higher ed in the new learning economy...©2016 eab •all rights reserved • eab.com •34252b. 5....

©2016 EAB • All Rights Reserved • eab.com • 34252B

Higher Ed in the New Learning Economy

South Carolina Association of Colleges & EmployersMay 24, 2019

Innovative Credential and Experiential Learning Models

Carla HickmanExecutive Director, EAB Research


ROAD MAP2

Great Recession’s Long Shadow1

2 Emergence of the New Learning Economy

3 Strategies for Credential and Experiential Education Design

4 Coda: The Future of Higher Education


3

What Subjects Should We Teach?

How Should We Teach?

Is Education Preparing Students for Work and Life?

Election Year Rhetoric

“Welders make more money than philosophers. We need more welders and less philosophers.”

- Marco Rubio, GOP Presidential Debate

Fact Check

• By most averages, philosophy majors have higher average earnings

• False dichotomy between vocational and liberal arts

“Lecture Me. Really.” (Oct. 2015)

Defends lecture’s unique ability to model sustained, complex argumentation

“Colleges Reinvent Classes to Keep More Students in Science” (Dec. 2014)

Profiles of student success benefits of active learning

Welders vs. Philosophers

Sage on the Stage vs. Guide on the Side

Future of the Degree at Risk Due to New Alternatives?

What Your Board Member Read on Her Last Flight

“The Degree is Doomed” (Jan. 2014)

“The Next Assault on the Ivory Tower: Unbundling the College Degree” (Mar. 2014)

“The Case for ‘Unbundling’ Higher Education” (May 2015)

What Should Learning Look Like in the 21st Century?

http://www.google.com/url?sa=i&rct=j&q=&esrc=s&frm=1&source=images&cd=&cad=rja&uact=8&ved=0ahUKEwjY5rKmnqLJAhUEMSYKHTOAAQwQjRwIBw&url=http://kirstenott.co/home/portfolio/&bvm=bv.108194040,d.cWw&psig=AFQjCNEwZXd9I_3GOeT_B5UdNVfarULPCg&ust=1448220045007756http://www.google.com/url?sa=i&rct=j&q=&esrc=s&frm=1&source=images&cd=&cad=rja&uact=8&ved=0ahUKEwjY5rKmnqLJAhUEMSYKHTOAAQwQjRwIBw&url=http://kirstenott.co/home/portfolio/&bvm=bv.108194040,d.cWw&psig=AFQjCNEwZXd9I_3GOeT_B5UdNVfarULPCg&ust=1448220045007756http://www.google.com/url?sa=i&rct=j&q=&esrc=s&frm=1&source=images&cd=&cad=rja&uact=8&ved=0ahUKEwieq-uTs6LJAhUBQiYKHXb2B7wQjRwIBw&url=http://www.hbs.edu/faculty/Pages/profile.aspx?facId=396876&psig=AFQjCNHDaqUqul807JGOfNYM7sLYG7Ge3w&ust=1448225637066606http://www.google.com/url?sa=i&rct=j&q=&esrc=s&frm=1&source=images&cd=&cad=rja&uact=8&ved=0ahUKEwj3_YHMs6LJAhXDWCYKHf_kBmIQjRwIBw&url=http://greece.ashoka.org/ashoka-future-forward-innovation-challenge-winners-named-forbes-africas-top-30&psig=AFQjCNGtUYKiUgUWX7adPWBywZ3HAjRydg&ust=1448225747982525http://www.google.com/url?sa=i&rct=j&q=&esrc=s&frm=1&source=images&cd=&cad=rja&uact=8&ved=0ahUKEwjj-Pjns6LJAhXLMSYKHSiLDMwQjRwIBw&url=http://www.wsj.com/itp&psig=AFQjCNH8Xq074DvISPWOBgjxEpAmJRdB7Q&ust=1448225837127660


4A Drumbeat of Critiques

Source: “Is College a Lousy Investment,” Newsweek, September 2012; EAB interviews and analysis.


5

What’s Different Today

No Longer a Theoretical Question

Source: “Who Needs College,” Newsweek, April 1976; “Public University Costs Soar,” March 16, 2013; Federal Reserve Bank of New York.

Alarmist Headlines All Too Familiar…

…But More Urgent Pressures Today

April 1976

0

500

1,000

1,500

2003 2005 2007 2009 2011 2013

Credit card debt $660 billion

Student debt$1.5 trillion

Total US Student Loan and Credit Card Debt, in Billions

Today’s Trillion Dollar Problem

U.S. Competitive Edge Under Threat?

OECD Rankings

19 in college graduate rate (compared to 1st in 1995)

14 in problem-solving skills

16 in adult literacy

“By all estimates, the rising costs of college have been paced by diminished economic returns on the college investment.”

“As much as 27 per cent of the nation's work force may now be made up of people who are "overeducated" for the jobs they hold.”

And 40 years before Rubio’s comment: Newsweek chronicles an English Ph.D. working as a welder

Debt + Uncertain Outcomes = New Outcomes and Accountability Focus


6

What Recovery?

The Fragile Family Balance Sheet

Source: EAB interviews and analysis.

The Diminishing Middle Class

“The middle class is shrinking just about everywhere in America”(May 2016)

A Nation Without Savings

Heard by Admissions Directors Daily

"Your school is great, but I can't afford it. We're here because I haven't told my child that we had to spend all our savings a few years ago."

39%Median fall of family net worth between 2007 and 2010

1 in 3Families save income not expended at year’s end

1 in 6Families have a non-retirement financial asset (CDs, savings, bonds, stocks)

"If we pay for our daughter's college now, how will we able to afford our son's college a few years from now?"

“Middle class no longer dominates in the U.S.”(Dec. 2015)


7

Great Recession Had Lasting Impact on Young Professionals

Professional Ed Enrollments Skewing Younger as Underemployment Persists

Great Recession Casts Long Shadow

Source: Alyssa Davis, Will Kimball, and Heidi Shierholz,“The Weak Economy Is Idling Too Many Young Graduates,” Economic Policy Institute, May 2014; Gould, Elise, “Job Seekers Ratio Holds Steady at 2-1,” Economic Policy Institute, November 2014; Nicholas Fino, Heidi Shierholz, and Natalie Sabadish, “The Class of 2013: Young Graduates Still Face Dim Job Prospects,” Economic Policy Institute, April 2013.

5%

10%

15%

20%

2003 2004 2005 2006 2007 2008 2009 2010 2011 2012 2013 2014

Percent Unemployed Percent Underemployed

1.4M

Un- and Underemployment by Graduation Year

college graduates

3-5Years of

underemployment Millennials typically

endure before seeking retraining opportunities

26Average age of

cont. ed students in large urban centers

In Search of Marketable Skills

The “Lost Class”


8

Our Largest Generation Prepares to Overtake the Workforce

First Wave of Millennials at Mid-Career

Source: “The Millennial Generation Research Review”, National Chamber Foundation, 2012; Jessica Brack, “Maximizing Millennials in the Workplace,” UNC Kenan-Flagler Business School, 2012; Ray Williams, “Like it or not, Millennials will change the workplace,” Financial Post, 2013; Jeanne Meister, “Job Hopping Is the 'New Normal' for Millennials: Three Ways to Prevent a Human Resource Nightmare,” Forbes, 2012; “Infographic: Millennial Entrepreneurship Ascending,” Rasmussen College, 2013.

Coming to an Office Near You

34% of Workforce

75% of Workforce

46% of Workforce

2014

2020

2025

… And Looking for Their Next Role

80MMillennials in the US, born 1980-1999

Years Millennials plan to stay in one role< 3

Millennials not engaged at their current job53%

Boomers retire

Last Millennials graduate from college

“Those with a high school diploma or less are more likely to be engaged in their work than those with a college degree.”

Gallup, 2013

Educated but Not Engaged


9Preparing for a “Portfolio Career”

Certificates Poised to Be Credential of Choice

Job Loyalty Is a Thing of the Past

Number of Jobs Held Over Lifetime

11

20

Boomer

GenY

Average student loan debt for 2013 college graduates

$30K

Already Influencing Decisions

Certificate vs. Degree Conferral, 2007-2012

(3%)

(18%)

0

5

10

15

20

25

Perc

ent C

hange

2007 2012

Master’s

Graduate Certificate

Non-Credit?


ROAD MAP10






11

Redefining the Outcomes Conversation

The New Learning Economy

Source: “The Learning Economy”, Fellowship of Mind, 2013.

B.A. LundvallDanish Economist

Economic value from knowledge of a topic, skill, or process not held by others

Economic value from gathering, adapting, and applying knowledge from diverse sources

Learning Economy

Knowledge Economy

Networks even more important—for individuals and organizations

Traditional siloes of knowledge less relevant

Constant skill and information acquisition needed

• Learning to learn—and apply knowledge

• Lifelong education

• Taking advantage of knowledge networks in higher education

New Strategies

http://www.google.com/url?sa=i&source=imgres&cd=&cad=rja&uact=8&ved=0ahUKEwiEs7vNtrbJAhXKbj4KHezzCs0QjRwICTAA&url=http://www.som.zju.edu.cn/niim/globelics/program-lundvall.php&psig=AFQjCNHX8w8aM37NPy4kMOVBNjsS8LVUjg&ust=1448913786129349


12

A Dynamic Economy Requires Workers with Skills to Reinvent Their Careers

Source: Carnevale A et al, Recovery, Georgetown University Center on Education and the Workforce, June 2013; Berriman R, “Will Robots Steal Our Jobs?” PricewaterhouseCoopers, March 2017, http://www.pwc.co.uk/economic-services/ukeo/pwcukeo-section-4-automation-march-2017-v2.pdf; ManpowerGroup, “The Skills Revolution,” http://www.manpowergroup.com/wps/wcm/connect/5943478f-69d4-4512-83d8-36bfa6308f1b/MG_Skills_Revolution_FINAL.pdf?MOD=AJPERES&CACHEID=5943478f-69d4-4512-83d8-36bfa6308f1b; EdSurge, July 2017, https://www.edsurge.com/news/2017-07-20-how-many-times-will-people-change-jobs-the-myth-of-the-endlessly-job-hopping-millennial; The Economist (1/12/17), https://www.economist.com/news/special-report/21714169-technological-change-demands-stronger-and-more-continuous-connections-between-education; EAB interviews and analysis.

Lifelong Learning More Essential Than Ever

• 24M new positions created

• Automation creating more jobs by reducing costs and boosting demand

• 31M openings due to expected boomer retirements

US Economy Expected to Create 55M Jobs by 2020

Strong Job Growth Outlook…

…And a Trend Towards Frequent Job Changes Yields Need for Continuous (Re)Learning

• Skills cycles are shorter than ever and 65% of the jobs Gen Z will perform do not even exist yet

• Millennials and Gen Z should expect to make an average of 12-15 job changes over their lifetime

• One in three workers in their twenties changes occupations annually, compared with one in 10 in previous generations

Continuous Career Reinvention Is Now The Default

Lifelong Learning As an Economic Imperative

“A college degree at the start of a working career does not answer the need for the continuous acquisition of new skills, especially as career spans are lengthening.”

The Economist, January 2017

Careers—Not Jobs—of the Future

©2018 EAB • All Rights Reserved • eab.com • 35326A

13

Preparing the T-Shaped Professional

Sources: MGI, Jobs Lost, Jobs Gained: Workforce Transitions in a Time of Automation, 2017; Deane, Daniela, “Expert: Todays’ children will need to work until the age of 100 at 40 different jobs,” Washington Post, 7 Oct 2015; EAB research and interviews.

Getting Beyond the Education vs Training Debate

Universal Competencies in leadership, empathy, cross-cultural experience

Masteryof a skill, process,

product, or body of

knowledge

Pro

mote

s In

novatio

n

Promotes Collaboration

“T-Shaped Professional” Requires Both Education and Training

Evolution of the “T”: Competencies Plus Multiple Spikes of Technical Expertise

Universal Competencies

Technic

al skills

People in the U.S. who will need to switch occupational categories by 2030

16MNumber of jobs futurists predict GenZers will hold over their lifetime

40

Rates of skill change within jobs will require training at different depths and in different technical skills throughout career

Depth in a discipline matters up the ladder, giving employees more insight into larger systems.

Breadth necessary for advancement. Even initially lead to more time spent problem-solving and consensus-building.

Intersection between specialized and universal skills most important (and difficult) in leadership roles.

https://www.eab.com/


14

Top of the T – Beyond Perennial “Kids These Days” Complaints

Why the “Soft Skills” Problem is Greater Today

Source: Josh Bersin, “Millennials Will Soon Rule The World: But How Will They Lead?,” Forbes, September 12, 2013; Peter Capelli, Will College Pay Off?, Public Affairs, New York, 2015.

…While External and Societal Forces Lead to Generational Shifts

Higher Demands in Early Career…

…With Less Employer-Provided Training…

(2015)

Younger generations lacking professional skills due to….

• Helicopter parenting

• “All styles equally valid” mentality and expectations

• Teaching to the test

21% of U.S. employees received any formal training in five-year period (Accenture)

…And Most Common Training Topics? Workplace Safety or How to Work New Copiers

College Grad Multi-Year Employee Training

✓ Classroom education on business and management basics

✓ Short-term rotations

✓ Coaching and mentoring

Post World War II

Today

Millennials already in leadership positions

50%

41%Young leaders with four or more direct reports (44% only have 3-5 years of work experience)


15

Data Scientist

Data Analyst

Career Lattice Program Need Mapping

Career Pathways More Dynamic than Ever

Source: “Salaries of Data Scientists,” Burtch Works Executive Recruiting, Apr. 2016; Burning Glass Labor/Insight; EAB interviews and analysis.

“Analytics Work” “Analytics in Work”

Senior Data ScientistData Scientist Team Manager

Citizen Data Scientist

C-Suite

Director, VP Function/Division

Legend: MS Certificate Bootcamp Exec Ed


16

How to Respond

Reclaiming Our Value

Liberal arts vs. specialized skills

Liberal arts and specialized skills complement one another

Master’s degrees vs. micro-credentials

Lifelong learners -- and employers -- understand value of both longer programs and shorter, just-in-time courses

Currently Dominating the Outcomes Conversations

Move from today’s narrow ROI outcomes conversation to larger “return on education”

Where We Need to Articulate and Enhance Our Value

Either/Or Both/And


ROAD MAP17



3Strategies for Credential and Experiential

Education Design



18

Students Struggle to Articulate Applicability of Academic Experiences

Source: EAB interviews and analysis.

“Tell Me Why You’re Qualified”

General Education

Experiential Learning

Individual Courses

College Degree

“I got an A in chemistry.”

“I have a bachelor’s degree.”??

??

??

??“I completed my core courses.”

“I spent a semester in Paris. It was fun!”


19

No-Course-Redesign-Necessary Competency Mapping

A Light (But Critical) Lift for Faculty

Our Own Students Can’t Articulate Value

Helping Students Communicate Non-Content Skills Gained in the Classroom

Source: EAB interviews and analysis; Rhonda Joy, Rob Shea, Karen Youden Walsh, “Advancing Career Integrated Learning at Memorial,” Lecture, Cannexus, 2013; “The Liberal Arts in an Era of Underemployment,” Panel, Harvard University, June 18, 2015; Karen Arenson, “New In Liberal Arts: Intro to Job Market”, The New York Times, June, 19, 2004.

“With a liberal education, you should be developing certain skills. But we’re not helping students understand they’re developing those skills. Students say, ‘I took a course in Milton’ or ‘I played soccer’ rather than ‘I understand how to interpret difficult texts,’ or ‘I developed teamwork.”

Georgia Nugent, Former President, Kenyon College

Sample Syllabus – English 111

Class Participation – 10%

Students are expected to attend, be prepared, and actively participate.

Presentation – 30%Students will form groups and present on a course topic.

Portfolio – 30%

Students keep a journal to record reading, reflections, and experiences.

Competencies Developed by Deans, Faculty, and Administrators

❑ Working within the dynamic of a group

❑ Research skills

❑ Oral presentation skills

❑ Leadership skills

❑ Ability to work within a time frame

❑ Critical thinking skills

No course redesign necessary; faculty map existing lessons to competencies

Final Exam – 25%

Written exam taken in class at the end of the semester.

''We continue to think that a liberal arts education is valuable in the new economy. But it is important for students to know the language -- the jargon -- when they go on the job market.'‘

Adam Weinberg, former Dean of the College,

Colgate University


20

Source: Brandon Busteed and Sean Seymour, “Many College Graduates Not Equipped for Workplace Success,” Business Journal, 2015.

Experiential Education at Scale Still Elusive

“Big Six” ExperienceOdds of being engaged at work if graduates had this experience

Strongly agree they had this experience

Had at least one professor who madethem excited about learning

2.0x higher 63%

Had professors who cared about them as a person

1.9x higher 27%

Had a mentor who encouraged them to pursue their goals and dreams

2.2x higher 22%

Worked on a project that took a semester or more to complete

1.8x higher 29%

Had an internship or job that allowedthem to apply what they were learning in the classroom

2.0x higher 29%

Was extremely active in extracurricular activities and organizations

1.8x higher 20%

Closer Industry Ties Can Create Meaningful Experiences That Students Aren’t Receiving

Experiences with high impact but low execution can be provided through strong regional employer partnerships


21

Queen’s University’s Co-Curricular Planning Tool

Sources: Queen’s University, “Major Maps,” http://careers.queensu.ca/students/wondering-about-career-options/major-maps-2015; EAB interviews and analysis.

Beyond the Degree Plan

Year-by-year path through curricular, co-curricular options

Career ideas in diverse fields

Focus on experiential, service learning

Map serves as gateway to online resources

http://careers.queensu.ca/students/wondering-about-career-options/major-maps-2015


22

Integrated Maps Emphasize the Value of Experiential Learning

Co-Curricular Planning Tool

Sources: Queen’s University, “Major Maps,” http://careers.queensu.ca/students/wondering-about-career-options/major-maps-2015; EAB interviews and analysis.

Emphasizing High Demand Skills

Emphasis on skill-building potential of clubs and activities

Summary of in-demand skills

List of skills gained in the specific major

• Maps developed by Career Services, Faculties and Departments, Students

• Revised annually

65K+ Views in the first year

89%Surveyed students agreed that the major maps help them be more aware of experiential learning opportunities

95%Surveyed students agreed that the maps help them understand the skills and careers associated with programs

http://careers.queensu.ca/students/wondering-about-career-options/major-maps-2015


23

Incentives Encourage Student Action on Major Map Recommendations

Sources: The University of Tennessee Chattanooga, “ThinkAchieve: Creating Connections,” https://www.utc.edu/think-achieve; EAB interviews and analysis.

From Passive Guide to Active Exercise

My Major MapHistory, Year 2

Courses

• History 204 (EL)

Job Experience

• Shadow a lawyer at the ACLU

Community

• Judge high school poster fair

Global

• Attend study abroad info session

Career Preparation

• Attend interview prep session

Experiential Learning-Designated Course

Non-Academic Credit Bearing Experience

Community Event

Campus Event

Campus Event

20Points

Track Your Progress at Any Time

Activities and point values entered into co-curricular transcript accessible through SIS

10Points

2Points

2Points

2Points Results

20+points per term• Priority registration• Celebratory dinner• Semester award

120+points total• Recognition at graduation• Designation on transcript• Special banquet

Near- and Long-Term Incentives

1,143 Additional hours of student initiated experiential learning projects in 2013-14

https://www.utc.edu/think-achieve


24

Superimposing “Hot Fields” on the Canon

Liberal Arts Emerging Fields Tracks

Source: “Nexus: Curriculum to Career,” Mount Holyoke College, mtholyoke.edu/acad/nexus; “Graduate Results Class of 2014,” Career Development Office, Susquehanna University; “Course Catalog: English – Publishing & Editing”, Susquehanna University; EAB interviews and analysis.

Orienting Liberal Arts Majors Towards 21st Century Careers

Pairing Liberal Arts with Professionally-Oriented Tracks

100 Students declaring track in 2015

Pre-Experience Programming

3 Academic Courses

Practical Experience

Curriculum to Career Course

Presentation on Experience

Pre-selected course options tailored to track

Related internship, research project, or summer job

Nexus program focuses on emerging fields:

- Development studies

- Engineering

- Global business

- Non-profit organizations

• Prepare students for internships, research projects, careers

English

Reframe or add tracks to struggling liberal arts majors oriented around today’s industries

Publishing and Editing

Prepares Students for Careers in:

• Marketing

• Public Relations

• Arts Journalism

• Library and Information Science

• Media Management

School of Arts and Sciences graduates employed

77%School of Arts and Sciences graduates continuing education

19%


25Professional-Liberal Arts Linked Certificates

Source: EAB interviews and analysis; “Professional Edge Certificate FAQ”, cas.nyu.edu; Peter Stokes, Higher Education and Employability, Harvard Education Press, 2015.

Serious students, who can handle extra work

• 3.65 GPA; juniors and seniors

• CAS pays SPS tuition

Enhancing Education ofLiberal Arts Undergraduates…

School of Professional Studies (SPS)

College of Arts and Sciences (CAS)

Professional Edge Program

…Through Professional Certificates from SPS

Ensuring maturity to sit aside working professionals

• Application, advisor conversation required

• B grade required but won’t count on transcript

Art History Major

Foreign Language Major

Learn to Appraise Art

How to Become a Translator

http://www.google.com/url?sa=i&rct=j&q=&esrc=s&frm=1&source=images&cd=&cad=rja&uact=8&ved=0ahUKEwjmjvz17bHJAhVMbz4KHdMEBIIQjRwIBw&url=http://engineering.nyu.edu/sloanseries/press-releases.php&psig=AFQjCNEf-RDJRcdi_vX7OtaONUcHfPd9Qg&ust=1448756833210634


26

Responding to Both Student and Employer Needs

Preparing Early Career Managers to Lead

Direct-to-Employer Outreach Shapes Program for New Managers

“Fast Lane” Option for Motivated Millennials

Emerging Leaders Certificate

University of Wisconsin-MilwaukeeSchool of Continuing Education

$5,500; 8 day-long courses

• Employer survey highlighted manager skills gaps

• Designed for people with


ROAD MAP27






28

Four Alternate Higher Ed Futures, Two Common Threads

• Curriculum and outcomes better matched to jobs

• Timing and content personalized to individual needs

• Leave when“outside loop”more meaningful; pitch re-entry when needed

• Expert practitioners return to campus

• Organized around competency hubs (communication, quantitative reasoning)

• “Skill print” for employers

• 3 self-paced phases(6-24 months):

– Calibration

– Elevation

– Activation

• GritBit—temporary tattoo tracks stress, learning goals

• From “I’m studying biology” to “I’m studying biologyso I can eliminate world hunger”

• Impact Labs around globe

Stanford 2020 – Rethinking College

Purpose Learning

Declaring Mission,Not Majors

Paced Education

Beyond the “Get Through It” Mentality

Open Loop

Six Years overa Lifetime

Axis Flip

Competencies, Not Disciplines


29Minerva: Glimpse into the Future?

Headlines Tout Breakthrough Teaching Technology

But School’s Value is Surprisingly Experiential

• All courses online

• But fully residential: students live in urban apt-style lofts

• Small seminars,


Higher Education in the New Learning Economy

SC Association of Colleges & Employers

May 24, 2019

higher ed in the new learning economy...©2016 eab •all rights reserved • eab.com •34252b. 5....

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