Naspa career summit presentation public
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Sheila Curran presentation to participants in the NASPA President's Summit on College, Career and Employability
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Naspa career summit presentation public
- 1. NASPA Summit on College, Career & Employability A NATIONAL VIEW OF CAREER TRANSFORMATION INITIATIVES ON THE COLLEGE CAMPUS Alexandria, VA, July, 2014 Sheila Curran, Curran Consulting Group http://www.curranoncareers.com CurranConsultingGroup curranoncareers.com
- 2. Presenter • Sheila Curran • CEO and Chief Strategy Consultant • Curran Consulting Group • CurranonCareers@gmail.com • www.curranoncareers.com • Linkedin.com/in/sheilacurran CurranConsultingGroup curranoncareers.com
- 3. 6 Key Questions CurranConsultingGroup curranoncareers.com 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?
- 4. CurranConsultingGroup curranoncareers.com How has college to career evolved?
- 5. CurranConsultingGroup curranoncareers.com 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.
- 6. CurranConsultingGroup curranoncareers.com 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.
- 7. 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 CurranConsultingGroup curranoncareers.com
- 8. 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 CurranConsultingGroup curranoncareers.com 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”.
- 9. Unemployment Rates for College Grads CurranConsultingGroup curranoncareers.com 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. 0 1 2 3 4 5 6 7 8 9 10 2007 2008 2009 2010 2011 2012 2013 2014 Yearly unemployment averages for college graduates : 25 and over
- 10. CurranConsultingGroup curranoncareers.com Why pay so much attention to careers?
- 11. The Impact of the Great Recession CurranConsultingGroup curranoncareers.com 86.3%: 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.
- 12. Unemployment for Young Grads CurranConsultingGroup curranoncareers.com 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, albeit better than it was from 2009-13. Since 2007, 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. 0 1 2 3 4 5 6 7 8 9 10 2007 2008 2009 2010 2011 2012 2013 2014 % 2007 - 2014 : Yearly unemployment average of college graduates aged 20-24 College : 20-24
- 13. The Employer Perspective CurranConsultingGroup curranoncareers.com Employers: 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.
- 14. Cost of Education in Context CurranConsultingGroup curranoncareers.com 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.
- 15. CurranConsultingGroup curranoncareers.com 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.
- 16. The Problem for Academia Cost Debt Pressure on outcomes CurranConsultingGroup curranoncareers.com
- 17. Government • Transparency • College Score Card • Website to compare college costs • Great scrutiny of Title IV funds • Emphasis on economic value of education CurranConsultingGroup curranoncareers.com “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
- 18. Dilemma • The prime purpose of higher education is education BUT…. • 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! CurranConsultingGroup curranoncareers.com
- 19. CurranConsultingGroup curranoncareers.com What’s wrong with our current college career model?
- 20. 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 success 2) Most Career Services structures are inadequate to meet 21st century needs CurranConsultingGroup curranoncareers.com
- 21. Current Model of Career Services CurranConsultingGroup curranoncareers.com 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.
- 22. Connecting College to Career Career initiatives on campus—within the classroom and beyond Connect the dots Comprehensive Careers Philosophy & Plan CurranConsultingGroup curranoncareers.com 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.
- 23. Building 21st Century Skills CurranConsultingGroup curranoncareers.com 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.
- 24. Buildingtowardssuccessful career outcomes Successful Career Outcomes Relevant knowledge Skills & Abilities Personal characteristics Career information & exploration Job search savvy CurranConsultingGroup curranoncareers.com 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.
- 25. 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). CurranConsultingGroup curranoncareers.com
- 27. Key characteristicsof the Wake Forest Model • Institution-wide support & investment • Intentional; involves all students • Accessible information through well-conceived website • Data-driven • Excellent results CurranConsultingGroup curranoncareers.com
- 28. 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 CurranConsultingGroup curranoncareers.com
- 29. 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 CurranConsultingGroup curranoncareers.com
- 30. • 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 CurranConsultingGroup, curranoncareers@gmail.com
- 31. Transformative Career Model CurranConsultingGroup curranoncareers.com Curran Consulting G CurranonCareers.c 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).
- 32. CurranConsultingGroup curranoncareers.com What are prerequisites for success in any college career initiative?
- 33. Four career initiatives that move the needle Integrated, holistic approach Internal and External Career Community Strategic resource allocation Data, planning, and accountability STUDENT FOCUS CurranConsultingGroup curranoncareers.com
- 34. CurranConsultingGroup curranoncareers.com Key Issues for Student Affairs
- 35. Four Key Issues for VPs of Student Affairs • Trustee involvement, and calls for accountability • Unpaid internships • Career outcomes • Competition for career leader talent CurranConsultingGroup curranoncareers.com
- 36. 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? CurranConsultingGroup curranoncareers.com
- 37. Questions? CurranConsultingGroup curranoncareers.com Sheila Curran • CEO and Chief Strategy Consultant • Curran Consulting Group • CurranonCareers@gmail.com • www.curranoncareers.com • Linkedin.com/in/sheilacurran • 401 861 2278
Editor's Notes
- :
- Articulate career value of education Identify and promote skills and knowledge developed in classroom Find opportunities to help students apply knowledge Partner with Career Services to promote careers in a particular major Integrate career and academic advising, knowing when and where to appropriately refer students to other resources
- 1863 UG students and 306 grad students
- - I emphasized our changing paradigm for training Career Center advisers and staff - encouraged the directors to cross train their staff in industry and development/counseling. Talked about our model of taking our advising staff (largely trained in counseling) to visit various industries and strong employer partners this semester. I emphasized that we are largely doing a disservice to our staff and their future career opportunities if we do not invest the time and energy to help them learn about business and leverage that in conjunction with their developmental expertise to serve as a bridge between academia and the working world. Even for resource constrained institutions where recruiting from the private sector is not possible, it is possible to create a training program that promotes a paradigm shift that emphasizes the need to have a cross-functional (i.e., business and higher ed) knowledge base. - I created a slide that demonstrated the outcomes that appear to be a major focus of institutions nation-wide: increase retention rate, increase donor funding, increase applicant pool, increase alumni engagement, and increase employment rate upon graduation. We then walked through how Career Centers can be used to strategically support each of these institutional priorities. Based on what I've seen here, our new VP's ability to retain career services may be hindered by her inability to understand the ways in which she can strategically leverage CS to support these institutional priorities - I think this is probably what a lot of VP's are facing. They are constantly thinking about alcohol abuse, fraternity/sorority life, etc - all important - but they cannot let those things overshadow their ability to leverage CS to strategically meet the institutional priorities. I call CS the institutional conduit for connecting institutional priorities - if leveraged appropriately. The group I spoke with saw a lot of value in this but felt their University Leadership did not understand these things or see the value of CS in this way.
- - I emphasized our changing paradigm for training Career Center advisers and staff - encouraged the directors to cross train their staff in industry and development/counseling. Talked about our model of taking our advising staff (largely trained in counseling) to visit various industries and strong employer partners this semester. I emphasized that we are largely doing a disservice to our staff and their future career opportunities if we do not invest the time and energy to help them learn about business and leverage that in conjunction with their developmental expertise to serve as a bridge between academia and the working world. Even for resource constrained institutions where recruiting from the private sector is not possible, it is possible to create a training program that promotes a paradigm shift that emphasizes the need to have a cross-functional (i.e., business and higher ed) knowledge base. - I created a slide that demonstrated the outcomes that appear to be a major focus of institutions nation-wide: increase retention rate, increase donor funding, increase applicant pool, increase alumni engagement, and increase employment rate upon graduation. We then walked through how Career Centers can be used to strategically support each of these institutional priorities. Based on what I've seen here, our new VP's ability to retain career services may be hindered by her inability to understand the ways in which she can strategically leverage CS to support these institutional priorities - I think this is probably what a lot of VP's are facing. They are constantly thinking about alcohol abuse, fraternity/sorority life, etc - all important - but they cannot let those things overshadow their ability to leverage CS to strategically meet the institutional priorities. I call CS the institutional conduit for connecting institutional priorities - if leveraged appropriately. The group I spoke with saw a lot of value in this but felt their University Leadership did not understand these things or see the value of CS in this way.