February 7, 2025 • 11 mins
The Future of Higher Education: Navigating Online Program Management
In this episode, we explore the evolving landscape of higher education in the digital age, focusing on Online Program Management (OPM) companies and their role in helping universities run online programs.
We discuss insights from UPCEA and Manafera, highlighting the contrasting perspectives on OPM partnerships. Topics include institutional readiness, cultural alignment, SEO, mobile optimization, and the rise of digital badges and microcredentials.
Join us as we delve into strategic approaches to marketing, recruitment, and content creation to attract digitally savvy students and adapt to the future of education.
00:00 Introduction: Stepping into a New World of Higher Education
00:15 Understanding Online Program Management (OPMs)
00:45 Marketing in the Digital Age
02:00 The Role of OPMs in University Operations
02:51 Choosing the Right OPM Model
03:32 Institutional Readiness and Cultural Alignment
04:23 Operational Considerations and Financial Implications
05:15 The Student Experience in the Digital Age
07:03 Content Strategy and SEO for Higher Education
08:00 The Rise of Microcredentials
09:37 Adapting to the Future of Education
10:45 Conclusion: Shaping the Future of Higher Education
Learn more about the Higher Education Marketing Institute:
- Website: https://highereducationmarketinginstitute.com/
- X: https://x.com/HEMInstitute
- LinkedIn: https://www.linkedin.com/company/higher-education-marketing-institute/
- YouTube: https://www.youtube.com/@HigherEducationMarketing
Mark as Played
Transcript
Episode Transcript
Available transcripts are automatically generated. Complete accuracy is not guaranteed.
Jack (00:00):
Ever get that feeling, you know, when you type something
like, uh, best business schoolsnear me into Google, like you're
not just looking forinformation, you're stepping
into like a whole new world.
Yeah.
Well, colleges are on thatjourney to trying to figure out
how to connect with you in thisdigital age.
We've been looking into onlineprogram management, or OPMs,
those companies that helpuniversities run their online
(00:21):
programs.
We've got articles here fromUPCEA, a higher education
association, and Manafera, amarketing firm.
They offer some prettycontrasting perspectives.
We're gonna use them to figureout if partnering with an OPM is
the right move for a universityand what it all means for the
future of higher education.
Jill (00:39):
Yeah, what's intriguing is These sources highlight a pretty
fundamental shift happening inhigher ed.
Manafera, coming from amarketing perspective, really
hammers home the point thatuniversities can't just rely on
traditional marketing tacticsanymore.
It's not enough to print glossybrochures or hope students
stumble upon their website.
They need to be incrediblystrategic about their online
(01:01):
presence.
Jack (01:01):
And why is that?
Jill (01:02):
Think about your own experience.
You turn to Google foreverything, right?
70 percent of prospectivestudents use their phones to
research colleges.
(01:22):
They're likely to bounce, theyjust don't have the patience.
Jack (01:25):
That's insane.
Three seconds.
And I totally get it.
We're also used to instantgratification these days.
Jill (01:30):
Exactly.
And it's not just speed.
Manafera points out thatuniversities often use language.
That doesn't resonate withstudents.
They stick to these longofficial program names.
But students are searching usingeveryday terms.
They give a great example.
A university might call it aMaster of Business
Administration with EnterpriseLeadership Concentration.
But students are typing in MBALeadership Concentration.
(01:51):
Programs near me, right?
It's a classic case of talkingpast each other.
Jack (01:55):
So how do universities get on the same page with these
digitally savvy students?
Enter OPMs, right?
Jill (02:02):
Right.
But it's not a simple solution.
UPCEA with their focus on theoperational side of higher
education breaks down thedifferent ways universities can
work with OPMs.
You've got the fully dependentmodel where the university
relies on the OPM foreverything.
From marketing and recruitmentto course design and student
support, that's a huge leap offaith.
Jack (02:22):
It's like handing over the keys to your online kingdom.
What are the other options?
Jill (02:26):
Well, on the opposite end of the spectrum, you have the
fully independent approach.
This means the universityhandles everything in house.
It gives them maximum control,but it also requires a
significant investment inresources and expertise.
Building those capabilities fromscratch can be a daunting task
for many institutions.
Jack (02:44):
So it sounds like it comes down to a choice.
Total control with a ton ofwork,
Jill (02:49):
or
Jack (02:49):
a hands off approach with a lot of trust involved.
Is there a middle ground?
Jill (02:52):
There is.
UPC EA calls it the unbundled orhybrid model.
This allows universities to pickand choose which services to
outsource.
They might work with an OPM formarketing and recruitment, for
instance.
While keeping instructionaldesign and student support in
house, this gives them moreflexibility, and allows them to
build internal expertisestrategically over time.
Jack (03:15):
Okay, so we've got the go all in, do it yourself or mix
and match approaches.
Makes sense.
But is there one right way to dothis OPM thing?
Jill (03:23):
That's where things get really interesting.
UPCEA makes it clear thatthere's no one size fits all
answer.
They say the decision to partnerwith an OPM depends on a bunch
of factors.
The first being institutionalreadiness, they ask.
Does the university have cleargoals for its online programs?
Is there buy in from leadership?
Do they have systems in place totrack progress and measure
success?
Jack (03:43):
It's almost like they're saying, before OPM, get your own
house in order.
Jill (03:47):
Exactly.
They also talk about theimportance of cultural
alignment.
Will faculty and staff embracethe idea of working with an
external partner?
Does the university's culturesupport collaboration with
outside vendors?
These are crucial considerationsbecause, like you mentioned,
bringing in an OPM meansbringing in another entity that
will influence your onlinepresence, your brand, your
(04:11):
identity in a way.
It can be a big cultural shift.
Jack (04:14):
Yeah.
So it's not as simple as justpicking an OPM and calling it a
day.
Universities really need to dotheir homework first.
Figure out their goals, theirculture, their needs.
Jill (04:23):
Absolutely, and even once those foundational pieces are in
place, there are practicaloperational questions to
consider.
UPCEA highlights the importanceof assessing your operational
needs.
Do you have gaps in areas likemarketing, instructional design,
or student support?
Are there things you simplycan't handle on your own?
Jack (04:39):
And of course, the elephant in the room, money.
Can the university afford topartner with an OPM?
Will it help them scale theironline program sustainably in
the long run?
These are big ticket questions.
Jill (04:50):
They are.
And this is where I think UPCEAoffers some really insightful
advice.
They suggest universities buildan exit strategy into their OPM
contracts.
In other words, what happens ifdown the road you want to bring
those services back in house?
You need to have a plan.
Jack (05:06):
It's like having a prenup for your online program.
You're protecting yourself downthe line, making sure you're not
locked into something that mightnot serve you forever.
Jill (05:14):
Precisely.
Now let's shift gears a bit andtalk about the student
experience.
We've touched on how studentsare researching colleges
differently these days.
It's all about being online,being findable, speaking their
language.
Jack (05:26):
And Manafera dives deep into this, right?
They have a whole framework forattracting and engaging students
in the digital age.
Jill (05:32):
They do.
They call it content strategyfor higher ed, and it's all
about creating content thatspeaks directly to the needs and
motivations of prospectivestudents.
Jack (05:41):
So what does that look like in practice?
Jill (05:43):
Well, Manafera breaks down the student journey into
different stages.
At the awareness stage, studentsare just starting the research.
They're asking broad questionslike, what can I do with a
psychology degree?
Or how much does an MBA cost?
Universities need to providecontent that answers these
questions in a clear, concise,and engaging way.
Jack (06:03):
It's about grabbing their attention and making them want
to learn more.
Jill (06:06):
Exactly.
Then as students move into theconsideration stage, they're
evaluating specific programs.
They're comparing curricula,looking at career outcomes,
checking out student life.
This is where universities needto showcase their strength and
differentiate themselves fromthe competition.
Jack (06:22):
Think detail program guides, student testimonials,
virtual campus tours, anythingthat gives students a real sense
of what it's like to be part ofthat community.
Jill (06:30):
And finally, you have the decision stage where students
are ready to apply.
This is where the experienceneeds to be seamless and user
friendly, clear applicationinstructions, financial aid
information, promptcommunication.
Everything needs to bestreamlined to make that final
step as easy as possible.
Jack (06:47):
It sounds like a lot of work.
Jill (06:48):
It is, and this is another area where OPMs can potentially
add value.
They often have dedicated teamsfocused on content creation
marketing and studentrecruitment.
They can bring expertise andresources that many universities
simply don't have in house.
Jack (07:03):
But even with the best content in the world, it doesn't
matter if students can't findit.
That's where SEO comes in,right?
Jill (07:09):
Absolutely.
Manafera dedicates an entirearticle to a higher education
program page, SEO.
It's pretty technical.
But the key takeaway is thatuniversities need to optimize
their websites and content torank well in search results.
That means understanding howstudents are searching, using
the right keywords, and makingsure their websites are mobile
friendly.
Jack (07:29):
We've already talked about the whole mobile thing.
Yeah.
And how crucial it is foruniversities to have websites
that load quickly on phones.
Jill (07:35):
Right, but there's more to it than just speed.
It's about the entire mobileexperience.
Is the website easy to navigateon a small screen?
Can students easily find theinformation they need?
Are forms and applicationsmobile friendly?
These are all things that canmake or break a student's
impression of a university.
Jack (07:52):
So we've got content strategy.
We've got SEO.
We've got the mobile experience.
What else are universitiesgrappling with in this digital
age?
Jill (08:00):
Well, both UPCEA and Manafera touch on something that
I think is really fascinating.
This rise of digital badges andmicro credentials, you know,
those mini certifications youget for specific skills.
It feels like it's more thanjust a trend.
It's a fundamental shift in howwe think about education and
skills.
Jack (08:17):
Yeah, it's a response to a changing landscape.
Students today are increasinglyfocused on career outcomes.
They want to know that theeducation they're investing in
will translate into tangible jobskills and career advancement.
And on the flip side, employersare looking for more than just a
degree on a resume.
They want to see evidence ofspecific skills and
competencies.
Jill (08:38):
It's like instead of saying, I went to culinary
school, you're saying, I'm acertified expert in French
pastry.
One is much more specific andfrankly more appealing if you're
looking to hire a pastry chef.
Exactly.
And that's the beauty ofmicrocredentials.
They allow individuals todemonstrate their skills in a
way that's concise, verifiable,and directly relevant to the
jobs they're seeking.
(08:58):
Plus, they offer a level offlexibility that traditional
degrees often lack.
You can pick and choose microcredentials to build a
personalized skill set thataligns with your career goals.
Jack (09:08):
So it's like building your own degree piece by piece based
on what's actually valuable toyou and the job market.
So I have to ask, could thesemicro credentials eventually
replace traditional degreesaltogether?
Is that where we're headed?
Jill (09:21):
Manifera seems to think it's a real possibility, which
is a pretty bold statement, butI think it's a question worth
exploring.
It's not necessarily about onereplacing the other.
It's more about recognizing thatthe landscape of education is
evolving,
Jack (09:35):
and
Jill (09:35):
universities need to be a part of that evolution.
Jack (09:37):
So what does that look like for universities?
How do they adapt to this worldof micro credentials and on
demand learning?
Jill (09:45):
Well, for one, they need to think about how they can
integrate microcredentials intotheir existing programs.
Can they offer students theopportunity to earn
microcredentials alongside theirdegrees?
Can they create new programsthat are specifically built
around microcredentials?
Jack (10:01):
And they need to be thinking about how students are
searching for thesemicrocredentials online, right?
Making sure they're using theright keywords and optimizing
their websites to be found bythose seeking those specific
skills.
Jill (10:14):
Absolutely.
It all goes back to that SEOpiece we discussed earlier.
Universities need to be just asstrategic about marketing their
microcredentials as they areabout marketing their
traditional degree programs.
Jack (10:25):
It's a whole new way of thinking about higher education.
But one that has the potentialto make education more
accessible, more relevant, andmore responsive to the needs of
both students and employers.
Jill (10:35):
And that's what's so exciting about this moment in
time.
We're on the cusp of a majortransformation in higher
education.
And it's up to universities todecide how they'll play a role
in shaping that future.
Jack (10:45):
This has been an incredibly thought provoking
deep dive.
I don't know about you, but I'mfeeling inspired to rethink what
education can look like.
In this digital age, it's achallenge, but it's also an
incredible opportunity.
Jill (11:00):
It certainly is.
Jack (11:00):
Thanks for joining us today.
We hope this deep dive has givenyou some new insights and some
food for thought as you continueto explore the world of online
program management and thefuture of higher education until
next time, keep learning andkeep asking those big questions.
Ever get that feeling, you know, when you type something
like, uh, best business schoolsnear me into Google, like you're
not just looking forinformation, you're stepping
into like a whole new world.
Yeah.
Well, colleges are on thatjourney to trying to figure out
how to connect with you in thisdigital age.
We've been looking into onlineprogram management, or OPMs,
those companies that helpuniversities run their online
(00:21):
programs.
We've got articles here fromUPCEA, a higher education
association, and Manafera, amarketing firm.
They offer some prettycontrasting perspectives.
We're gonna use them to figureout if partnering with an OPM is
the right move for a universityand what it all means for the
future of higher education.
Jill (00:39):
Yeah, what's intriguing is These sources highlight a pretty
fundamental shift happening inhigher ed.
Manafera, coming from amarketing perspective, really
hammers home the point thatuniversities can't just rely on
traditional marketing tacticsanymore.
It's not enough to print glossybrochures or hope students
stumble upon their website.
They need to be incrediblystrategic about their online
(01:01):
presence.
Jack (01:01):
And why is that?
Jill (01:02):
Think about your own experience.
You turn to Google foreverything, right?
70 percent of prospectivestudents use their phones to
research colleges.
(01:22):
They're likely to bounce, theyjust don't have the patience.
Jack (01:25):
That's insane.
Three seconds.
And I totally get it.
We're also used to instantgratification these days.
Jill (01:30):
Exactly.
And it's not just speed.
Manafera points out thatuniversities often use language.
That doesn't resonate withstudents.
They stick to these longofficial program names.
But students are searching usingeveryday terms.
They give a great example.
A university might call it aMaster of Business
Administration with EnterpriseLeadership Concentration.
But students are typing in MBALeadership Concentration.
(01:51):
Programs near me, right?
It's a classic case of talkingpast each other.
Jack (01:55):
So how do universities get on the same page with these
digitally savvy students?
Enter OPMs, right?
Jill (02:02):
Right.
But it's not a simple solution.
UPCEA with their focus on theoperational side of higher
education breaks down thedifferent ways universities can
work with OPMs.
You've got the fully dependentmodel where the university
relies on the OPM foreverything.
From marketing and recruitmentto course design and student
support, that's a huge leap offaith.
Jack (02:22):
It's like handing over the keys to your online kingdom.
What are the other options?
Jill (02:26):
Well, on the opposite end of the spectrum, you have the
fully independent approach.
This means the universityhandles everything in house.
It gives them maximum control,but it also requires a
significant investment inresources and expertise.
Building those capabilities fromscratch can be a daunting task
for many institutions.
Jack (02:44):
So it sounds like it comes down to a choice.
Total control with a ton ofwork,
Jill (02:49):
or
Jack (02:49):
a hands off approach with a lot of trust involved.
Is there a middle ground?
Jill (02:52):
There is.
UPC EA calls it the unbundled orhybrid model.
This allows universities to pickand choose which services to
outsource.
They might work with an OPM formarketing and recruitment, for
instance.
While keeping instructionaldesign and student support in
house, this gives them moreflexibility, and allows them to
build internal expertisestrategically over time.
Jack (03:15):
Okay, so we've got the go all in, do it yourself or mix
and match approaches.
Makes sense.
But is there one right way to dothis OPM thing?
Jill (03:23):
That's where things get really interesting.
UPCEA makes it clear thatthere's no one size fits all
answer.
They say the decision to partnerwith an OPM depends on a bunch
of factors.
The first being institutionalreadiness, they ask.
Does the university have cleargoals for its online programs?
Is there buy in from leadership?
Do they have systems in place totrack progress and measure
success?
Jack (03:43):
It's almost like they're saying, before OPM, get your own
house in order.
Jill (03:47):
Exactly.
They also talk about theimportance of cultural
alignment.
Will faculty and staff embracethe idea of working with an
external partner?
Does the university's culturesupport collaboration with
outside vendors?
These are crucial considerationsbecause, like you mentioned,
bringing in an OPM meansbringing in another entity that
will influence your onlinepresence, your brand, your
(04:11):
identity in a way.
It can be a big cultural shift.
Jack (04:14):
Yeah.
So it's not as simple as justpicking an OPM and calling it a
day.
Universities really need to dotheir homework first.
Figure out their goals, theirculture, their needs.
Jill (04:23):
Absolutely, and even once those foundational pieces are in
place, there are practicaloperational questions to
consider.
UPCEA highlights the importanceof assessing your operational
needs.
Do you have gaps in areas likemarketing, instructional design,
or student support?
Are there things you simplycan't handle on your own?
Jack (04:39):
And of course, the elephant in the room, money.
Can the university afford topartner with an OPM?
Will it help them scale theironline program sustainably in
the long run?
These are big ticket questions.
Jill (04:50):
They are.
And this is where I think UPCEAoffers some really insightful
advice.
They suggest universities buildan exit strategy into their OPM
contracts.
In other words, what happens ifdown the road you want to bring
those services back in house?
You need to have a plan.
Jack (05:06):
It's like having a prenup for your online program.
You're protecting yourself downthe line, making sure you're not
locked into something that mightnot serve you forever.
Jill (05:14):
Precisely.
Now let's shift gears a bit andtalk about the student
experience.
We've touched on how studentsare researching colleges
differently these days.
It's all about being online,being findable, speaking their
language.
Jack (05:26):
And Manafera dives deep into this, right?
They have a whole framework forattracting and engaging students
in the digital age.
Jill (05:32):
They do.
They call it content strategyfor higher ed, and it's all
about creating content thatspeaks directly to the needs and
motivations of prospectivestudents.
Jack (05:41):
So what does that look like in practice?
Jill (05:43):
Well, Manafera breaks down the student journey into
different stages.
At the awareness stage, studentsare just starting the research.
They're asking broad questionslike, what can I do with a
psychology degree?
Or how much does an MBA cost?
Universities need to providecontent that answers these
questions in a clear, concise,and engaging way.
Jack (06:03):
It's about grabbing their attention and making them want
to learn more.
Jill (06:06):
Exactly.
Then as students move into theconsideration stage, they're
evaluating specific programs.
They're comparing curricula,looking at career outcomes,
checking out student life.
This is where universities needto showcase their strength and
differentiate themselves fromthe competition.
Jack (06:22):
Think detail program guides, student testimonials,
virtual campus tours, anythingthat gives students a real sense
of what it's like to be part ofthat community.
Jill (06:30):
And finally, you have the decision stage where students
are ready to apply.
This is where the experienceneeds to be seamless and user
friendly, clear applicationinstructions, financial aid
information, promptcommunication.
Everything needs to bestreamlined to make that final
step as easy as possible.
Jack (06:47):
It sounds like a lot of work.
Jill (06:48):
It is, and this is another area where OPMs can potentially
add value.
They often have dedicated teamsfocused on content creation
marketing and studentrecruitment.
They can bring expertise andresources that many universities
simply don't have in house.
Jack (07:03):
But even with the best content in the world, it doesn't
matter if students can't findit.
That's where SEO comes in,right?
Jill (07:09):
Absolutely.
Manafera dedicates an entirearticle to a higher education
program page, SEO.
It's pretty technical.
But the key takeaway is thatuniversities need to optimize
their websites and content torank well in search results.
That means understanding howstudents are searching, using
the right keywords, and makingsure their websites are mobile
friendly.
Jack (07:29):
We've already talked about the whole mobile thing.
Yeah.
And how crucial it is foruniversities to have websites
that load quickly on phones.
Jill (07:35):
Right, but there's more to it than just speed.
It's about the entire mobileexperience.
Is the website easy to navigateon a small screen?
Can students easily find theinformation they need?
Are forms and applicationsmobile friendly?
These are all things that canmake or break a student's
impression of a university.
Jack (07:52):
So we've got content strategy.
We've got SEO.
We've got the mobile experience.
What else are universitiesgrappling with in this digital
age?
Jill (08:00):
Well, both UPCEA and Manafera touch on something that
I think is really fascinating.
This rise of digital badges andmicro credentials, you know,
those mini certifications youget for specific skills.
It feels like it's more thanjust a trend.
It's a fundamental shift in howwe think about education and
skills.
Jack (08:17):
Yeah, it's a response to a changing landscape.
Students today are increasinglyfocused on career outcomes.
They want to know that theeducation they're investing in
will translate into tangible jobskills and career advancement.
And on the flip side, employersare looking for more than just a
degree on a resume.
They want to see evidence ofspecific skills and
competencies.
Jill (08:38):
It's like instead of saying, I went to culinary
school, you're saying, I'm acertified expert in French
pastry.
One is much more specific andfrankly more appealing if you're
looking to hire a pastry chef.
Exactly.
And that's the beauty ofmicrocredentials.
They allow individuals todemonstrate their skills in a
way that's concise, verifiable,and directly relevant to the
jobs they're seeking.
(08:58):
Plus, they offer a level offlexibility that traditional
degrees often lack.
You can pick and choose microcredentials to build a
personalized skill set thataligns with your career goals.
Jack (09:08):
So it's like building your own degree piece by piece based
on what's actually valuable toyou and the job market.
So I have to ask, could thesemicro credentials eventually
replace traditional degreesaltogether?
Is that where we're headed?
Jill (09:21):
Manifera seems to think it's a real possibility, which
is a pretty bold statement, butI think it's a question worth
exploring.
It's not necessarily about onereplacing the other.
It's more about recognizing thatthe landscape of education is
evolving,
Jack (09:35):
and
Jill (09:35):
universities need to be a part of that evolution.
Jack (09:37):
So what does that look like for universities?
How do they adapt to this worldof micro credentials and on
demand learning?
Jill (09:45):
Well, for one, they need to think about how they can
integrate microcredentials intotheir existing programs.
Can they offer students theopportunity to earn
microcredentials alongside theirdegrees?
Can they create new programsthat are specifically built
around microcredentials?
Jack (10:01):
And they need to be thinking about how students are
searching for thesemicrocredentials online, right?
Making sure they're using theright keywords and optimizing
their websites to be found bythose seeking those specific
skills.
Jill (10:14):
Absolutely.
It all goes back to that SEOpiece we discussed earlier.
Universities need to be just asstrategic about marketing their
microcredentials as they areabout marketing their
traditional degree programs.
Jack (10:25):
It's a whole new way of thinking about higher education.
But one that has the potentialto make education more
accessible, more relevant, andmore responsive to the needs of
both students and employers.
Jill (10:35):
And that's what's so exciting about this moment in
time.
We're on the cusp of a majortransformation in higher
education.
And it's up to universities todecide how they'll play a role
in shaping that future.
Jack (10:45):
This has been an incredibly thought provoking
deep dive.
I don't know about you, but I'mfeeling inspired to rethink what
education can look like.
In this digital age, it's achallenge, but it's also an
incredible opportunity.
Jill (11:00):
It certainly is.
Jack (11:00):
Thanks for joining us today.
We hope this deep dive has givenyou some new insights and some
food for thought as you continueto explore the world of online
program management and thefuture of higher education until
next time, keep learning andkeep asking those big questions.
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