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NASPA President’s Summiton College, Career & Employability

A NATIONAL VIEW OF CAREER TRANSFORMATION INITIATIVES ON THE

COLLEGE CAMPUS

Alexandria, VA, July, 2014Sheila Curran, Curran Consulting Grouphttp://www.curranoncareers.com

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Presenter

• Sheila Curran• CEO and Chief Strategy Consultant• Curran Consulting Group• CurranonCareers@gmail.com• www.curranoncareers.com• Linkedin.com/in/sheilacurran

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6 Key Questions

How has college to career evolved?

Why pay so much attention to careers now?

What’s wrong with our current model of college to career?

What does transformation look like?

What are the prerequisites for success?

What are the key issues for VPSA’s and questions they need to ask?

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How has college to career evolved?

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Thirty years ago, there was little connection between classroom and career. Students typically started thinking about careers in their senior year, unless they intended to go to law or medical schools—options with very clear rules and requirements. Career Services was, for the most part, a “placement” model.

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In 2014, career preparation is much more complex. Companies are much less willing to train new recruits; they expect students to come ready to be productive on day one, and they want students to have acquired relevant skills and experiences while still in college.

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Major Changes to Careers 1984 to 2014

• Career preparation, formal education and experiential education occur simultaneously

• Employment situation is more complex

• Internships are more important

• Technology means the delivery of career services is not place dependent

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Major Changes to Career Services 1984-2014

• Services start earlier

• Greater emphasis on internships

• Easier access to opportunity through recruiting systems

• Increase in 3rd party career technology, e.g., for interviewing

• More collaboration across campus

While the work world for new graduates has changed significantly in 30 years, and the “rules of engagement” have become much less clear, Career Services offices operate in fundamentally the same way as they have for decades, simply adding more functions to their existing counseling and employment (aka placement) responsibilities. Often the Career Services mission is a “mission impossible”.

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Unemployment Rates for College Grads

2008 2009-12 20130.00%

1.00%

2.00%

3.00%

4.00%

5.00%

6.00%

7.00%

8.00%

9.00%

10.00%

Annual Unemployment % Averages for College Graduates 25 or Older

Over 25

2.8%

4.9% 4%

Until the Great Recession hit, few colleges and universities paid much attention to Career Services, nor held them accountable for results. Colleges were lulled into a false sense of security: students continued to matriculate despite rising costs because college loans were more available; the media consistently touted the $1 million advantage of a bachelor’s degree; and, unemployment rates for college grads over 25 were consistently much lower than for the civilian population.

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Why pay so much attention to careers?

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The Impact of the Great Recession

87.9%:Students attend college to get a

better job!

The economic downturn of 2008 changed everything. Loans became a much greater concern when being able to repay them was not an automatic assumption. The numbers of students saying that a primary reason for attending college was to get a better job has continued to increase, and families now actively question prospective colleges on the return on investment of their college tuition dollars.

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Unemployment for Young Grads

2008 2009-12 20130

1

2

3

4

5

6

7

8

9

10

Average Unemployment % of College Graduates Aged 20-24

Yearly Average

5.6%

8.7% 8%

Students and their families have reason for concern. When the media talks about unemployment rates, they cite rates for all college grads; the picture for new bachelor’s grads aged 20-24 is much less rosy. Since 2008, the unemployment rates for this cohort have consistently exceeded those of the overall civilian population, and by some estimates, almost 40% of new grads are “mal-employed” in positions that do not require a college degree, or require part-time without benefits.

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The Employer PerspectiveEmployers:

Fewer than 2 in 5 hiring managers found recent graduates prepared for jobs

Contrary to popular assumption, the majority of college students are not using the poor employment climate as an impetus to better prepare themselves for the future, or take advantage of college career services. Employers are generally unimpressed with the quality of college grads applying to entry-level professional positions. There is a disconnect between employer perception and what chief academic officers think about graduates’ level of preparation.

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Cost of Education in Context

The question of the educational “ROI” is of much greater significance than in the past because of the cost of education. According to Bloomsburg (based on Labor Department figures), tuition and fees have increased 1,120 percent since records began in 1978, 4 times faster than the growth of the CPI. The recent steeper climb in college costs coincides with federal government 2006 decision to increase the availability of student loans and the amount students could borrow. Current average student debt is around $29,000.

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Student Debt

Not surprisingly, outstanding student debt affects an increasing number of households, diminishing graduates’ ability to improve their economic position, purchase large items, or get a mortgage. According to the Pew Research Center, households with outstanding debt rose from 9% in 1989 to 19% in 2010.

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The Problem for Academia

Cost

Debt

Pressure on

outcomes

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Government• Transparency• College Score Card• Website to compare

college costs• Great scrutiny of Title IV

funds

• Emphasis on economic value of education

“Colleges need to demonstrate the value of their product with hard numbers----or lawmakers will try to do it for them” Paul Fain, Inside Higher Ed, August 23, 2013

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Dilemma• The prime purpose of higher

education is educationBUT….

• Students (and parents) take a utilitarian approach, and want a return on their tuition investment

• Is it possible to have both a high quality education and also excellent career outcomes?

ABSOLUTELY!

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What’s wrong with our current college career

model?

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THE PROBLEM

• 96% of chief academic officers believe their institution is either somewhat effective or very effective in preparing students for the world of work

BUT: 1) There is little evidence to prove success2) Most Career Services structures are inadequate to

meet 21st century needs

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Current Model of Career Services

Curran Consulting Group: CurranonCareers.com

CAREER DIRECTOR

COUNSELING EMPLOYER RELATIONS

Academic Advising

Study Abroad

Residential Life

Affinity Groups

Alumni

Faculty

Parents

Employers

Friends

Admissions

STUDENTS

Deans & Senior Administrators

On most college campuses there are multiple career initiatives, involving groups and individuals both on and off campuses. There is often little coordination and much duplication. The Career Services office may be, both literally and figuratively, out in “left field”. Some student needs are very well met—especially if the student’s major is also a career; the needs of others—often those in the liberal and creative arts—remain unmet.

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Connecting College to Career

Career initiatives on campus—within

the classroom and beyond

Connect the dots

Comprehensive Careers

Philosophy & Plan

To successfully transform careers, we must connect the dots between career initiatives—wherever they take place—and a comprehensive careers philosophy and plan. And the plan must be driven by data. Colleges and universities must determine what success looks like for their graduates, and align their services, programs and initiatives to meet those objectives.

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Building 21st Century Skills

The skills required by 21st century employers can be learned through a student’s experience in and out of the classroom. We must be more intentional about helping students appreciate what they are learning, and understand where they can acquire the knowledge and skills they need.

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Building towards successful career outcomes

Successful Career

Outcomes

Relevant knowledge

Skills & Abilities

Personal characteristic

sCareer

information & exploration

Job search savvy

The only areas for which Career Services bears primary responsibility are “Career Information & Exploration” and “Job Search Savvy”. But, career professionals must also play a critical role in orchestrating opportunities for students and overseeing how and where students gain essential work skills and experience. No longer can Career Services be a place of transactions. It must play a leadership role in bringing together all those who can support and promote students’ career journeys.

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A simple math problem

How do you adequately serve the multiple career needs

of 12,000 students with 10 staff?

In most institutions, Careers Services staff do not have sufficient band-width to adequately build individual career partnerships with students and employers. The only way to achieve institutional goals for graduate success is by engaging the whole community in offering expert advice and help to students (Career Community initiative).

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What does transformation look

like?

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Key characteristics of the Wake Forest Model

• Institution-wide support & investment

• Intentional; involves all students

• Accessible information through well-conceived website

• Data-driven

• Excellent results

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Key characteristics of the Augustana model

• Strategic initiative: Grew out of campus-wide retreat, engaging faculty and staff

• President and Provost biggest cheerleaders

• Holistic approach to student and graduate success

• Different kind of career leadership

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Key characteristics of the Miami U model

• Proactive approach, involving “Career Community”• Realignment of staff, based on career priorities • Enhanced employer relationships, collaborating with Corporate

Relations to increase impact• Engage faculty through re-imagined career courses and programs,

based on understanding of the needs of different schools

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• Clarify mission, vision, goals• Make careers a shared

responsibility: involve faculty

• Use data to gain commitment• Make strategic use of

technology• Use peer advisors and branding

to expand reach

Key Characteristics of the MICA Model

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Transformative Career Model

Curran Consulting Group: CurranonCareers.com

The new model puts student needs front and center, along with career and academic advising. The concept is that student career needs can be met in multiple ways. Sometimes advice will most appropriately come from a faculty member, sometimes from a career professional, and sometimes from an alum who is expert in a particular field. Career Services must orchestrate an internal and external career community to provide connections, experiences and opportunities (the CEO model).

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What are prerequisites for success in any

college career initiative?

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Four career initiatives that move the needle

Integrated, holistic approach

Internal and External Career Community

Strategic resource allocation

Data, planning, and accountability

STUDENT FOCUS

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Key Issues for Student Affairs

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Four Key Issues for VPs of Student Affairs

• Trustee involvement, and calls for accountability

• Unpaid internships

• Career outcomes

• Competition for career leader talent

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Key questions to ask your career leader?

• How are our students doing? Are there differences in outcomes from school to school, and major to major?

• How are students translating their educational experience into words employers understand?

• How are we reaching all students, particularly under-served and at-risk students?

• How are we engaging other departments in helping students to achieve measurable success?

• How are we contributing to institutional priorities, not just Student Affairs priorities? Are we spending time and money on the right things?

• How can we tell we’re adding value to student outcomes?

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Questions?

Sheila Curran

• CEO and Chief Strategy Consultant• Curran Consulting Group• CurranonCareers@gmail.com• www.curranoncareers.com• Linkedin.com/in/sheilacurran• 401 861 2278