the 2003 survey, respondents were also asked to rate the amount of State and Federal Government investment in the financial aid for college students. Amount of Government Investment in Financial Aid Should spend more money, 67% Don't know, 6% Spend too much now, 19% About right as it is, 8% Again, two-thirds of those surveyed said that governments should invest more money. 26
Satisfaction With Higher Education The Chronicle s 2004 survey also asked people to rate their level of satisfaction with the college education they received. Satisfaction with College Education Very satisfied 61% Satisfied 25% Somewhat satisfied Not satisfied No answer 10% 2% 1% 0% 10% 20% 30% 40% 50% 60% 70% % of respondents with a college education A total of 86% of people said that they are satisfied or very satisfied with their college education. 27
Satisfaction With Higher Education Respondents were asked to rate the importance of their college degree with regard to their current success. Importance of College Degree to Current Success Very important 63% Important Somewhat important 14% 16% Not important Can't answer 6% 1% 0% 10% 20% 30% 40% 50% 60% 70% % of respondents with a college education The majority (77%) agree that their college degree has been important or very important to their current success. 28
Satisfaction With Higher Education Those whose children had received or were currently receiving a college education were asked to indicate their satisfaction levels with that education. Satisfaction with Child's Education Very satisfied 50% Satisfied 30% Somewhat satisfied Not satisfied No answer 3% 2% 15% 0% 10% 20% 30% 40% 50% % of respondents with college educated child A total of 80% said that they are satisfied or very satisfied with the college education that their child has received or is receiving. 29
Cost of Higher Education Many people have the perception that colleges and universities raise prices at will. This perception became more popular from 2000-2003, rising by 4%. During this same period however, there was also an increase of 4% in the percentage of those who believe that colleges and universities are trying to keep costs low. With which of the following do you agree? General Public Colleges and universities: Work hard to keep the price of higher education down. 2003 (N=801) 19% 2000 (N=1015) 15% Raise prices whenever they can to bring in more money 43% 39% Don t know 38% 45% 30
Cost of Higher Education In the Chronicle s 2004 poll, 68% of respondents agreed that college and universities could reduce their costs without hurting the quality of the institution. Colleges and Universities Could Lower Costs Without Sacrificing Quality 80% 60% 40% 68% 20% 32% 0% Agree Disagree This corresponds with the perception that colleges and universities are not working as hard as possible to make higher education financially accessible. 31
Cost of Higher Education In addition, there appears to a disconnect between how people expect to pay for college and the reality of financing the degree. 32
Higher Education and Politics The Chronicle s 2004 survey asked respondents to indicate which political party they believe has the greatest interest in improving higher education. Political Party with the Greatest Interest in Improving Higher Education Don't know, 9% Democrats, 24% Neither interested, 16% Both equally interested, 29% Republicans, 21% Although the public is divided on this issue, the largest percentage of respondents (29%) said that both parties are equally interested. 33
Higher Education and Politics Respondents were also asked to provide their views of college professors. Views of College Professors Liberal, 50% No Answer, 18% Conservative, 8% Moderate, 24% About half of all respondents agreed that college professors are generally liberal. 34
Higher Education and Politics A follow up question asked respondents to compare the general political views of college professors with their own. Professors' Political Views Compared to Respondents' Own More liberal, 51% Don't know, 16% More conservative, 11% About the same, 23% More than half of all respondents said that college professors typically have political views that are more liberal than their own. 35
Local Data on Higher Education 36
Quality of Higher Education in Maine In a survey of the general public conducted in August, 2004, SMS asked Maine residents to rate the quality of education at the various universities of the University of Maine System. A scale of 1 to 5 was used, where 1 was very poor and 5 was excellent. University Mean Response U. Of Maine at Orono 4.48 U. Of Maine at Farmington 4.44 U. Of Maine at Presque Isle 4.37 U. Of Maine at Fort Kent 4.36 U. Of Southern Maine 4.34 U. Of Maine at Augusta 4.08 U. Of Maine at Machias 4.04 37
Attributes of the University System Respondents were also asked to rate the entire University of Maine System on a variety of attributes. The following table shows the mean responses for each attribute on a scale of 1 to 5, where 1 was very poor, 3 was average, and 5 was excellent. UMS attribute Mean Response The convenience of its campus locations 4.28 The quality of education provided 4.17 The value (quality relative to cost) of the education received 4.07 Preparing its students for successful careers 3.97 Preparing students for active roles in civic and community life 3.82 Its overall contribution to Maine s cultural life 3.82 Providing value to citizens for taxpayer dollars spent 3.78 Educating students to meet the needs of Maine employers 3.73 38
Funding for the University System A majority of those surveyed in the 2004 SMS poll said that the State should increase funding for the University of Maine System. State Should Increase Funding for UMS Yes, 55.7% Don't know, 16.7% No, 27.5% When given additional information regarding funding, a total of 78.8% of those surveyed in the 2004 SMS poll said that the State is not providing enough funding for the University of Maine System or that it should provide additional funding. 39
Funding for the University System At the time of the poll, the tuition at the University of Maine System was higher than the cost at two-thirds of all the public colleges in America. A strong majority of respondents agreed that funding to the University of Maine System should be increased to allow tuition to be reduced. UMS Funding Should Be Increased to Allow Lower Tuition Strongly agree 31.5% Somewhat agree Neither agree nor disagree Somewhat disagree Strongly disagree Don't know 1.2% 9.0% 8.5% 14.2% 35.7% 0.0% 5.0% 10.0% 15.0%20.0% 25.0%30.0% 35.0%40.0% % of respondents 40
UMS Messaging and Communication Respondents were asked to indicate where they get information about the University of Maine System. Sources of Information About the University of Maine System Word of mouth 57.8% Television Daily newspaper 34.5% 33.0% Direct mailings 26.5% Radio Sunday newspaper 14.5% 17.8% Internet Other weekly newspaper Do not get information Don't know/ Refused 6.7% 6.0% 2.7% 0.5% 0.0% 10.0% 20.0% 30.0% 40.0% 50.0% 60.0% % of respondents Popular sources included word of mouth, television, and newspapers. 41
UMS Messaging and Communication Respondents were also asked the extent to which they agreed or disagreed with various messaging statements. These statements were designed to help UMS communicate with the public, parents, and potential students and provide persuasive reasons for the system to be continually maintained and improved. A scale of 1 to 5 was used where 1 was strongly disagree and 5 was strongly agree. The following table shows the mean responses to each messaging statement. The messages that were most effective were related to the idea of protecting the university system for future generations of Mainers and to the focus on the system s high quality of facilities and education. 42
UMS Messaging and Communication UMS Message UMS is a valuable asset that we need to protect so that future generations of Mainer can benefit UMS provides top notch facilities, professors, and academic programs UMS produces skilled graduates who are well prepared for the challenges of Maine s workforce UMS effectively prepares students for goodpaying, career-oriented jobs UMS is under-funded and needs a higher level of public funding so it can maintain and improve its academic quality All things considered, UMS delivers considerable educational value- offering high quality and affordability to all Maine citizens UMS makes a major contribution to the development of Maine s economy and job creation Mean Response 4.63 4.12 4.01 3.90 3.89 3.73 3.58 43
Reasons for Conducting Research 44
Why to Conduct Market Research There are several key reasons to conduct market research, including: To gain insights into the attitudes, perceptions, support levels etc. of various constituencies such as: The general public Parents Legislators Interest groups To have quantitative evidence and use the data to build support among these stakeholder groups, including support for additional funding at the legislative level. 45
Why to Conduct Market Research To gain insight into the optimum communications themes in order to maximize the impact of that messaging. To benchmark current levels of performance, attitudes, and perceptions against previously collected data in order to examine useful trends and patterns. To be better informed on the university s value proposition and the competitive set so as to become more effective in enrolling new students To gather data on the public s support for increased funding via legislative effort, bond issues, etc. 46
Why to Conduct Market Research In summary, research can provide uniquely useful information that can assist in planning, enrollment, message development, provide quantifiable support on legislative or contentious issues, or confirm prior findings and theories. 47
Research Methodologies 48
Principal Research Methods Some of the most commonly used research methods are: Focus groups: Small, qualitative groups designed to provide in-depth information on key issues Telephone surveys: Quantitative surveys designed to reach large numbers of respondents, the public, parents, potential student, etc., and provide statistically valid data Strategic interviews: One-on-one interviews with sector experts and others who have critical perspectives or influence, such as legislators, board members, and senior staff and faculty. 49
Research and Higher Education Research can provide a great deal of insight into issues of higher education. Information can be used in a variety of ways to benefit institutions, students, and parents and the public at large. 50
Getting your message across Depends on the audience and your objectives: General public Legislative Interest groups Parents Prospective students Keep it simple (one to one and a half messages they wouldn t remember much else) Design your communications plan for the specific audience/s being addressed 51
Getting your message across Use the correct tools to reach each audience (Role of the web in this process!) Valid research data is especially effective with audiences such as legislators / opinion leaders It s the economy stupid The key in states like Maine is the economic impact and the economic linkage provided by as a results of increased public spending. -Job creation is the big issue. 52
Getting your message across Build coalitions to target your message the population comprises many segments with district needs 53
Thank you We at SMS would like to thank all of you for the opportunity to speak here today. Best wishes, and best of luck in all future endeavors. 54