Colleges are rewarded for enrollment numbers and there is increasing attention on graduation rates, yet very little if any attention is paid to student placement and earnings. Considering the massive investment required for higher education, aren't these valuable measures as well? In this session, Michael Bettersworth makes the case why degrees increasingly matter less, competencies are the real currency, and student success is about much more than enrollment numbers or graduation rates. It's also about getting a job.
Michael Bettersworth is the associate vice chancellor for technology advancement at the Texas State Technical College System. Shortly after joining TSTC in 2002, Michael founded TSTC Forecasting to identify and analyze new technical competencies needed by employers. The core purpose of this work is to improve student employability through curriculum alignment with market demand. TSTC Forecasting has published over 28 studies on emerging technologies and occupations leading to new college curriculum in nanotechnology, biotechnology, energy, video games, manufacturing, healthcare among other topics. New studies are currently underway in big data, unmanned aerial systems, and social media. Michael's current work focuses on the development of a new higher education funding model based on exiter earnings, the use of real-time labor market data for curriculum alignment, college program evaluations using placement and earnings data, and curriculum development through a common skills language in partnership with the Texas Workforce Commission. Michael is an unconventional thinker, an informed speaker, and a staunch advocate for the important role of education in our nation's shared prosperity.
Visit www.forecasting.tstc.edu for Forecasts and follow Michael @bettersworth
Over half of all four-year graduates in the class of 2012 were jobless or underemployed. Many returned home with significant student loan debt and limited prospects for repayment. And yet there are over 3.5 million job openings today. Houston, we have a problem, and it’s not that too few people are going or graduating from college. It’s that too many are not finding a job afterwards. Legislators are taking note, and new accountability standards are on the way to higher education. It is time for a serious and honest look at how we define student success beyond the classroom. If you don’t, someone surely will for you, and soon. In this session, participants will take away tools and techniques for addressing the employability gap in higher education through real-time market analysis, high-fidelity curriculum alignment, embedded talent pipelines, earnings and placement metrics, and the front-lines of outcomes funding.
Seventy-percent of 2009 college graduates did not have a job upon graduation and eighty-percent moved back home with their parents. Many returned with significant student loan debt and limited prospects for repayment. And yet there are currently an estimated 3 million job openings in occupations requiring advanced technical skills. In today's economy, it is becoming increasingly clear that it's that you student but what you student that is the key to employability and earnings potential. From a policy perspective, colleges are rewarded for enrollment numbers and there is increasing attention on graduation rates, yet very little if any attention is paid to student placement and earnings. Considering the massive investment required for higher education, aren't these valuable measures as well? In this session, Michael Bettersworth makes the case why degrees increasingly matter less, competencies are the real currency, and student success is about much more than enrollment numbers or graduation rates. It's also about getting a J.O.B.
This presentation focuses less on the "nitty gritty" aspects of applying to college, and instead focuses on how to give advice regarding major decisions. It addresses various misconceptions about college to ensure students can make informed decisions.
ENC 1102 THIS PAPER SPELLED OUT THE POSITION / TUTORIALOUTLET DOT COMalbert0055
ENC 1102 Author Note
This paper was prepared for English Composition 1, taught by Professor Heredia.
Are the High Prices of Attending to College in The United States Worth It? PAYING FOR COLLEGE 2
Abstract This paper spelled out the position of the millions of students that nowadays are struggling
because of the higher prices of attending to college in United Stated.
Over half of all four-year graduates in the class of 2012 were jobless or underemployed. Many returned home with significant student loan debt and limited prospects for repayment. And yet there are over 3.5 million job openings today. Houston, we have a problem, and it’s not that too few people are going or graduating from college. It’s that too many are not finding a job afterwards. Legislators are taking note, and new accountability standards are on the way to higher education. It is time for a serious and honest look at how we define student success beyond the classroom. If you don’t, someone surely will for you, and soon. In this session, participants will take away tools and techniques for addressing the employability gap in higher education through real-time market analysis, high-fidelity curriculum alignment, embedded talent pipelines, earnings and placement metrics, and the front-lines of outcomes funding.
Seventy-percent of 2009 college graduates did not have a job upon graduation and eighty-percent moved back home with their parents. Many returned with significant student loan debt and limited prospects for repayment. And yet there are currently an estimated 3 million job openings in occupations requiring advanced technical skills. In today's economy, it is becoming increasingly clear that it's that you student but what you student that is the key to employability and earnings potential. From a policy perspective, colleges are rewarded for enrollment numbers and there is increasing attention on graduation rates, yet very little if any attention is paid to student placement and earnings. Considering the massive investment required for higher education, aren't these valuable measures as well? In this session, Michael Bettersworth makes the case why degrees increasingly matter less, competencies are the real currency, and student success is about much more than enrollment numbers or graduation rates. It's also about getting a J.O.B.
This presentation focuses less on the "nitty gritty" aspects of applying to college, and instead focuses on how to give advice regarding major decisions. It addresses various misconceptions about college to ensure students can make informed decisions.
ENC 1102 THIS PAPER SPELLED OUT THE POSITION / TUTORIALOUTLET DOT COMalbert0055
ENC 1102 Author Note
This paper was prepared for English Composition 1, taught by Professor Heredia.
Are the High Prices of Attending to College in The United States Worth It? PAYING FOR COLLEGE 2
Abstract This paper spelled out the position of the millions of students that nowadays are struggling
because of the higher prices of attending to college in United Stated.
A college degree is practically a prerequisite for economic mobility, but the potential students who need one the most often find it hardest to afford. Jim Wolfston, Founder and President, CollegeNET and Katie Bardaro, Lead Economist, PayScale spoke about the problem of making college accessible for low-income students, and how to help them embark on successful careers, post-graduation.
The Red Balloon Project Re-Imagining Undergraduate Educationleadchangeagent
“ The Red Balloon contest serves as a metaphor for the newly-networked world. This new way of generating, aggregating and disseminating information has profound implications for higher education. It challenges long-held practices of teaching and learning, institutional organization and structure, and the very notion of expertise. The Red Balloon contest also serves as an analogy for how a community of higher education institutions and their national association can work together to promote and support change in higher education.” http://www.aascu.org/programs/redballoon/
6 facts you must know about student loans and college debtpauldylan06
Currently, there is a call for a more affordable college education, which makes sense. It comes on the heels of a recession that undercut the value of a college education. Even those with a college degree were not immune to the financial hit that the economy took and those still paying off their student loans were often left without the very job they had always assumed would pay off their educational debts. To know more facts about college loans visit http://www.theedadvocate.org/6-facts-you-must-know-about-student-loans-and-college-debt/
It's not the death of higher education, but college as we've known it will be forced to undergo some dramatic changes in the next decade.
"Experts say that within the next 10 to 15 years, the college experience will become rapidly unbundled. Lecture halls will disappear, the role of the professor will transform, and technology will help make a college education much more attainable than it is today, and much more valuable. Indeed, a number of institutions may shut down. But those that survive will be innovative and efficient."
In the midst of the COVID-19 pandemic, higher, health, and medical education environments have gone from previously packed lecture halls to now empty seats. How must institutions of academic medicine and advanced learning pivot, transform, and adapt in order to ready for and survive the uncertain future? We keep hearing "new normal," but It is not that it is a new normal, but a pathway toward the future that we are seeing more clearly and visibly. We just have to adapt and change more quickly, which will require a new way of thinking in order to navigate the future.
Memo to Massachusetts is the cover story in our latest Vision Project Report, "Degrees of Urgency: Why Massachusetts Needs More College Graduates Now." It describes the current climate of Massachusetts public higher education, and the perfect storm of factors facing the state-- our economy's need for more college graduates, projected declines in the number of high school graduates, and the cumulative impact of historic underfunding of public higher education.
Learn more at www.mass.edu/visionproject
Venture for America is a program for young, talented grads to spend 2 years in the trenches of a start-up with the goal that these graduates will become socialized
and mobilized as entrepreneurs moving forward.
A college degree is practically a prerequisite for economic mobility, but the potential students who need one the most often find it hardest to afford. Jim Wolfston, Founder and President, CollegeNET and Katie Bardaro, Lead Economist, PayScale spoke about the problem of making college accessible for low-income students, and how to help them embark on successful careers, post-graduation.
The Red Balloon Project Re-Imagining Undergraduate Educationleadchangeagent
“ The Red Balloon contest serves as a metaphor for the newly-networked world. This new way of generating, aggregating and disseminating information has profound implications for higher education. It challenges long-held practices of teaching and learning, institutional organization and structure, and the very notion of expertise. The Red Balloon contest also serves as an analogy for how a community of higher education institutions and their national association can work together to promote and support change in higher education.” http://www.aascu.org/programs/redballoon/
6 facts you must know about student loans and college debtpauldylan06
Currently, there is a call for a more affordable college education, which makes sense. It comes on the heels of a recession that undercut the value of a college education. Even those with a college degree were not immune to the financial hit that the economy took and those still paying off their student loans were often left without the very job they had always assumed would pay off their educational debts. To know more facts about college loans visit http://www.theedadvocate.org/6-facts-you-must-know-about-student-loans-and-college-debt/
It's not the death of higher education, but college as we've known it will be forced to undergo some dramatic changes in the next decade.
"Experts say that within the next 10 to 15 years, the college experience will become rapidly unbundled. Lecture halls will disappear, the role of the professor will transform, and technology will help make a college education much more attainable than it is today, and much more valuable. Indeed, a number of institutions may shut down. But those that survive will be innovative and efficient."
In the midst of the COVID-19 pandemic, higher, health, and medical education environments have gone from previously packed lecture halls to now empty seats. How must institutions of academic medicine and advanced learning pivot, transform, and adapt in order to ready for and survive the uncertain future? We keep hearing "new normal," but It is not that it is a new normal, but a pathway toward the future that we are seeing more clearly and visibly. We just have to adapt and change more quickly, which will require a new way of thinking in order to navigate the future.
Memo to Massachusetts is the cover story in our latest Vision Project Report, "Degrees of Urgency: Why Massachusetts Needs More College Graduates Now." It describes the current climate of Massachusetts public higher education, and the perfect storm of factors facing the state-- our economy's need for more college graduates, projected declines in the number of high school graduates, and the cumulative impact of historic underfunding of public higher education.
Learn more at www.mass.edu/visionproject
Venture for America is a program for young, talented grads to spend 2 years in the trenches of a start-up with the goal that these graduates will become socialized
and mobilized as entrepreneurs moving forward.
Designing and developing great courses together - Jisc Digifest 2016Jisc
Pearson’s course development team helps universities create innovative online and blended courses by providing flexible and scalable services, underpinned by rigorous learning design. We make design suggestions that promote your desired outcomes and after creating the course, track metrics so you can evaluate success.
By participating in the session, you will see examples of great learning design, understand Pearson’s participatory approach to developing courses, share ideas with colleagues, and apply principles to a live example.
Overcoming the Barriers to Employment, EmployabilityThe Pathway Group
Overcoming the Barriers to Employment (Employability) will help you to understand the barriers that you or others may face when seeking employment. Seeking employment can be stressful and most people will react in different ways. The most important thing is to identify the issues in regards to employability and improve these areas to increase the chance of employabilty.
If you would like to find out more about our pre-employment training, employability training or apprenticeships and traineeships please call us on: 0121 707 0550 or e-mail: info@pathwaygroup.co.uk
Working in partnership to develop student employability - Jisc Digifest 2016Jisc
Many colleges and universities recognise they need to adopt a whole-institution approach to equip students with the skills, confidence and experience they need for the modern workplace.
This workshop will showcase current practice from colleges and universities that are realising the benefits of working with students as active partners in strategy development and change initiatives. It will also explore how technology is supporting students in gaining the digital skills they need to effectively communicate, influence and engage with employers.
Best Practices for Campus Recruitment: A Case Study of Freddie MacCollegeRecruiter.com
Presentation delivered by Jennifer Henley of NAS Recruitment Communications on 12/7/2011 and 12/8/2011 at The George Washington University at the FedCollege recruiting conference co-organized by RECSOLU and CollegeRecruiter.com.
Presentation delivered by John Flato of Universum Communications on 12/7/2011 and 12/8/2011 at The George Washington University at the FedCollege recruiting conference co-organized by RECSOLU and CollegeRecruiter.com.
Ethical Viewpoints Assignment - Worksheet
Research Question
See Step 1: Find it! (The research question for your topic goes here.)
Viewpoint 1
See Step 1: Find it! (The first viewpoint for your topic goes here.)
Direct Quotations
See Step 2: Quote it! (Your direct quotes from the Viewpoint 1 article go here. Include quotation marks.)
T.R.A.P. Evaluation
See Step 3: Evaluate it! (Answer the TRAP questions to evaluate your article.)
MLA Citation
See Step 4: Cite it! (Your MLA citation for the Viewpoint 1 article goes here.)
Viewpoint 2
See Step 1: Find it! (The second viewpoint for your topic goes here.)
Direct Quotations
See Step 2: Quote it! (Your direct quotes from the Viewpoint 2 article go here. Include quotation marks.)
T.R.A.P. Evaluation
See Step 3: Evaluate it! (Answer the TRAP questions to evaluate your article.)
MLA Citation
See Step 4: Cite it! (Your MLA citation for the Viewpoint 2 article goes here.)
Reflection
See Step 5: Reflect on it! (Your assignment reflection goes here.)
Ethical Viewpoints Assignment - EXAMPLE
Research Question
Is a college education worth the cost for all students?
Viewpoint 1
Yes, a college education provides better career opportunities.
Direct Quotations
· “Education remains the chief American institution that promotes economic and social mobility for poor and disadvantaged citizens. It's not an evasion; it's the direct answer to the question of what the nation needs to improve its talent pool and improve economic opportunity and social equality.”
· “Harvard economists Claudia Goldin and Lawrence Katz find that the growing difference in the earnings of college graduates and high-school graduates explains between 60% and 70% of the rise in wage inequality between 1980 and 2005.”
· “MIT economist David Autor has an instructive thought experiment: The increase in wages for the top 1% between 1980 and 2005, if divided among the bottom 99%, would provide each household about $7,000 in additional income. But the wage gains of college graduates over the same period, divided among high-school graduates, would provide each household with $28,000 of additional income.”
· “The premium attached to a college education -- the difference in wages between those with degrees and those with high-school diplomas -- increased even as the market was flooded with university graduates.”
· “In 1980 only 16 million Americans, or 21% of those in their prime working years (ages 23 to 54), held a bachelor's degree or higher; by 2013, that figure was 38 million, or 37%. When supply increases, economists expect the price to fall. But instead the college-wage premium grew from 33% to 62% between 1980 and 2013.”
T.R.A.P. Evaluation
T: This article was published on April 10, 2015, which is within the past three years.
R: Ongoing debates about the value of an education persist; however research findings from this article suggest that education is the key to closing the earnings gap in the job market. There are great economic divid.
TU 1Huayou TuInstructor Danielle SchleicherENGL 11215 Fe.docxturveycharlyn
TU 1
Huayou Tu
Instructor Danielle Schleicher
ENGL 112
15 February 2016
The economic impact of student loans
A good education is one of the hallmarks of a thriving country, children get fundamental knowledge all through their childhood, and when they are old enough, they move on to universities and colleges where they get to specialize and prepare themselves for their careers. Over the last two decades, the economic conditions in the United States of America have tended to favor job seekers who have gone through a college education. Increasingly, the path to the American dream lay though varsities (Avery and Turner). As increasing numbers of young people are choosing to further their education post high school, the costs of attending four-year colleges have soared; it is becoming increasingly impossible to attend these institutions without the help of student loans. At the end of 2015 Americans owed 1.2 trillion dollars in student debt, this significant amount has the potential to affect the American economy in subtle ways. The increase in college education leads to a corresponding increase in student loans this negatively affects the economy (Akers and Chingos).
Increasing numbers of economists and education stakeholders are alarmed at the rate in which the cumulative amount of student debt is growing in America. Most people in analyzing the situation, are prone to comparing the current generation of students with the generation of students in the 70' and 80,s, back then, it was possible to attend school and work part-time to afford education. The ability to go to college and not be saddled with debt afterwards affords one certain liberties, young people could afford to buy homes and have children (Brown, Haughwout and Scally). Most people observing current educational trends are worried that the increasing amounts student debt holds young people from participating in the activities of their parents. These activities include buying homes and building families. This generational change is evident throughout the United States of America where home ownership has fallen to the lowest amount in the last fifty years.
In the student loan debate, three prominent positions are most pertinent. The first argument is that student loans leave many people saddled with debt long after they have graduated from college; many students face the bleak future of spending their whole lives paying back student loans. The second pertinent argument is that the massive amounts of debt that many students leave college with make them unable to advance their lives adequately because of the bad credit rating that their student loans give them. Young people cannot afford to take out loans to start businesses, buy vehicles, or even purchase homes. While these activities were typical for the generation of students that graduated before the 90's, they are not possible for the current generation of students (Rothstein and Rouse). The third argument in the ...
Pathways to Prosperity:Meeting the Challenge of Preparing Young Americans for the 21st Century
William C. Symonds
Director
Pathways to Prosperity Project
Harvard Graduate School of Education
Frankfort, Kentucky
September 21, 2011
Annotated Bibliography
What can be done to handle the student loan debt situation more effectively?
Akers, B. (2013). The Next Steps: Building a Reimagined System of Student Aid. Brown Center for Education Policy at Brookings. Retrieved from: https://www.brookings.edu/wp-content/uploads/2016/06/The-Next-Steps_Beth-Akers.pdf
According to Akers, higher education cost is quite unaffordable for most of the students. The quality of student aid is also low. This results in students taking more and more loans. This article suggests several ways in which we can handle the student loan debts by first coming up with a bill which will help to increase the requirements for a person to receive the higher education loan, which will discourage irregular applications for student loans, which is misused in most of the circumstances. He also suggests an increase in student grants and also increasing the amount of student financial aid. This will help the students to receive more money from donations and the financial aid instead of having to take the loans which they will need to pay in the future, after their education.
Akers, B., & Chingos, M. M. (2018). Game of loans: The rhetoric and reality of student debt (Vol. 101). Princeton University Press. Retrieved from: https://books.google.co.ke/books?hl=en&lr=&id=o3OYDwAAQBAJ&oi=fnd&pg=PP7&dq=We%E2%80%99re+thinking+about+the+student+debt+crisis+all+wrong&ots=vDX2oIDYcL&sig=xdbiQpnw6pCHSJfGHYTNfW7Uz08&redir_esc=y#v=onepage&q&f=false
In this article, Akers presents a different aspect of student loans, which is also a critical point in finding a way of dealing with student loans. Some of the students take loans to finance their education, but instead of paying for their fees, they misuse the money in other aspects of their college life. Others use some portion of the money to pay the fee and utilize the rest of the money in different dimensions. Akers thus suggests the use of better mechanisms to mitigate the misuse of student loans. This will either direct the funds taken for loans to finance higher education directly to the college accounts or follow up on the way the students use the loans that they take in the interest of financing their higher education.
Cunningham, A. F., & Santiago, D. A. (2008). Student aversion to borrowing: Who borrows and who doesn't. Institute for Higher Education Policy. Retrieved from: https://eric.ed.gov/?id=ED503684
This article by Cunningham presents the issues that have resulted in increased student loan debts. The article cites the increased cost of college education and how it has led to increased borrowing of money by the students to finance it as well as low student aid. The article also suggests ways by which the student loan debt can be reduced in subsequent years by increasing the financial literacy of these students before they take the loans as most of them do not have relevant skills concerning loans. The government is also given the suggestion of ...
Frank F. Britt, CEO Penn Foster, addresses the nation's mega trends that is changing the face of education as we know it at the 2013 ASU/GSV Summit in Scottsdale, AZ.
Art History 102 Assignment #1 – DUE 02 MARCH 2016 .docxdavezstarr61655
Art History 102
Assignment #1 – DUE 02 MARCH 2016
Façade of the Pazzi Chapel, Interior of the Pazzi Chapel (looking NE),
Santa Croce, Florence, Italy Santa Croce, Florence, Italy
You are to write a short, 3-page essay on Brunelleschi’s Pazzi Chapel, located in Florence, Italy.
Why does this monument have a significant place in the development of architecture? How does
this building conform to the architect’s style? What influenced Brunelleschi’s goal of creating a
centralized effect to his structures? Make sure you have a clear introduction, body and
conclusion to your essay.
Formatting: use double-spaced, Times New Roman 12-point
font, with 1 in margins!
Also, be sure to cite your sources according to the MLA style guide. If you are using an
online article or book source, you must print out the page that contains the information you
are citing as well as citing it correctly in your bibliography.
TU 1
Huayou Tu
Instructor Danielle Schleicher
ENGL 112
15 February 2016
The economic impact of student loans
A good education is one of the hallmarks of a thriving country, children get fundamental knowledge all through their childhood, and when they are old enough, they move on to universities and colleges where they get to specialize and prepare themselves for their careers. Over the last two decades, the economic conditions in the United States of America have tended to favor job seekers who have gone through a college education. Increasingly, the path to the American dream lay though varsities (Avery and Turner). As increasing numbers of young people are choosing to further their education post high school, the costs of attending four-year colleges have soared; it is becoming increasingly impossible to attend these institutions without the help of student loans. At the end of 2015 Americans owed 1.2 trillion dollars in student debt, this significant amount has the potential to affect the American economy in subtle ways. The increase in college education leads to a corresponding increase in student loans this negatively affects the economy (Akers and Chingos).
Increasing numbers of economists and education stakeholders are alarmed at the rate in which the cumulative amount of student debt is growing in America. Most people in analyzing the situation, are prone to comparing the current generation of students with the generation of students in the 70' and 80,s, back then, it was possible to attend school and work part-time to afford education. The ability to go to college and not be saddled with debt afterwards affords one certain liberties, young people could afford to buy homes and have children (Brown, Haughwout and Scally). Most people observing current educational trends are worried that the increasing amounts student debt holds young people from participating in the activities of their parents. These activities include buying homes and building .
6 July 25, 2011 www.ccweek.comIt’s an article of faith f.docxalinainglis
6 July 25, 2011 www.ccweek.com
I
t’s an article of faith for higher education poli-
cymakers across the country: while tuition at
four-year colleges is increasing at a dizzying
pace, community colleges offer an affordable
alternative for millions of students.
According to a new report, however, graduating
from a community college — the only affordable avenue
available for millions of
underprivileged and
minority students seeking
a college education — is
becoming out of reach for
growing numbers of stu-
dents as tuition increases
continue to outpace the
rise in family income.
Many states, mean-
while, are reducing higher
education spending as
they struggle to close
yawning budget deficits,
threatening community
college access, especially
for those students who tra-
ditionally have relied on
the 2-year institutions,
according to a report
issued by the National Center for Public Policy and
Higher Education.
“Many students are not able to keep pace with rising
tuition, because family earnings have lost ground over
C O V E R S T O R Y
A Graduating
Report: Costlier Colleges Threaten Access
BY PAUL BRADLEY
Thousands of community college students donned caps and gowns and graduated this spring.
But a new report suggests that the escalating cost of attending community college is limiting access
for students who most rely on the institutions.
“If current
trends
continue,
more students
will be priced
out of higher
education
altogether.”
— NATIONAL CENTER FOR
PUBLIC POLICY AND HIGHER
EDUCATION
AP
P
HO
TO
/C
HA
RL
ES
D
HA
RA
PA
K
www.ccweek.com July 25, 2011 7
the past decade,” the report said. “Median
family income, adjusted for inflation,
declined in the United States over the past
decade. At the same time, tuition at two-
and four-year colleges increased at a rate
faster than inflation or family income, and
student financial assistance did not keep
pace, exacerbating the college affordability
and college completion problems.”
“Concerns about college affordability
have most likely been driving many stu-
dents to community colleges. If current
trends continue, more students will be
priced out of higher education altogether,”
the report said.
The report found that tuition rates at
community colleges rose faster than family
income in every state except Maine since
1999. In California, home of the nation’s
largest community college system, the cost
of attending community college increased
77 percent between 1999 and 2009, while
median family income increased just 5 per-
cent, the report said.
Patrick Callan, founder and executive
director of the California-based center, said
the report documents a trend that has been
under way for 30 years. Over that time, the
cost of college has increased even faster
than the cost of health care, and much more
than inflation or family income.
Galloping Increases
The economic downturn has only
worsened the situation and undermines the
country’s goal of producing more college
graduates.
“Th.
EDITORIAL College Free for AllAs the Democratic and Republi.docxSALU18
EDITORIAL College Free for All?
A
s the Democratic and Republican conventions loom on the horizon, higher education has not been a widely or deeply discussed issue. This is unfortunate. The economic security of the American people requires that each generation be educated to confront the social, environmental and technological challenges of our time and to appreciate the arts and literature, which nourish the personal and national soul.
This calls for greater access to a college or university education. U.S. leaders once hoped that by 2025, 60 percent of the population would be college-educated. So far it is closer to 30 percent. The curse of inequality continues to isolate the ruling elite from the common public. The average male high school dropout might earn $24,000 a year. One with a fouryear college degree might make $52,000, while an advanced degree could merit $67,000. On a salary of $62,000 a family might enjoy a comfortable lifestyle; but the average college graduate moves into public life overburdened by college debts.
A college education today is not a luxury; for many careers it is a personal necessity as well as a social good. Senator Bernie Sanders has proposed that the government should guarantee tuition for every student in a public university, which is 75 percent of the student population. This would be paid for by a tax on Wall Street. Hillary Clinton’s plan would spend $350 million in states that increase their funding, tighten rules on for-profit colleges, have students work for 10 hours a week and allow families to pay according to their income. Her plan would also offer some help to private colleges with high numbers of needy students. Jeb Bush offered the student a $50,000 line of credit to be repaid through federal income taxes over 25 years. Marco Rubio would “fundamentally overhaul higher ed” and supports night school and online degree programs.
A variety of theories explain the rising college costs at public institutions as a recent phenomenon. Critics blame luxurious dormitories and athletic centers and high-salaried administrators and professors. In many cases state legislators have lowered funding year by year, forcing public universities to raise tuition. High tuition can also be falsely perceived as a sign of quality, leading wealthier students to enroll and middle-class strivers to sacrifice and follow.
Proponents of free tuition, at least for the lower middle class, point to Germany, Finland, Norway and Sweden, all of which offer a free college education. It is “free” because fewer students attend college in these countries than in the United States and because citizens are willing to pay much higher income taxes. In the United States, with 50 different state educational systems, California’s public colleges were free until 50 years ago; and Tennessee, Oregon and the city of Chicago have recently provided or will soon provide free tuition for two-year colleges.
Whatever its limitations, the Sanders prog ...
Surname 1
Name
Instructor
Course
Date
Forgiving Students’ Loan
Students’ debts in the United States are a sort of financial support that has to be paid back, in contrary to other kind of financial support like as scholarships and releases (Bryfonski, 70). Students’ debts play a huge role in U.S. higher studies. Around 20 million Americans join college every year. Out of that 20 million, nearly 20 million or 60% take debt annually to cover costs. In Europe, for instance, advance education is in addition subsidized for learners and financially aided by government. In fraction of Asia and Latin America maximum after secondary education is still private with small financial support by the governments. Whatsoever, in the U.S. many of college is financially aided by learners and their relatives with government bodies being financially aided in fraction by state and localized taxation, and combined private with public bodies through extra rewards from social welfare and students. The interest rate currently is 3.4% per annum, wherein debates are in to increase it to 6.8% p.a, which seems to be the exact double of the current interest rates (Szmigin et al, 602).
Every week, new petitions popups emerge urging the government to forgive all students debts. The argument is that forgiveness of students loans will stimulate job growth and overall economy growth and will lead more people to get an education. But, it will never be an investment for collective growth as a country (Field, 2007). The theory is simple, if we provide one time bailout of students loan debts, it would stimulate and uplift the sluggish economy. After all, college graduates are the people, who are required by the society to do things like improve business, purchase homes, and cars, make discoveries , invent new things, initiate new ideas, have families, have kids and people burdened with loans do not likely make such investment of take such initiatives.
Drawing reference from Kelly’s, Forgiving Loans of Those in Public Service Grows Popular, but Programs Are Unproven, it can be said that unburdening them will improve the housing market commodity market, stock market and would eventually result in overall economic growth. With the acceptance of this proposal by the President, millions of people in America, would all of a sudden have hundreds, in some cases, thousands of dollars in their pockets to invest in various industries and contribute to the overall improvement of economy (Field, 2007).
Education loans have become the latest financial crisis in USA and if absolutely nothing is done, then the entire economy will eventually become slugging, as it happened earlier. Those who are burdened with student loan debts, do not even think of making any investments etc., while the economy desperately needs people to indulge into activities which would help us pull ourselves out of the giant hole created thus the reason for unburdening students’ loan (students loan, 1990). This particula ...
Similar to The Employability Gap: Five Ways to Improve Employability Outcomes in Higher Ed (20)
Simply having a college degree is not enough to find a job. This is especially true in today’s job market. Having the right competencies, not the right level of education, is the key to marketability and earnings. In other words, it’s not that you study but what you study that makes the difference. From a policy perspective, colleges are rewarded for enrollment and graduation, yet very little if any attention is paid to student placement and earnings. In this session, Michael Bettersworth makes the case why degrees increasingly matter less, that competencies are currency, and that student success is about much more than enrollment or graduation rates. It’s also about getting a job.
Simply having a college degree is not enough to find a job. This is especially true in today’s job market. Having the right competencies, not the right level of education, is the key to marketability and earnings. In other words, it’s not that you study but what you study that makes the difference. From a policy perspective, colleges are rewarded for enrollment and graduation, yet very little if any attention is paid to student placement and earnings. In this session, Michael Bettersworth makes the case why degrees increasingly matter less, that competencies are the real currency, and that student success is about much more than enrollment or graduation rates. It’s also about getting a job.
Introduction to AI for Nonprofits with Tapp NetworkTechSoup
Dive into the world of AI! Experts Jon Hill and Tareq Monaur will guide you through AI's role in enhancing nonprofit websites and basic marketing strategies, making it easy to understand and apply.
A workshop hosted by the South African Journal of Science aimed at postgraduate students and early career researchers with little or no experience in writing and publishing journal articles.
it describes the bony anatomy including the femoral head , acetabulum, labrum . also discusses the capsule , ligaments . muscle that act on the hip joint and the range of motion are outlined. factors affecting hip joint stability and weight transmission through the joint are summarized.
Macroeconomics- Movie Location
This will be used as part of your Personal Professional Portfolio once graded.
Objective:
Prepare a presentation or a paper using research, basic comparative analysis, data organization and application of economic information. You will make an informed assessment of an economic climate outside of the United States to accomplish an entertainment industry objective.
Normal Labour/ Stages of Labour/ Mechanism of LabourWasim Ak
Normal labor is also termed spontaneous labor, defined as the natural physiological process through which the fetus, placenta, and membranes are expelled from the uterus through the birth canal at term (37 to 42 weeks
Read| The latest issue of The Challenger is here! We are thrilled to announce that our school paper has qualified for the NATIONAL SCHOOLS PRESS CONFERENCE (NSPC) 2024. Thank you for your unwavering support and trust. Dive into the stories that made us stand out!
Unit 8 - Information and Communication Technology (Paper I).pdfThiyagu K
This slides describes the basic concepts of ICT, basics of Email, Emerging Technology and Digital Initiatives in Education. This presentations aligns with the UGC Paper I syllabus.
Delivering Micro-Credentials in Technical and Vocational Education and TrainingAG2 Design
Explore how micro-credentials are transforming Technical and Vocational Education and Training (TVET) with this comprehensive slide deck. Discover what micro-credentials are, their importance in TVET, the advantages they offer, and the insights from industry experts. Additionally, learn about the top software applications available for creating and managing micro-credentials. This presentation also includes valuable resources and a discussion on the future of these specialised certifications.
For more detailed information on delivering micro-credentials in TVET, visit this https://tvettrainer.com/delivering-micro-credentials-in-tvet/
Azure Interview Questions and Answers PDF By ScholarHat
The Employability Gap: Five Ways to Improve Employability Outcomes in Higher Ed
1. The Employability Gap
Five Ways to Improve Employability Outcomes in Higher Ed
Michael A. Bettersworth
Associate Vice Chancellor for Technology Advancement
Texas State Technical College
Follow @bettersworth
Presented to the Division of Continuing and Innovative Education at
The University of Texas at Austin
July 18, 2012
2. Class of 2012
Sources:Yen, H. “Half of new grads are jobless or underemployed.” MSNBC. April 24, 2012; Clark, K.
“Help free your grad from debt.” CNN Money, May 23, 2012; Shierholz, Sabadish, and Wething. “The
Class of 2012: Labor market for young graduates remains grim.” Economic Policy Institute. May 3, 2012
3. Class of 2012
/Undere mployed
r Grads Jobless
54% of 4-Y
Sources:Yen, H. “Half of new grads are jobless or underemployed.” MSNBC. April 24, 2012; Clark, K.
“Help free your grad from debt.” CNN Money, May 23, 2012; Shierholz, Sabadish, and Wething. “The
Class of 2012: Labor market for young graduates remains grim.” Economic Policy Institute. May 3, 2012
4. Class of 2012
/Undere mployed
r Grads Jobless
54 % of 4-Y n Wages
Year Low Media
10-
Sources:Yen, H. “Half of new grads are jobless or underemployed.” MSNBC. April 24, 2012; Clark, K.
“Help free your grad from debt.” CNN Money, May 23, 2012; Shierholz, Sabadish, and Wething. “The
Class of 2012: Labor market for young graduates remains grim.” Economic Policy Institute. May 3, 2012
5. Class of 2012
/Undere mployed
r Grads Jobless
54 % of 4-Y n Wages
Year Low Media n Debt
10-
age Stud ent Loa
$28,700 Aver
Sources:Yen, H. “Half of new grads are jobless or underemployed.” MSNBC. April 24, 2012; Clark, K.
“Help free your grad from debt.” CNN Money, May 23, 2012; Shierholz, Sabadish, and Wething. “The
Class of 2012: Labor market for young graduates remains grim.” Economic Policy Institute. May 3, 2012
6. Student Loan Debt Now Exceeds Credit Card Debt
Source: “What Caused the Student Loan Bubble”
7. “There is a growing sense among the public that
higher education might be overpriced and
under-delivering.”
Source: Cronin, Joseph & Horton, Howard. Will higher education be the next bubble to burst? The Chronicle of Higher Education. May 22, 2009.
8. The Employability Gap
Five Ways Improve Employability Outcomes in Higher Ed
Context: The Higher Ed Bubble
Awareness: Market Analysis
Product: Curriculum Alignment
Process: Talent Pipeline (example)
Scorecard: Performance Metrics
Incentive: Value-Based Funding
Discussion
9. The Employability Gap
Five Ways Improve Employability Outcomes in Higher Ed
Context: The Higher Ed Bubble
Awareness: Market Analysis
Product: Curriculum Alignment
Process: Talent Pipeline (example)
Scorecard: Performance Metrics
Incentive: Value-Based Funding
Discussion
10. The Soaring Cost of Higher Ed Tuition
Source: Berry. “How bad is the student loan situation?” CollegView. Web May 2012. Data from inflationdata.com
12. College Costs Expected to Continue Increase
The cost of one year in college
if your child begins…
Source: College Board
13. Appropriations Down, Tuition Up
Annual Percentage Changes in State Appropriations for Higher
Education per Full-Time Equivalent (FTE) Student and Changes in
Inflation-Adjusted Tuition and Fees at Public Four-Year Institutions,
1980 81 to 2010 11
Source: College Board, Trends in College Pricing 2011, Figure 10A
14. May 8, 2012: Student Loan Debt Reaches $1 Trillion
Student Loan Debt Increased
$663,000,000,000 Over 10 Years
Source: “Fed: Student loans soar 275% over past decade.” CNN Money. Web May 31, 2012.
16. Consumer Credit Growth Largely in Student Loans
Source: Federal Reserve Bank of New York Consumer Panel/Equifax. Credit: Weakonomics.com
17. Consumer Credit Growth Largely in Student Loans
Rolling 12-Month Change
Source: “The consumer is back…consumer credit positive.” AdvisorAnalyst.com Web May 29, 2012.
18. Student Loan Delinquencies Also Increasing Steadily
Source: New York Federal Reserve, Quarterly Report on Household Debt & Credit, August 2011
19. Student Loan Delinquencies Also Increasing Steadily
Source: New York Federal Reserve, Quarterly Report on Household Debt & Credit, August 2011
20. “Official” Student Loan Default Rates from DOE
“The cohort default rate is the percentage of borrowers who enter
repayment in a fiscal year and default by the end of the next fiscal year.”
Source: US Department of Education. OSFAP
21. Lifetime Student Loan Default Rates—Much, Much Higher
“According to unpublished data obtained by The Chronicle,
one in every five government loans that entered
repayment in 1995 has gone into default.”
Source: Kelly Field. Chronicle of Higher Education. “Government Vastly Undercounts Defaults”. July 11, 2010
22. You Can Run, But You Can’t Hide
The Government Can:
• Garnish up to 15% of take-home pay.
• Intercept income tax refunds and lottery winnings.
• Offset 15% of Social Security benefit payments.
• Place liens on back accounts and property.
• Charge collection fees up to 30% of balance.
• Revoke state-issued licenses.
• No statute of limitations.
23. You Can Run, But You Can’t Hide
The Government Can:
• Garnish up to 15% of take-home pay.
• Intercept income tax refunds and lottery winnings.
• Offset 15% of Social Security benefit payments.
• Place liens on back accounts and property.
• Charge collection fees up to 30% of balance.
• Revoke state-issued licenses.
• No statute of limitations.
FACTOID
~72,000 federal student loan borrowers filed for
bankruptcy in 2008. Only 29 (.04%) succeeded in
obtaining a full or partial discharge of their loans.
24. 17 Million Underemployed in US
Over 317,000 waiters and waitresses have college degrees
(over 8,000 of them have doctoral or professional degrees),
along with over 80,000 bartenders, and over 18,000 parking
lot attendants. All told, some 17,000,000 Americans with
college degrees are doing jobs that the BLS says require less
than the skill levels associated with a bachelor’s degree.
Source: Richard Vedder. Chronicle of Higher Education. “Why did 17 million students go to college”. October 20, 2010
25. The Higher Ed Bubble
Since 2000, in real terms college costs are now up by 23%
Since 2000, in real terms real pay for college graduates is down by 11%
Ratio
26.
27. The colleges that most students
attend "need to streamline
their programs, so they
emphasize employability.”
Anthony P. Carnevale
Director, Georgetown Center
Georgetown University
28. “At the post-secondary level,
we need a concerted effort to
link work and learning by
providing far more
opportunities for work-based
learning.”
William C. Symonds
Director, Pathways to Prosperity
Harvard Graduate School of Education
29. “I believe that our
education system
should make a shift
to one that is
market-driven and
takes into account
the skills needed by
employers.”
Tom Pauken
Commissioner
Texas Workforce Commission
30. “Today, a serious
imbalance is
emerging between
the demand for
skilled workers
and the state’s
ability to supply
them.”
Susan Combs
Texas Comptroller
32. The Employability Gap
Five Ways Improve Employability Outcomes in Higher Ed
Context: The Higher Ed Bubble
Awareness: Market Analysis
Product: Curriculum Alignment
Process: Talent Pipeline (example)
Scorecard: Performance Metrics
Incentive: Value-Based Funding
Discussion
33. The Employability Gap
Five Ways Improve Employability Outcomes in Higher Ed
Context: The Higher Ed Bubble
Awareness: Market Analysis
Product: Curriculum Alignment
Process: Talent Pipeline (example)
Scorecard: Performance Metrics
Incentive: Value-Based Funding
Discussion
43. The Employability Gap
Five Ways Improve Employability Outcomes in Higher Ed
Context: The Higher Ed Bubble
Awareness: Market Analysis
Product: Curriculum Alignment
Process: Talent Pipeline (example)
Scorecard: Performance Metrics
Incentive: Value-Based Funding
Discussion
44. The Employability Gap
Five Ways Improve Employability Outcomes in Higher Ed
Context: The Higher Ed Bubble
Awareness: Market Analysis
Product: Curriculum Alignment
Process: Talent Pipeline (example)
Scorecard: Performance Metrics
Incentive: Value-Based Funding
Discussion
45. Product: Curriculum Alignment
Common Skills Language through Detailed Work Activities
The Problem with “Skills”
• hard technical skills
• workplace basics or soft skills
• worker talents, characteristics or behaviors
• learning objectives within curriculum
Source: Froeschle, Richard. “Detailed work activities common language project: developing a skills-based talent management system.”
Texas Workforce Commission. July 2012.
46. Product: Curriculum Alignment
Common Skills Language through Detailed Work Activities
The Problem with “Skills”
• hard technical skills
• workplace basics or soft skills
• worker talents, characteristics or behaviors
• learning objectives within curriculum
Source: Froeschle, Richard. “Detailed work activities common language project: developing a skills-based talent management system.”
Texas Workforce Commission. July 2012.
47. Product: Curriculum Alignment
Common Skills Language through Detailed Work Activities
The Problem with “Skills” Detailed Work
• hard technical skills Activities:
• workplace basics or soft skills • A classification in O*Net
• worker talents, characteristics or behaviors • Broader than a task
• learning objectives within curriculum • More specific than a
competency
• A common structure for skills
Source: Froeschle, Richard. “Detailed work activities common language project: developing a skills-based talent management system.”
Texas Workforce Commission. July 2012.
48. Product: Curriculum Alignment
Common Skills Language through Detailed Work Activities
The Problem with “Skills” Detailed Work
• hard technical skills Activities:
• workplace basics or soft skills • A classification in O*Net
• worker talents, characteristics or behaviors • Broader than a task
• learning objectives within curriculum • More specific than a
competency
• A common structure for skills
Analyze engineering problems in electronics
manufacturing.
Source: Froeschle, Richard. “Detailed work activities common language project: developing a skills-based talent management system.”
Texas Workforce Commission. July 2012.
49. Product: Curriculum Alignment
Common Skills Language through Detailed Work Activities
The Problem with “Skills” Detailed Work
• hard technical skills Activities:
• workplace basics or soft skills • A classification in O*Net
• worker talents, characteristics or behaviors • Broader than a task
• learning objectives within curriculum • More specific than a
competency
• A common structure for skills
Analyze engineering problems in electronics
manufacturing.
Action
Source: Froeschle, Richard. “Detailed work activities common language project: developing a skills-based talent management system.”
Texas Workforce Commission. July 2012.
50. Product: Curriculum Alignment
Common Skills Language through Detailed Work Activities
The Problem with “Skills” Detailed Work
• hard technical skills Activities:
• workplace basics or soft skills • A classification in O*Net
• worker talents, characteristics or behaviors • Broader than a task
• learning objectives within curriculum • More specific than a
competency
• A common structure for skills
Analyze engineering problems in electronics
manufacturing.
Object
Action Modifier
Source: Froeschle, Richard. “Detailed work activities common language project: developing a skills-based talent management system.”
Texas Workforce Commission. July 2012.
51. Product: Curriculum Alignment
Common Skills Language through Detailed Work Activities
The Problem with “Skills” Detailed Work
• hard technical skills Activities:
• workplace basics or soft skills • A classification in O*Net
• worker talents, characteristics or behaviors • Broader than a task
• learning objectives within curriculum • More specific than a
competency
• A common structure for skills
Analyze engineering problems in electronics
manufacturing.
Object
Action Object
Modifier
Source: Froeschle, Richard. “Detailed work activities common language project: developing a skills-based talent management system.”
Texas Workforce Commission. July 2012.
52. Product: Curriculum Alignment
Common Skills Language through Detailed Work Activities
The Problem with “Skills” Detailed Work
• hard technical skills Activities:
• workplace basics or soft skills • A classification in O*Net
• worker talents, characteristics or behaviors • Broader than a task
• learning objectives within curriculum • More specific than a
competency
• A common structure for skills
Analyze engineering problems in electronics
manufacturing.
Object
Action Object Statement Modifier
Modifier
Source: Froeschle, Richard. “Detailed work activities common language project: developing a skills-based talent management system.”
Texas Workforce Commission. July 2012.
58. The Employability Gap
Five Ways Improve Employability Outcomes in Higher Ed
Context: The Higher Ed Bubble
Awareness: Market Analysis
Product: Curriculum Alignment
Process: Talent Pipeline (example)
Scorecard: Performance Metrics
Incentive: Value-Based Funding
Discussion
59. The Employability Gap
Five Ways Improve Employability Outcomes in Higher Ed
Context: The Higher Ed Bubble
Awareness: Market Analysis
Product: Curriculum Alignment
Process: Talent Pipeline (example)
Scorecard: Performance Metrics
Incentive: Value-Based Funding
Discussion
60. Process: Talent Pipeline Development (one example)
Standard Talent Pipeline
Hire
Position Full Time
Interview
Enroll College Career
61. Process: Talent Pipeline Development (one example)
Standard Talent Pipeline
Hire
Position Full Time
Interview
Enroll College Career
Quality assurance of new hire is limited.
Retention can suffer if bad fit.
Time to full productivity delayed.
Stronger candidates have been cherry picked.
Insufficient volume of candidates.
62. Process: Talent Pipeline Development (one example)
Improved Talent Pipeline
Early
Advisory Position Interview Hire Full Time
Look
Enroll College Career
Quality assurance of new hire is limited.
Retention can suffer if bad fit.
Time to full productivity delayed.
Stronger candidates have been cherry picked.
Insufficient volume of candidates.
63. Process: Talent Pipeline Development (one example)
Extended Talent Pipeline
Early Scholar-
Advisory Intern Position Interview Hire Full Time
Look ship
Enroll College Career
Quality assurance of new hire is limited.
Retention can suffer if bad fit.
Time to full productivity delayed.
Stronger candidates have been cherry picked.
Insufficient volume of candidates.
64. Process: Talent Pipeline Development (one example)
Advanced Talent Pipeline
Scholar- Hire
ship
Early
Advisory Intern Position Co-Op Interview Full Time
Look
Enroll College Career
Quality assurance of new hire is limited.
Retention can suffer if bad fit.
Time to full productivity delayed.
Stronger candidates have been cherry picked.
Insufficient volume of candidates.
65. Process: Talent Pipeline Development (one example)
Sponsorship Model Talent Pipeline
Scholar-
ship
Advisory Position Sponsor Co-Op Interview Hire Full Time
Intern
Enroll College Career
Visits Part Time Employment Reimbursed Tuition
Employment
Pay Remaining Tuition
Benefits, etc.
Candidate Pays Tuition
Performance
2 Year Contract
Stronger candidates have been cherry picked.
Insufficient volume of candidates.
66. Process: Talent Pipeline Development (one example)
Capacity Building Talent Pipeline
College
Advisory Intern Sponsor Co-Op Interview Hire Full Time
College Career
Secondary
Dual
Career Tours Camps Enroll Credit
Compete Certs Position Interview Scholar-
ship
Middle School High School
67. The Employability Gap
Five Ways Improve Employability Outcomes in Higher Ed
Context: The Higher Ed Bubble
Awareness: Market Analysis
Product: Curriculum Alignment
Process: Talent Pipeline (example)
Scorecard: Performance Metrics
Incentive: Value-Based Funding
Discussion
68. The Employability Gap
Five Ways Improve Employability Outcomes in Higher Ed
Context: The Higher Ed Bubble
Awareness: Market Analysis
Product: Curriculum Alignment
Process: Talent Pipeline (example)
Scorecard: Performance Metrics
Incentive: Value-Based Funding
Discussion
69.
70. What’s Measured
Enrollments
Demographics
Contact Hours
Course Completion
Graduates
Numbers of Awards
Award Levels
National Benchmarks
Activity
71. What’s Measured What Counts
Enrollments Placement Rate
Demographics Earnings
Contact Hours Student Satisfaction
Course Completion Employer Satisfaction
Graduates New Companies
Numbers of Awards Return on Investment
Award Levels Value to Taxpayer
National Benchmarks Efficiency
Activity Performance
72. Scorecard: Performance Metrics
Gainful Employment Disclosures (still in effect)
As of July 11, 2011, each program that falls
under these regulations is required to report:
• Occupations, SOC codes, links to occupational
profiles on O*NET
• Costs – tuition/fees and books/supplies (may include
additional costs)
• On-time graduation (completion) rate for each
program
• Job placement rate for students completing each
program (if currently required by state or accrediting
body)
• Median loan debt incurred by students as provided
by ED (identified separately as Title IV loan debt and
private educational loan debt)
73. Scorecard: Performance Metrics
TSTC System 2005-2006 Cohort Top 15 AAS Degrees, 4-Year Average Earnings
TSTC$System$2005-06$Cohort$Top$15$4-Year$Average$AAS$Earnings$
$70,000" 100"
90"
$60,000"
80"
$50,000" 70"
60"
$40,000"
50"
$30,000"
40"
$20,000" 30"
20"
$10,000"
10"
$0" 0"
"
g"
"
t"
"
g"
y"
"
y"
"
"
y"
"
y"
y"
on
cs
om
cs
st
cs
ns
an
og
og
in
rin
og
og
og
ni
ni
ni
o7
7o
a7
d
ec
pl
ol
ol
ol
ie
ol
ol
ha
ee
ha
el
b
ica
t
er
hn
hn
yg
el
hn
hn
hn
en
Ro
W
in
ec
ec
w
"T
"H
un
ec
ec
ec
ng
ec
ec
m
l "M
"M
Po
g"&
al
l "T
l "T
l "T
m
ru
l "T
l "T
l "E
el
I"
nt
ria
m
kin
st
ca
ica
ica
ria
ica
ca
es
ra
De
co
In
st
p7
ni
Di
st
ed
or
em
ed
rc
du
le
ha
du
"O
Ai
w
y"M
om
Te
Ch
In
et
ec
r"&
In
Bi
r"N
nc
M
se
ge
te
La
er
pu
Em
m
Co
CONFIDENTIAL DRAFT. INCOMPLETE DATA. FOR INTERNAL USE ONLY.
74. Scorecard: Performance Metrics
TSTC$System$2005-06$Cohort$Top$15$4-Year$Average$CERT$Earnings$
TSTC System 2005-2006 Cohort Top 15 Certificates, 4-Year Average Earnings
$70,000" 300"
$60,000"
250"
$50,000"
200"
$40,000"
150"
$30,000"
100"
$20,000"
50"
$10,000"
$0" 0"
g"
"
g"
"
"
"
g"
"
"
y"
y"
"
y"
y"
ir"
se
cs
cs
cs
cs
ce
st
og
og
og
in
og
rin
rin
pa
ni
ni
ni
ni
ni
ur
an
d
ol
ol
ol
ol
hi
ha
ha
ha
ha
ee
ee
Re
el
"N
en
hn
hn
hn
hn
ac
W
in
in
ec
ec
ec
ec
al
&"
nt
M
ec
ec
ec
ec
ng
ng
;c
"M
l "M
M
"M
n"
ai
l "T
"T
s"T
r"T
io
"E
"E
ac
I"
"M
el
ile
ria
AC
l
on
lis
ica
ra
Pr
te
ca
;c
es
ob
AC
st
ol
HV
rc
c;
"
pu
ni
Di
em
bo
ed
m
du
/C
HV
Ai
ha
tru
m
Ro
s
to
Ch
dy
In
en
ec
Co
Au
ns
bo
Lic
M
Co
to
Au
CONFIDENTIAL DRAFT. INCOMPLETE DATA. FOR INTERNAL USE ONLY.
75. Scorecard: Performance Metrics
Higher Education Performance Business Analytics (Powered by Tableau)
CONFIDENTIAL DRAFT. INCOMPLETE DATA. FOR INTERNAL USE ONLY.
76. Scorecard: Performance Metrics
Top Earning 2011 UT Austin Bachelors Degrees and TSTC Associate and Certificates
CONFIDENTIAL DRAFT. INCOMPLETE DATA. FOR INTERNAL USE ONLY.
78. The Employability Gap
Five Ways Improve Employability Outcomes in Higher Ed
Context: The Higher Ed Bubble
Awareness: Market Analysis
Product: Curriculum Alignment
Process: Talent Pipeline (example)
Scorecard: Performance Metrics
Incentive: Value-Based Funding
Discussion
79. The Employability Gap
Five Ways Improve Employability Outcomes in Higher Ed
Context: The Higher Ed Bubble
Awareness: Market Analysis
Product: Curriculum Alignment
Process: Talent Pipeline (example)
Scorecard: Performance Metrics
Incentive: Value-Based Funding
Discussion
82. Incentive: Value-Based Funding
Attributes of Value-Based Funding Model
• Rewards activity through contact hour funding.
• Rewards recruitment and retention over
placement.
• Encourages traditional (lengthy) programs.
• One-sized fits all approach serves few well.
• Performance metrics pay little attention to
earnings.
• On the positive side, it’s easy to count.
83. Incentive: Value-Based Funding
Attributes of Value0-Based Funding Model
• Rewards output not activity.
• Incentivizes innovative training delivery strategies.
• Central to the vested interests of the student.
• Requires more thoughtful and engaged counseling.
• Strengthens returns on taxpayer investment
• Institution mission is centrally focused.
• On the downside...
89. Funding Based on Return
45% of TSTC’s state funding will be based on
earnings of TSTC exiters--not seat time.
90. Funding Based on Return
45% of TSTC’s state funding will be based on
earnings of TSTC exiters--not seat time.
91. Funding Based on Return
45% of TSTC’s state funding will be based on
earnings of TSTC exiters--not seat time.
More
Skilled
Talent
92. Funding Based on Return
45% of TSTC’s state funding will be based on
earnings of TSTC exiters--not seat time.
Placed in
More High-
Skilled Demand
Talent Careers
93. Funding Based on Return
45% of TSTC’s state funding will be based on
earnings of TSTC exiters--not seat time.
Placed in
More Earning
High-
Skilled Premium
Demand
Talent Wages
Careers
94. Funding Based on Return
45% of TSTC’s state funding will be based on
earnings of TSTC exiters--not seat time.
Placed in Generates
More Earning
High- More
Skilled Premium
Demand Tax
Talent Wages
Careers Revenue
95. “If you can't make
people employable,
they are not going
to participate fully
in the life of their
times in this
system.”
Anthony P. Carnevale
Director, Georgetown Center
Georgetown University
98. The Employability Gap
Five Ways Improve Employability Outcomes in Higher Ed
Context: The Higher Ed Bubble
Awareness: Market Analysis
Product: Curriculum Alignment
Process: Talent Pipeline (example)
Scorecard: Performance Metrics
Incentive: Value-Based Funding
Discussion
99. The Employability Gap
Five Ways to Improve Employability Outcomes in Higher Ed
Michael A. Bettersworth
Associate Vice Chancellor for Technology Advancement
Texas State Technical College
Follow @bettersworth
Presented to the Division of Continuing and Innovative Education at
The University of Texas at Austin
July 18, 2012
Editor's Notes
\n
Un or Underemployed, median wage, 3 of 30: http://www.msnbc.msn.com/id/47141463/ns/business-stocks_and_economy/#.T7_GqplYtEh\nStudent Loan Debt: http://money.cnn.com/2012/05/23/pf/college/debt-repayment.moneymag/\nMore: http://www.epi.org/publication/bp340-labor-market-young-graduates/\n
Un or Underemployed, median wage, 3 of 30: http://www.msnbc.msn.com/id/47141463/ns/business-stocks_and_economy/#.T7_GqplYtEh\nStudent Loan Debt: http://money.cnn.com/2012/05/23/pf/college/debt-repayment.moneymag/\nMore: http://www.epi.org/publication/bp340-labor-market-young-graduates/\n
Un or Underemployed, median wage, 3 of 30: http://www.msnbc.msn.com/id/47141463/ns/business-stocks_and_economy/#.T7_GqplYtEh\nStudent Loan Debt: http://money.cnn.com/2012/05/23/pf/college/debt-repayment.moneymag/\nMore: http://www.epi.org/publication/bp340-labor-market-young-graduates/\n
The Federal Reserve tracks federally backed student loan debt and the figures are astounding.  The only sector of household debt that has expanded in manic fashion during this recession is with student loans. Every sector has taken a hit including:\n-Home equity revolving debt\n-Automobile loans\n-Credit card debt\n-Other debt\n\nhttp://www.mybudget360.com/crossing-student-debt-point-of-no-return-for-profit-colleges-default-rates-subprime-student-loan-debt-1-trillion-dollars-in-2011/\n
“The graph below zooms in on the change in loan delinquencies since 2009, at the trough of the recession, highlighting the seriousness of the problem: while students have less money than ever to pay for college, demand for higher education has only grown. Loans are the only available option for most students, even though they are finding them harder and harder to pay back.”\n\nhttp://botc.tcf.org/2011/10/graph-of-the-day-household-credit-market-recovering-but-student-debt-soars.html\n\n\n
Bucking the deleveraging trend, total student loan debt has multiplied fivefold in the last ten years, from just $120 billion in 2001 to around $550 billion today—and shows no signs of stopping. The graph below zooms in on the change in loan delinquencies since 2009, at the trough of the recession, highlighting the seriousness of the problem: while students have less money than ever to pay for college, demand for higher education has only grown. Loans are the only available option for most students, even though they are finding them harder and harder to pay back.\n\nhttp://botc.tcf.org/2011/10/graph-of-the-day-household-credit-market-recovering-but-student-debt-soars.html\n\n
As you know, it’s true ... It’s no longer about getting in... and Enrollment is not the end game -- \nWe are actively working with the The Texas Higher Education CoBoard, Comptroller, and Texas Workforce Commission on a Value Added Funding Formula to be acted upon by the next legislative session\n\nIn a nutshell... here’s how it’s going to work...\n\n
\n
\n
\n
\n\nSOURCE NOTES:\nMedian Earnings\nThe median earnings of AAS degree earners in STEM areas, is MORE than a BA degree ... and when the BA is in STEM... that trend continues.\n\nNOTE: STEM includes credentials awarded in computer science and technology, architecture and engineering, mathematics and statistics, and biological and life sciences.\n *“Some college, but no degree” was used as a proxy for median earnings of certificate holders.\nSource: Kelley, P., The dreaded “P” word: an examination of productivity in public postsecondary education., July 2009.\n\n
\n\nSOURCE NOTES:\nMedian Earnings\nThe median earnings of AAS degree earners in STEM areas, is MORE than a BA degree ... and when the BA is in STEM... that trend continues.\n\nNOTE: STEM includes credentials awarded in computer science and technology, architecture and engineering, mathematics and statistics, and biological and life sciences.\n *“Some college, but no degree” was used as a proxy for median earnings of certificate holders.\nSource: Kelley, P., The dreaded “P” word: an examination of productivity in public postsecondary education., July 2009.\n\n
\n\nSOURCE NOTES:\nMedian Earnings\nThe median earnings of AAS degree earners in STEM areas, is MORE than a BA degree ... and when the BA is in STEM... that trend continues.\n\nNOTE: STEM includes credentials awarded in computer science and technology, architecture and engineering, mathematics and statistics, and biological and life sciences.\n *“Some college, but no degree” was used as a proxy for median earnings of certificate holders.\nSource: Kelley, P., The dreaded “P” word: an examination of productivity in public postsecondary education., July 2009.\n\n
\n\nSOURCE NOTES:\nMedian Earnings\nThe median earnings of AAS degree earners in STEM areas, is MORE than a BA degree ... and when the BA is in STEM... that trend continues.\n\nNOTE: STEM includes credentials awarded in computer science and technology, architecture and engineering, mathematics and statistics, and biological and life sciences.\n *“Some college, but no degree” was used as a proxy for median earnings of certificate holders.\nSource: Kelley, P., The dreaded “P” word: an examination of productivity in public postsecondary education., July 2009.\n\n
\n\nSOURCE NOTES:\nMedian Earnings\nThe median earnings of AAS degree earners in STEM areas, is MORE than a BA degree ... and when the BA is in STEM... that trend continues.\n\nNOTE: STEM includes credentials awarded in computer science and technology, architecture and engineering, mathematics and statistics, and biological and life sciences.\n *“Some college, but no degree” was used as a proxy for median earnings of certificate holders.\nSource: Kelley, P., The dreaded “P” word: an examination of productivity in public postsecondary education., July 2009.\n\n