moving toward a better understanding of what employers 'want' from college graduates
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Moving Toward a Better Understanding of what Employers “Want” from
College Graduates- Mark Frederick, PhD -
The Center for Measuring College Student Behaviors and Academics
Bayh College of Education – Indiana State University
The Role of Higher Education
Center for Measuring College Student Behaviors and Academics – Bayh College of Education – Indiana State University – Terre Haute, Indiana
First…….
A little “story”
The Role of Higher Education
Center for Measuring College Student Behaviors and Academics – Bayh College of Education – Indiana State University – Terre Haute, Indiana
Should higher education institutions respond to
expectations of the “external” community?
What Do Employers “Want?”
Center for Measuring College Student Behaviors and Academics – Bayh College of Education – Indiana State University – Terre Haute, Indiana
To provide essential context to guide in assessing post-graduation placement of college students, we must first understand just “what”
employers really want!
What Do Employers “Want?”
Center for Measuring College Student Behaviors and Academics – Bayh College of Education – Indiana State University – Terre Haute, Indiana
“What qualities, skills, and attributes should students possess
when they walk across the graduation platform to receive
their diploma?”Your answers, please!
University Learning Outcomes Assessment (UniLOA) Domains
The Final Answers
Self-Awareness
Communication
Diversity
Citizenship
Membership & Leadership
Relationships
Critical Thinking
The Groundwork Already Exists
Our research concludes SSIP’s already exist on college campuses across the nation that could meet the expectations of the external
community.
So what’s the problem?
Center for Measuring College Student Behaviors and Academics – Bayh College of Education – Indiana State University – Terre Haute, Indiana
What Doesn’t Work
- TFAR -“One Size Fits All”
“Programs in a Box”
Center for Measuring College Student Behaviors and Academics – Bayh College of Education – Indiana State University – Terre Haute, Indiana
It’s the “How,” not the “What”
The difference between the
WhatAnd the
How Center for Measuring College Student Behaviors and Academics – Bayh College of Education – Indiana State University – Terre Haute, Indiana
Is College “Working” as Advertised?
“College Success”A construct or operational definition?
Center for Measuring College Student Behaviors and Academics – Bayh College of Education – Indiana State University – Terre Haute, Indiana
What We Know
The current definition of “student success” appears to focus on:
AccessibilityAffordability
Retention/PersistenceGraduation
Current Challenge: Adequately defining “student success” in ways that lead to effective supports,
services, interventions, and processes (SSIPs)
Center for Measuring College Student Behaviors and Academics – Bayh College of Education – Indiana State University – Terre Haute, Indiana
National Center for Education Statistics
3%
15%
55.5%
30%
6-year Graduation Rate%
Students at extremely high risk
PhD or ProfessionalDegrees
US Citizens with Bachelor’s Degree
• Normal distribution theory
• 21 students million enrolled• 14% increase through 2019• Females are awarded 57% of all undergraduate degrees
• 1% Research Doctorates• 2% Professional Degrees
Current Trends
Center for Measuring College Student Behaviors and Academics – Bayh College of Education – Indiana State University – Terre Haute, Indiana
National Graduation Rates
Defining the Collegiate Experience
Tinto’s Model of Student Departure
GLD as a result of inputs and
interaction
Interaction with the
environment
Input Variables
Individual Attributes
Qualifications
Preparation
Teaching and Learning
Facilities
Supports
Financial Assistance
Skills, qualities, attributes, qualifications to manage professional, personal,
interpersonal, and intrapersonal experiences
Academic Integration
Social Integration
What the UniLOA Measures
Critical Thinking
Self-Awareness
Communication
Diversity
Conscious awareness of self and others; internally and externally, and knowing one’s place in the
environmentEffectively conveying messages and information to
others through a variety of methods
Understanding and appreciating differences in others.
Citizenship
Membership & Leadership
Relationships
Evaluating, analyzing, assess, interpreting, questioning, and restating problems and challenges.
Active participation in the external environment to improve life for self and others
Working with and guiding others for the common good
Effective interaction with others in a variety of professional, personal and interpersonal settings
Center for Measuring College Student Behaviors and Academics – Bayh College of Education – Indiana State University – Terre Haute, Indiana
Domains of the Lived Experience
How we Feel (Affect)
How we Think (Cognition)
How we Act (Behavior)
How We Are Measured by
Others!
What We Know
The current higher education paradigm appears to focus on STRUCTURE AND
THROUGHPUT which attend to the cognitive and behavioral domains but largely ignore
the affective domain.
Yet, students’ decisions to remain in college and the effort expended to do so are largely
grounded in the affective domain
Center for Measuring College Student Behaviors and Academics – Bayh College of Education – Indiana State University – Terre Haute, Indiana
What We Know
A number of individual findings have been made by the UniLOA Project.
Some of the findings are consistent with those of other researchers of higher
education while other findings are novel as a result of the unique nature of what and how
the UniLOA actually measures student growth, learning, and development.
Center for Measuring College Student Behaviors and Academics – Bayh College of Education – Indiana State University – Terre Haute, Indiana
What We Know – Finding 1
0-15 16-30
31-45
45-60
61-75
76-90
91-105
106-120
55
60
65
70
75
80
85
90
Critical ThinkingSelf-AwarenessCommunicationDiversityCitizenshipMembership and Lead-ershipRelationships
0-15 16-30
31-45
46-60
61-75
76-90
91-105
106-120
55
60
65
70
75
80
85
90
Critical ThinkingSelf AwarenessCommunication SkillsDiversityCitizenshipMembership and Lead-ershipRelationships
Student Growth, Learning, and Development (GLD) might occur more as a result of normal maturation as opposed to
what the college experience “does” to support them
Traditionally-aged Students Non-traditionally-aged Students
Center for Measuring College Student Behaviors and Academics – Bayh College of Education – Indiana State University – Terre Haute, Indiana
What We Know – Finding 2
Within the general student population, females outperform males in all areas measured by the UniLOA, but in some subpopulations, the magnitude of male GLD is greater
Critical
Thinkin
g
Self A
wareness
Communication
Diversi
ty
Citizensh
ip
Members
hip and Le
aders
hip
Relationsh
ips 55
60
65
70
75
80
MaleFemale
Center for Measuring College Student Behaviors and Academics – Bayh College of Education – Indiana State University – Terre Haute, Indiana
What We Know – Finding 3
Fraternity and Sorority membership appears to improve GLD
Center for Measuring College Student Behaviors and Academics – Bayh College of Education – Indiana State University – Terre Haute, Indiana
What We Know – Finding 4
Intercollegiate athletes’ GLD appears to be twice that of non-athlete students
0-15 16-30
31-45
46-60
61-75
76-90
91-105
106-120
50
55
60
65
70
75
80
Critical Thinking Self Awareness Communication Diversity Citizenship Membership and Leadership Relationships
0-15 16-30
31-45
46-60
61-75
76-90
91-105
106-120
50
55
60
65
70
75
80
Critical Thinking Self Awareness Communication Diversity Citizenship Membership and Lead-ership Relationships
Center for Measuring College Student Behaviors and Academics – Bayh College of Education – Indiana State University – Terre Haute, Indiana
What We Know – Finding 5
Input variables impact the magnitude and trajectory of overall GLD
0-15
16-3
0
31-4
5
46-6
0
61-7
5
76-9
0
91-1
0510
6 or
m
ore
50.00
55.00
60.00
65.00
70.00
75.00
80.00
85.00
Critical ThinkingSelf-AwarenessCommunicationDiversityCitizenshipMembership & Lead-ershipRelationships
0-15
16-3
0
31-4
5
46-6
0
61-7
5
76-9
0
91-1
0510
6 or
m
ore
55.00
60.00
65.00
70.00
75.00
80.00
85.00
Critical ThinkingSelf-AwarenessCommunicationDiversityCitizenshipMembership & Lead-ershipRelationships
Typical Open-Access Institution Trajectory Typical Highly- Selective Institution Trajectory
Center for Measuring College Student Behaviors and Academics – Bayh College of Education – Indiana State University – Terre Haute, Indiana
What We Know – Finding 6The lowest scored item in 6 of the 7 UniLOA domains are
directly tied to oral communications skills
UniLOA Domain Item Score Lowest Scored Item
Critical Thinking 71.20 I am good at describing things in class. For example, I answer the teacher’s questions when we are reviewing material.
Self-Awareness 55.68I list my personal goals for a class or activity. For example, I list my learning goals for a class beyond the learning outcomes listed in the syllabus, as well as my goal for a grade.
Communication 69.19I make sure that when I am talking with someone I change my communication style to be consistent with their world view. For example, when speaking to someone who is devoutly religious I take that into account when I speak with them.
Diversity 67.19 I can tell anyone what diversity is. For example, I have a “standard answer” when someone asks me about diversity.
Citizenship 60.76I engage in the political process through voicing viewpoints. For example, I write letters to the editor, engage in debate with others, or contact political leaders to voice my opinion
Membership and Leadership 69.66I engage in constructive dialog rather than arguments. For example, when I confront others I focus on minimizing a negative emotional response from people I’m confronting
Relationships 67.04I use effective networking skills. For example, I go out of my comfort zone to introduce myself to and establish and maintain an appropriate relationship with others, such as my professors and supervisors
What We Know – Finding 7
Citizenship behaviors appear to be disturbingly low
0-15 16-30 31-45 45-60 61-75 76-90 91-105 106-12058
60
62
64
66
68
70
72
74
76
78
Critical ThinkingSelf-AwarenessCommunicationDiversityCitizenshipMembership and LeadershipRelationships
Center for Measuring College Student Behaviors and Academics – Bayh College of Education – Indiana State University – Terre Haute, Indiana
What We Know – Finding 8
Students’ engagement of an effective “goal-oriented approach” appears to be lacking
Item 2007-2008 National
Mean
2008-2009 National
Mean
2009-2010 National
Mean
I list my personal goals for a class or activity. For example, I list my learning goals for a class beyond the learning outcomes listed in the syllabus, as well as my goal for a grade.
49.4 52.4 55.68
Note: The average UniLOA item score is approximately 72 Score differences of 3 points is considered significant.
Significance increases in a geometric as opposed to arithmetic pattern
Center for Measuring College Student Behaviors and Academics – Bayh College of Education – Indiana State University – Terre Haute, Indiana
What We Know – Finding 9
There appears to be an “optimal” level of engagement in “co-curricular” activities with scores falling lower for
students under or over-engaging activities
0 1 2 3 4 5 6 7 855
60
65
70
75
80
Critical ThinkingSelf-AwarenessCommunicationDiversityCitizenshipMembership and Lead-ershipRelationships
0 1 2 3 4 5 658
60
62
64
66
68
70
72
74
76
78
Critical ThinkingSelf-AwarenessCommunicationDiversityCitizenshipMembership and Lead-ershipRelationships
Number of Organizational Memberships Number of Leadership Positions Held
Center for Measuring College Student Behaviors and Academics – Bayh College of Education – Indiana State University – Terre Haute, Indiana
What We Know – Finding 10
Prior or current military service is correlated with lower UniLOA scores
Critical
Thinkin
g
Self-A
wareness
Communication
Diversi
ty
Citizensh
ip
Members
hip and Le
aders
hip
Relationsh
ips50
55
60
65
70
75
80
I have never servedDischarged from active serviceI serve/served in the Reserve
Center for Measuring College Student Behaviors and Academics – Bayh College of Education – Indiana State University – Terre Haute, Indiana
What We Know – Finding 11
Indiana’s college students tend to function at a level higher than that of the national average
Critical
Thinkin
g
Self-A
wareness
Communication
Diversi
ty
Citizensh
ip
Members
hip and Le
aders
hip
Relationsh
ips60
62
64
66
68
70
72
74
76
78
80
National MeansIndiana Means
Note: The data used to generate Indiana results are influenced by a large number of fraternity/sorority members which will drive scores somewhat in the positive direction
Center for Measuring College Student Behaviors and Academics – Bayh College of Education – Indiana State University – Terre Haute, Indiana
What We Know – Finding 12
Consistent with human and student development theories and supported by observations of students actively
participating in fraternities, sororities, and intercollegiate athletics, it would appear that engagement in
MANAGED RELATION-RICH ACTIVITIES
supports higher levels of holistic growth, learning, and development
Center for Measuring College Student Behaviors and Academics – Bayh College of Education – Indiana State University – Terre Haute, Indiana
Defining the Collegiate Experience
A Dynamic Student Development Model (DSDM)
Dependency Independence Interdependency
Entry Phase Middle Phase Nearing Graduation
Center for Measuring College Student Behaviors and Academics – Bayh College of Education – Indiana State University – Terre Haute, Indiana
Completing the Task
It is critical that individual institutions better operationalize their definition of the
“Student Success” construct to better inform the development and accurate
assessment of supports, services, interventions and programs.
What college can and should be
Commitment to constant improvement
What college presently “is”
Moving from what “is” to what it “can” be (requires more accurate operationalization
Informing the INdorsed Program
Center for Measuring College Student Behaviors and Academics – Bayh College of Education – Indiana State University – Terre Haute, Indiana
The WHAT or the HOW
Professional IdentityProfessional Experience
Professional Skills
The Center for Measuring College Student Behaviors and Academics
Bayh College of Education – Indiana State University