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Improving Student Outcomes
Dan Rosensweig
President & CEO
Improving Student Outcomes
Here’s why students said they went to
COLLEGE
70%said they’re in college to
TO GET A GOOD JOB
Source: Cheggheads Panel Research, October 2013
And here’s what’s
ACTUALLY HAPPENING
12.8%
Unemployment for
recent grads
40%
Said they did not get a
job in their major
42%
Said their job does not
require a 4-year degree
$29,400
Average student
loan debt
And people are
BEGINNING TO NOTICE
“Just Graduated and Fumbling Through a First Job”
“Why millennials have a tough time landing a job”
“What’s an American degree worth?”
“To Reach the New Market for Education, Colleges have Some Learning to Do”
“America’s Youngest Workers Destined for Failure
Current college students
Educators at 2 & 4-year universities
Employers of recent graduates
All	
  weighted,	
  na.onal	
  and	
  projectable.	
  
It’s not working for anyone
SO WE DECIDED TO TALK TO
EVERYONE
Why did you go to college?
How prepared are you for the working world?
Whose job is it to teach job skills & readiness?
Here’s what we asked
STUDENTS
Why do you think students go to college?
Whose job is it to teach job skills & readiness?
How well prepared were your graduates?
Then we asked educators
PAID TO TEACH THEM
 	
  
What’s the primary purpose of a degree?
Whose job is it to teach job skills & readiness?
How well prepared were your new hires?
Finally, we talked to the people that
WILL HOPEFULLY HIRE THEM
Let the finger
pointing begin
Q. What are the main reasons you decided to go to college…?
IMMEDIATE NEEDS
Students are focusing on their
73% 71%
57%
43%
32%
Gain greater
earning
potential
Be ready for
the world of
work
Become a
strong critical
thinker
Get a broad
general
education
STUDENTS	
  
Gain skills employers
value & are willing to
pay for
Source: Improving Student Outcomes, Crux Research, March 2014
LONG TERM CAREERS
Educators are focusing on students’
80%
65%
55%
48%
30%
EDUCATORS	
  
Strong critical
thinkers
Grads who’ve
been exposed to
new ideas
Grads with a
broad, general
education
Job-ready grads Grads with
greater earning
potential
Q. The primary purpose of 4-year colleges/universities are to produce …?
Source: Improving Student Outcomes, Crux Research, March 2014
BOTH WAYS
And employers want it
Grads with skills
employers are
willing to pay for
Job-ready grads Grads with
greater earning
potential
Q. The primary purpose of 4-year colleges/universities are to produce …?
57% 55% 54%
43%
25%
EMPLOYERS	
  
Grads with a
broad, general
education
Strong critical
thinkers
Source: Improving Student Outcomes, Crux Research, March 2014
 	
  
A SKILLS GAP & EXPECTATIONS GAP
We have both
Educators said:
To create strong
critical thinkers
Employers said:
To hire job-ready grads
who are strong
critical thinkers
Students said:
To get a good job
Whose job is
it to fix it?
TEACH THEM THE SKILLS
80% of students think it’s up to someone else to
Employers Students ParentsEducators
STUDENTS	
  
Q. Who is responsible for teaching the job skills that meet employers’ needs?
Source: Improving Student Outcomes, Crux Research, March 2014
THEMSELVES AND SOMEONE ELSE
Educators are split between
EDUCATORS	
  
Employers Students ParentsEducators
Q. Who is responsible for teaching the job skills that meet employers’ needs?
Source: Improving Student Outcomes, Crux Research, March 2014
SOMEONE ELSE’S JOB
70% of employers think that it’s
EMPLOYERS	
  
Students Employers ParentsEducators
39%
32%
24%
5%
Q. Who is responsible for teaching the job skills that meet employers’ needs?
Source: Improving Student Outcomes, Crux Research, March 2014
 	
  
COMPLETE MISALIGNMENT
The real gap is a
Educators want to
teach students for
the long term.
Employers want
both on day 1.
Students just want
the skills to get
their first job.
FOR ALL ENTRY-LEVEL JOBS
There’s a universal demand for soft & hard skills
Accounting/
Finance
Medical/
Health
IT/Software Sales/Biz Dev
Engineering
Training/
Instruction
•  MS Office
•  Communication
skills
•  Analytical skills
•  Communication
skills
•  MS Office
•  AutoCAD
•  Communication
skills
•  Java
•  SQL
•  Communication
skills
•  MS Office
•  Computer skills
•  Communication
skills
•  MS Office
•  Team player
•  Communication
skills
•  MS Office
•  Team player
Source: 1000 entry-level online job postings from Indeed.com, LinkedIn, Monster.com
BASIC TECHNICAL PROFICIENCY
The modern workplace demands
Word processing
Q. How important is it for a recent grad to be proficient to succeed in their first job at your organization
%	
  IMPORTANT	
  /CRITICAL	
  
Spreadsheet software
Data analytics and business intelligence
Database (queries and manipulation)
Personal information management (PIM)
Presentation design, etc
Software development environments
Visual design software
Web publishing
Video publishing/editing
89%
86%
82%
81%
77%
76%
65%
60%
59%
56%
Source: Improving Student Outcomes, Crux Research, March 2014
Many students are already
TAKING CONTROL
7 in 10
Students say they want
to take at least one
online course
6 in 10
Students say they’d pay for
at least one online course
2.2M
Undergrads at non-profit
schools have taken at least
one online course
Sources:
Chegg National Student Survey, October 2013
IPEDS Data, 2012
Students are willing to take ownership now.
BUT TO REALLY CHANGE…
Everyone has
a role in fixing
this problem
What we propose
	
  	
  
Modernize curriculum to be job relevant.
Incorporate today’s technology tools to make students more
software proficient in the classroom.
Invest in career services to the same degree you invest in
admissions or athletics. Build a full scale program.
Appreciate that the long term value of addressing the gap now
will secure the future success of your brand.
F O R I N S T I T U T I O N S
1
2
3
4
 	
  
Work with schools to help them evolve the curriculum to best
support students.
Be generous with paid internships. Give students real life experience
before they hit the workplace.
Take a chance on today’s students – make skill training available to
them and certify that those skills were worth learning.
F O R E M P L O Y E R S
1
2
3
What we propose
 	
  
Modernize your curriculum so what you’re teaching matches the
needs & experiences of the outside world.
Keep close communication with your students to understand
changing needs.
Take the time to understand and stay current with new learning
sources so that you can help students go the extra mile.
F O R E D U C A T O R S
1
2
3
What we propose
 	
  
Invest in yourself. Recognize that no one else is responsible for
your future but you.
Understand that majors and job skills may no longer match.
You may be less prepared than you think you are.
•  40% said they did not get a job in their major
•  42% said their job does not require a 4-year degree
Find out what will make you stand out in the job market.
Leverage supplemental online and offline tools to round out your
portfolio of skills.
F O R S T U D E N T S
1
2
3
What we propose
 	
  
Embrace the changing education space. It’s happening (whether you like it or not).
Stop trying to fix what was, and start addressing what is.
This problem is knowable &fixable.
So…

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Improving Student Outcomes

  • 1. Improving Student Outcomes Dan Rosensweig President & CEO
  • 3. Here’s why students said they went to COLLEGE 70%said they’re in college to TO GET A GOOD JOB Source: Cheggheads Panel Research, October 2013
  • 4. And here’s what’s ACTUALLY HAPPENING 12.8% Unemployment for recent grads 40% Said they did not get a job in their major 42% Said their job does not require a 4-year degree $29,400 Average student loan debt
  • 5. And people are BEGINNING TO NOTICE “Just Graduated and Fumbling Through a First Job” “Why millennials have a tough time landing a job” “What’s an American degree worth?” “To Reach the New Market for Education, Colleges have Some Learning to Do” “America’s Youngest Workers Destined for Failure
  • 6. Current college students Educators at 2 & 4-year universities Employers of recent graduates All  weighted,  na.onal  and  projectable.   It’s not working for anyone SO WE DECIDED TO TALK TO EVERYONE
  • 7. Why did you go to college? How prepared are you for the working world? Whose job is it to teach job skills & readiness? Here’s what we asked STUDENTS
  • 8. Why do you think students go to college? Whose job is it to teach job skills & readiness? How well prepared were your graduates? Then we asked educators PAID TO TEACH THEM
  • 9.     What’s the primary purpose of a degree? Whose job is it to teach job skills & readiness? How well prepared were your new hires? Finally, we talked to the people that WILL HOPEFULLY HIRE THEM
  • 11. Q. What are the main reasons you decided to go to college…? IMMEDIATE NEEDS Students are focusing on their 73% 71% 57% 43% 32% Gain greater earning potential Be ready for the world of work Become a strong critical thinker Get a broad general education STUDENTS   Gain skills employers value & are willing to pay for Source: Improving Student Outcomes, Crux Research, March 2014
  • 12. LONG TERM CAREERS Educators are focusing on students’ 80% 65% 55% 48% 30% EDUCATORS   Strong critical thinkers Grads who’ve been exposed to new ideas Grads with a broad, general education Job-ready grads Grads with greater earning potential Q. The primary purpose of 4-year colleges/universities are to produce …? Source: Improving Student Outcomes, Crux Research, March 2014
  • 13. BOTH WAYS And employers want it Grads with skills employers are willing to pay for Job-ready grads Grads with greater earning potential Q. The primary purpose of 4-year colleges/universities are to produce …? 57% 55% 54% 43% 25% EMPLOYERS   Grads with a broad, general education Strong critical thinkers Source: Improving Student Outcomes, Crux Research, March 2014
  • 14.     A SKILLS GAP & EXPECTATIONS GAP We have both Educators said: To create strong critical thinkers Employers said: To hire job-ready grads who are strong critical thinkers Students said: To get a good job
  • 15. Whose job is it to fix it?
  • 16. TEACH THEM THE SKILLS 80% of students think it’s up to someone else to Employers Students ParentsEducators STUDENTS   Q. Who is responsible for teaching the job skills that meet employers’ needs? Source: Improving Student Outcomes, Crux Research, March 2014
  • 17. THEMSELVES AND SOMEONE ELSE Educators are split between EDUCATORS   Employers Students ParentsEducators Q. Who is responsible for teaching the job skills that meet employers’ needs? Source: Improving Student Outcomes, Crux Research, March 2014
  • 18. SOMEONE ELSE’S JOB 70% of employers think that it’s EMPLOYERS   Students Employers ParentsEducators 39% 32% 24% 5% Q. Who is responsible for teaching the job skills that meet employers’ needs? Source: Improving Student Outcomes, Crux Research, March 2014
  • 19.     COMPLETE MISALIGNMENT The real gap is a Educators want to teach students for the long term. Employers want both on day 1. Students just want the skills to get their first job.
  • 20. FOR ALL ENTRY-LEVEL JOBS There’s a universal demand for soft & hard skills Accounting/ Finance Medical/ Health IT/Software Sales/Biz Dev Engineering Training/ Instruction •  MS Office •  Communication skills •  Analytical skills •  Communication skills •  MS Office •  AutoCAD •  Communication skills •  Java •  SQL •  Communication skills •  MS Office •  Computer skills •  Communication skills •  MS Office •  Team player •  Communication skills •  MS Office •  Team player Source: 1000 entry-level online job postings from Indeed.com, LinkedIn, Monster.com
  • 21. BASIC TECHNICAL PROFICIENCY The modern workplace demands Word processing Q. How important is it for a recent grad to be proficient to succeed in their first job at your organization %  IMPORTANT  /CRITICAL   Spreadsheet software Data analytics and business intelligence Database (queries and manipulation) Personal information management (PIM) Presentation design, etc Software development environments Visual design software Web publishing Video publishing/editing 89% 86% 82% 81% 77% 76% 65% 60% 59% 56% Source: Improving Student Outcomes, Crux Research, March 2014
  • 22. Many students are already TAKING CONTROL 7 in 10 Students say they want to take at least one online course 6 in 10 Students say they’d pay for at least one online course 2.2M Undergrads at non-profit schools have taken at least one online course Sources: Chegg National Student Survey, October 2013 IPEDS Data, 2012
  • 23. Students are willing to take ownership now. BUT TO REALLY CHANGE… Everyone has a role in fixing this problem
  • 24. What we propose     Modernize curriculum to be job relevant. Incorporate today’s technology tools to make students more software proficient in the classroom. Invest in career services to the same degree you invest in admissions or athletics. Build a full scale program. Appreciate that the long term value of addressing the gap now will secure the future success of your brand. F O R I N S T I T U T I O N S 1 2 3 4
  • 25.     Work with schools to help them evolve the curriculum to best support students. Be generous with paid internships. Give students real life experience before they hit the workplace. Take a chance on today’s students – make skill training available to them and certify that those skills were worth learning. F O R E M P L O Y E R S 1 2 3 What we propose
  • 26.     Modernize your curriculum so what you’re teaching matches the needs & experiences of the outside world. Keep close communication with your students to understand changing needs. Take the time to understand and stay current with new learning sources so that you can help students go the extra mile. F O R E D U C A T O R S 1 2 3 What we propose
  • 27.     Invest in yourself. Recognize that no one else is responsible for your future but you. Understand that majors and job skills may no longer match. You may be less prepared than you think you are. •  40% said they did not get a job in their major •  42% said their job does not require a 4-year degree Find out what will make you stand out in the job market. Leverage supplemental online and offline tools to round out your portfolio of skills. F O R S T U D E N T S 1 2 3 What we propose
  • 28.     Embrace the changing education space. It’s happening (whether you like it or not). Stop trying to fix what was, and start addressing what is. This problem is knowable &fixable. So…