Projected Needs

Summary Page  |  Projected Needs Table of Contents                  Previous Page  |  Next Page

4.4 Projected Student Enrollment

To assess projected student enrollment, this section describes projected changes in student population and the impact of those changes on facilities. Sources of information for this section include the Proposed Enrollment Plan for the university and the projection charts in the Future Academic Program discussed on page 4.6 to 4.8.

Enrollment Considerations

The following enrollment issues were considered when calculating headcount projections:

  • • The economy of Georgia will continue to grow faster than the economies of most southern states and other regions. Growth will produce jobs for graduates and current students.
  • • Headcount targets are based on an assumed increase in the number of regional high school graduates and the increased share of this market precipitated by the availability of more on-campus residential opportunities. The HOPE Scholarship Program, even in the face of change, will continue to play a prominent role in compelling Georgia residents to seek advanced education in their home state.
  • • The growth rate is also based on migration of population into the metro area and an increased demand for life-long learning courses.
  • • The headcount-to-FTE ratio in 2004 was 1 HC = 0.853 FTE. This ratio is projected to increase to 0.865 by 2010 and to .875 by 2015.
  • • With higher admissions requirements, the enrollment of full-time students will continue to increase.

Based on the demographics of the local area, Georgia State expects its FTEs to grow 19.1 percent from 2004 to 2010, and 13.8 percent from 2010 to 2015. The university projects the following enrollment:

Table 4.8 Projected Student Enrollment

Table 4.8 Projected Student Enrollment

Impact Of Distance Learning

The university expects to continue increasing the number of courses offered through distributed learning, the virtual classroom in cyberspace and other electronic media. While primarily offsite, the real impact of distributed learning will be qualitative, and the university must adapt through the modification of existing space to better accommodate the needs of distributed learning.