Beyond the Skills Gap: Preparing College Students for Life and Work

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Beyond the Skills Gap: Preparing College Students for Life and Work just received the Ness Book Award at the 2018 AAC&U conference. I attended the authors’ session at the conference and learned quite a bit about their research and work in Wisconsin, and the connections to the Essential Employability Qualities Certification that we are developing. It was an informative and provocative session, with some critical considerations for higher educational programs seeking to make sure their graduates are prepared not just for their first jobs, but for a lifetime of employability in the changing world of work they will encounter. 

BOOK SUMMARY:

Beyond the Skills Gap: Preparing College Students for Life and Work explores how educators can ensure that graduates are adequately prepared for the future, challenging the argument that sluggish economic growth is due to a higher education system insufficiently attuned to workplace needs, with the solution being more specialized technical training and fewer liberal arts graduates. The book’s authors challenge this conception of the “skills gap,” highlighting instead the value of broader twenty-first-century skills in postsecondary education. In the book, the authors advocate for a system in which employers share responsibility along with the education sector to serve the collective needs of the economy, society, and students. Beyond the Skills Gap emphasizes the critical role of educational practice and design in preparing students for the workforce and ensuring that future employees develop robust technical expertise, cultivate problem-solving and communication skills, transfer abstract knowledge to real-world situations, and foster a lifelong aptitude for self-directed learning.

HERE is a link to the session slides posted by Matt Hora, one of the book’s authors and the key presenter at the session. Take a look at slide #14 about classroom methods. Also, check out the “Six things we need to do” at the end. Many of these actions align to our Draft Criteria for Certification – Version 2.  What do you think? 

Perspectives: Employer Representatives Ideas about the Essential Employability Qualities Certification

While we have been co-designing the Essential Employability Qualities Certification (EEQ CERT) with 27 partner programs from 14 colleges and universities, we have also been gathering feedback from a variety of employer representatives and employers. We have been committed all along to engaging with employer perspectives in the design of our new approach to quality assurance, in part because their voices have traditionally been absent from quality assurance approaches (with the exception of a few professional accreditors), but also because truly bridging the gap between higher education and the workforce requires such kinds of partnerships.

Read our first report with employer representative feedback here:

Employer Engagement & Feedback Report

At the end of the report are links to a variety of resources they recommended, so make sure to check these out as well.

 

Bridging the Gap: Creating a New Approach for Assuring 21st Century Employability Skills

Want to know more about the work of The Quality Assurance Commons and the Essential Employability Qualities Certification?

Here is our just-released Change article Bridging the Gap: Creating a New Approach for Assuring 21st Century Employability Skills, in which we discuss the need for the Essential Employability Qualities Certification that we are developing with 27 programs from 14 institutions.

Let us know what you think in the comments below!

 

Revised draft Criteria for EEQ Certification

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As a result of analyzing the Inventories of Practice and Evidence that all 27 EEQ CERT pilot programs submitted, The QA Commons’ team is happy to publicly release a substantial revision to the draft Criteria for EEQ Certification. This new version — version 2 — will be tested during phase 2 of the pilot co-design process in spring 2018, when programs submit program portfolios of evidence.  Please feel free to a look and offer any comments for consideration in the comments box below:

How Is Your Institution Preparing Students for Careers and Employability?

by Melanie Booth

Last week I attended a Lumina Foundation convening called Next Generation Work-Based Learning, during which we engaged with five colleges and universities that are addressing work-based learning in a variety of ways. The institutions, represented by small teams (which included students!), were:

This convening  had as its main intention the sharing of current work and challenges related to work-based learning, and laying the groundwork for a potential multi-institutional project focused on enhancing and expanding equity in work-based learning opportunities. If you’re a follower of our work, you will know this is right up our alley, so it was great to be invited to participate and to learn.

I gleaned several take-aways from this convening, including some ways that institutions might reflect on how they are structured and resourced to support their students in preparing for the complex world of work in the 21st century.

1) What is the ratio of career services staff to students? 

Of the five institutions represented, the ratios of career services staff to students were all over the board, and of course this basic metric is by no means an indicator of quality or effectiveness. For one thing, it depends on how you count career services personnel — in some cases, some were career counselors situated in career centers, some were departmental faculty engaged in career-oriented student support (such as internship placements), and some were staff embedded in an academic advising unit or another existing office.  However, it could be useful for institutions to consider the potential of this information as a baseline for what they have in place. Then they could consider how (and how well) career services in all forms are deployed at the institution.

2) Where, how, and how well are career services deployed organizationally?

Some institutions had a designated career support team for individual schools, such as the school of business, and then a career services office for, well, everyone else. Some institutions had faculty charged with advising, including career and internship advising, while a career services office was charged more with helping students prepare for the job search process. Some had career services centralized; others had career services totally decentralized; and of course there are mixed models. Institutions wishing to self-assess might want to first inventory their existing organizational structures, talk to their students to understand the benefits and challenges of the existing structures, consider how to best deploy career services support for all students, and then consider what would be their most useful evidence of effectiveness.

 3) How are institutions addressing inequities in networks that students have?

Coming to college with well-established and helpful networks for career preparation is a particular challenge for low SES and first generation students. To address this inequity and the need for student support in this area, some institutions have designed intentional programs (e.g., alumni mentor housing arrangements for summer internships) that can support network development and networking skills. Likewise, each institution at this meeting was considering how they supported all students in their “professional socialization.” With the new majority students attending higher education, the traditional suite of career services offerings may no longer be sufficient for serving all populations.

4) Do students have on-campus jobs, and if so, to what extent are they intentionally designed as learning opportunities?

On-campus jobs for students can be leveraged as learning opportunities with intentional planning and support structures. For example:

  • Do positions have job descriptions and learning outcomes? Do students know what they can expect to learn from an on-campus job?
  • Are supervisors trained in developing work-based learning in their units and assessing it?
  • Do supervisors give students feedback, and is student performance recorded anywhere?
  • Do students reflect on their experiences and make meaning from them in regard to their professional preparation?
  • Are students engaged in substantive work projects they could add to a portfolio or cite on their resume or LinkedIn profile?

5) How are off-campus jobs leveraged?

58% of students work while enrolled in college. Whether this is full-time or part-time employment, how is the institution intentionally integrating or leveraging these off-campus work experiences for students to connect with their academic learning and to build on professionally?

6) What is the overall coherence of career and professional development programming to support employability preparation across an institution? 

Is the campus as a whole directed not only at academic learning, but at work-based learning and employability preparation? What are the intentional practices in place to support this for all students, and how effective are they as a cohesive approach? Again, these are just a few questions institutions could use to self-assess their own approach and determine any areas to improve.

7) What do students say?

As represented by the students participating in the convening, students themselves (as well as recent alumni) can offer valuable feedback and ideas to better support their professional development and career preparation. It’s worth partnering with students to determine what’s working, what could be improved, and how to go about best supporting students in this area.

On this note, I will conclude with this statement from one of the students represented from these five institutions during the student panel session of the meeting:

Students need to have opportunities to put our ideas into practice, to test, to experiment, to apply, and to deepen our learning and prepare for our futures. Colleges need to provide these opportunities for us; we are not all positioned to get them on our own, or even to know we need them. 

Guidance for Business and Higher Education Partnerships

We just published a new resource – Guidance for Business and Higher Education Partnerships – which features key ideas from the 2017 CAEL Conference with CAEL’s Business Champions.

The major takeaway from this session?

There are many mutual opportunities between businesses and higher education to work together in a more responsive manner to address the “war on talent;” a partnership model is critical to success for all involved – organizations, higher educational institutions and programs, and students.

Students & Accreditation

In July 2017, The QA Commons sponsored two of its Student Quality Assurance Advisory Delegation (SQAAD) members – Ahmad Shawwal and Erick Montenegro – to attend the Postsecondary National Policy Institute’s Higher Education Accreditation Boot Camp for Perspective Policymakers.  Here are their thoughts: