Adult Program Innovation Launch Guide
Improve program development by focusing on the needs of students
When designing new programs for adult students, colleges typically focus first on their capabilities and previous behavior rather than market demand and student needs. To improve program development, colleges should design new programs from the “outside-in.” An outside-in strategy focuses first on the customer needs, and the greatest opportunity for institutions to provide value, rather than on current institutional capabilities.
To help institutions begin adopting this strategy, EAB’s Strategic Advisory Services for Community Colleges created this guide, which provides a brief presentation on the realities of outside-in program design and a 30-minute activity to begin applying these strategies. The activity can be completed with a partner or in small groups of institutional stakeholders.
An outside-in approach key to effective program design
In an upredictable market, an outside-in strategy is the key to success. Many institutions naturally adopt an inside-out strategy, which begins with a focus on the institution’s previous behavior and current capabilities. An outside-in strategy instead focuses first on the customer and the greatest opportunity for providing value.
Inside-out strategy
- What are we good at? What are our capabilities and offerings?
- How can we sell more? Gain more share? Improve productivity?
- Where can we apply our new productivity?
Outside-in strategy
- What customer value do we provide and with what capabilities?
- Is our value proposition perceived as superior?
- How are the needs of our customers changing?
- What new competitors are anticipating and meeting these needs?
"“Companies that continued to profit and grow throughout the boom-and-bust cycles of the last 20 years pursued an Outside-In Strategy, vs. Inside-Out.”
"George Day and Christine Moorman
Strategy from the Outside In
Recapture adult learners in a booming economy
Community colleges often face a similar sequence of challenges when it comes to creating new programs for adult students. The story below is an example of what EAB commonly hears from community college partners.
Pressure to close the skills gap: The chamber of commerce recently enlisted the support of the local community college to reduce the skilled labor deficit in the tri-county area. The college’s president turned to her new vice president of academics to address this challenge.
Little margin for error: Meanwhile, the college’s board set a new goal: increase adult enrollments by 200. The academic vice president knows her faculty does not have the bandwidth to develop all-new content for program launches.
Strengthen the portfolio: While academic leaders have reacted differently to program changes, some disciplines (i.e., business, IT) have been more willing than others. With limited programmatic resources and staff, the president must carefully prioritize. She decides to start with her certificate in business administration.
Put market needs at the center
To move from a product-first strategy to an audience-first (or outside-in) strategy, community colleges must understand adult student segments and motivations, assess regional labor market demand, and align opportunities with internal capabilities.
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Before: Product-first strategy
Key inputs:
- Success stories at other institutions
- Programs already in the portfolio
- Credential macro-trends
Representative questions:
- Are there faculty volunteers to teach in alternative formats?
- What short-format, non-traditional credentials do our peers offer?
- How can I find students for our program?
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After: Audience-first strategy
Key inputs:
- Student motivations, career pathways, and market sizing
- Regional labor market data
- Program portfolio performance
Representative questions:
- What is more important to students and employers: the credential or the skills?
- Does this segment realize more education is necessary for advancement?
Design for distinct adult needs and motivations
Community colleges are positioned to address the unique needs of different segments of adult students with their programs. Adult students can be divided into four segments: those upskilling to seek promotion, those facing replacement in their current careers, those returning to the workforce after a long period away, and those preparing to switch careers or industries. Higher education can help students in each segment, either through credentialing or skill-building:
- Students upskilling to seek promotion: Education value is typically from skills learned quickly (not credential’s authority).
- Students facing replacement in their current careers: New skills offer greatest benefit, but may require credential to change industry.
- Students returning to the workforce: Credential communicates readiness for today’s job, and updated skills ensure performance.
- Student preparing to switch careers: Credential signals preparation, but fields (e.g., tech) may seek primarily skill growth.
We created a chart that outlines how to appeal to and serve these different types of adult students. Use the chart to help target communications and program offerings to the needs of specific student segments.
Activity to facilitate “outside-in” program design
We created an activity for staff and faculty to practice applying strategic principles to program decision-making scenarios. The exercise should take 30-minutes to complete and is geared toward senior college administrators or cabinet members.
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Learn how you can get access to this resource as well as hands-on support from our experts through Strategic Advisory Services for Community Colleges.
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