selling wellbeing, busteed, 4-12-17

Selling Wellbeing Brandon Busteed, Executive Director Education and Workforce Development

To Get a Good Job

Why College? To Get a Good Job.

2 Copyright © 2017 Gallup, Inc. All rights reserved.

88% Top reasons freshmen cite for going to college (UCLA CIRP)

38% Parents of 5th–12th Graders: “very important” reason for getting education beyond high school (Gallup/IHE poll)

67% Americans: “very important” reason for getting education beyond high school

(Gallup/Lumina poll)

88% Top reasons freshmen cite for going to college

38% Parents of 5th–12th Graders: “very important” reason for getting education beyond high school

(UCLA CIRP)

(Gallup/IHE poll)

Broken Link Between Higher Education and Work

3

99% of Chief Academic Officers rate their institution as very/somewhat effective at preparing students for the world of work.

13% of Americans strongly agree that college graduates in this country are well-prepared for success in the workplace.

11% of business leaders strongly agree that graduating students have the skills and competencies their businesses need.

Sources: Lumina Foundation/Gallup Poll 2013, The 2013 Inside Higher Ed Survey of College & University Chief Academic Officers report

Copyright © 2017 Gallup, Inc. All rights reserved.

Current Education Measures are Horribly Insufficient


Inputs •  High School GPA,

Rank in Class •  SAT, ACT scores

Outputs •  GPA, Rank in Class •  Retention Rates,

Degree Attainment •  Gainful Employment

The 70/30 Ratio – Reasons a Student Chooses a College

Rational Emotional 30% 70%


Health of a Nation Ledger

Classic Economics GDP Unemployment Crime rates

Behavioral Economics Well-being Workplace engagement “Feeling safe walking alone at night”


7

Education Success Ledger

Grades Test scores Graduation rates

Engagement Hope Well-being


Copyright © 1993-1998, 2015 Gallup, Inc. All rights reserved.

What Does a “Great Job” Look Like?


Impact of Workplace Engagement


What Does a “Great Life” Look Like?

Purpose How you occupy your time; liking what you do each day

Social Relationships and love in your life

Financial Managing your economic life to reduce stress and increase security

Community Engagement and involvement in the area where you live

Physical Good health and enough energy to get things done daily


Well-Being Matters to Organizations

Annual Health-Related Cost to Employer (Disease Burden and Unhealthy Days)

GREAT JOB


Do what I do best each day”

“

GREAT LIFE Opportunity to do what I do best every day”

“ Someone who encourages my development”

“

The Latin Roots of the Word Education


EDUCERE: “draw out from within; to lead out of”

EDUCARE: to rear or bring up”

EDUCERE: draw out from within; to lead out of”

“ “

If graduates strongly agree that they were “emotionally supported” during college, the odds that they are engaged in their work and thriving in their overall well-being double.


Support & Relationships

15

64% “At least one professor who made me excited about learning”

27% “Professors cared about me as a person”

22% “A mentor who encouraged my goals and dreams”

14% Of all graduates experienced all three


Graduates who had “experiential and deep learning” have a higher likelihood of being engaged in their work (59% vs. 38%), and more are thriving (14% vs. 10%).


Experiential

17

32% “Long-term project taking a semester or more to complete”

30% “Internship or job where applied learning”

20% “Extremely involved in extracurricular activities and organizations”

6% Of all graduates experienced all three


Positive Experiences and Preparedness

18

24 23 19

14 10

6 3 5

15

29

44

57

71

85

0%

10%

20%

30%

40%

50%

60%

70%

80%

90%

None One Two Three Four Five Six

Positive Experiences Preparedness for Life


Engaged, Thriving Employees Create Successful Grads

19

27% “Professors cared about me as a person”

63% “At least one professor who made me excited about learning”

22% “A mentor who encouraged my goals and dreams”

2x Have more than

3x the odds of being engaged in their work and are nearly

as likely to be thriving in their well-being

Graduates who were “emotionally supported” during college


Faculty Engagement?

20

34% All Faculty

32% Tenured

45% Tenure-Track

32% Nontenure Track


Drivers of Inclusiveness

21

Inclusiveness My supervisor, or someone at work,

seems to care about me as a person

At work, my opinions seem

to count


It’s about good jobs and great lives, not degrees We are what we measure

–  A serious call for new “success” metrics

Staff/faculty engagement & wellbeing key driver of student success Getting back to our roots in education

Key Takeaways:


selling wellbeing, busteed, 4-12-17

Documents