Changing Practices to Meet Changing Expectations

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Changing Practices to Meet
Changing Expectations
What career outcomes data tell us about serving
the college students of 2020
MAC3 2015 Drive-in Workshop | August 7 , 2015

About Matt Vice President
CSO Research, Inc.
20+ Years in Career Services &
Workforce Development
University of Texas at Austin
University of Southern California
St. Edward’s University
Alternative Resources Corp
Randstad Corp
NACE Board
SoACE/SWACE Boards
EACE PR Committee
MWACE Conference Committee
Career Services Evangelist

Commonly Asked Questions
• What’s the plan?
• What’s going to change?
• What’s not going to change?
• Who will I talk to?
• How is this going to work?
• How do you feel about the merger
personally?
• What’s your new name?

• Our Evolving Profession
• Changing Expectations
• Redefining Career Services
• Responding to the Outcomes Data
Agenda

Our Evolving Profession
The History & Evolution of University Career Services
Transaction-based Process-based
Administrative Student Development
Reactive Proactive
Stand Alone Involved
PLACEMENT SERVICES CAREER SERVICES
THEN (until the early 1990s) (The early 1990s to) NOW

A sign of the times …?

We need to recognize that the most
fundamental challenge that career counselors
confront is to assist their clients to develop
the skills of adaptation and resilience required
to negotiate and use productively the
fluctuating fortunes of their careers.
(Pryor & Bright, 2011)
Student needs have changed

The College Students of 2020
To serve the Students of 2020, Colleges &
Universities need to be thinking about what value
they are adding to a student’s learning:
– Colleges that attempt to cram their styles down
students’ throats on the basis that it is “good for
them” may quickly find themselves uncompetitive.
– The market is moving away from the traditional
mode of disseminating education, but colleges are
very slow to understand and adapt to that change.
The College of 2020: Students: Chronicle Research Services. By Martin Van Der Werf and
Grant Sabatier, June 2009.

• Want to talk to professionals in order to
learn about future jobs and careers and to
gain experience
• Crave personalization and convenience
(learning should be personalized based on
students’ desires and how they learn best)
The College Students of 2020
The College of 2020: Students: Chronicle Research Services. By Martin
Van Der Werf and Grant Sabatier, June 2009.

To serve the Students of 2020, college Career Centers need
to be thinking about what value they are adding to a
student’s learning:
– Career Centers that attempt to cram their style
of service down students’ throats on the basis
that it is “good for them” may quickly find
themselves uncompetitive.
– The market is moving away from the traditional
mode of career services, but college career
centers are very slow to understand and adapt
to that change.
The College Students of 2020 – v. 2
Adapted by Matt in 2014.
Based on The College of 2020: Students: Chronicle Research Services. By Martin Van Der
Werf and Grant Sabatier, June 2009.

To serve the college students of
2020 you must demonstrate …

And minimize the bureaucracy!

Development
& Fundraising
Pre-
Admission
1st
Year
2nd
Year
3rd
Year
4th
Year
Alumni
1-10 years
Alumni
10+ years
Recruiting &
Admission
Learning Outcomes
Accountability
Career Outcomes
Accountability
Accountability
Gap
Advancement
Gap
Expectations are Changing
Learning & Career Outcomes Accountability

Making a Difference
Adding Value
(not completing tasks)
We have entered the
Career Outcomes Era
• ROI: Learning & Career
Outcomes accountability drives
services
• The career center is not in
control
• Career center recommends; is
value-added coach, connector
• Technology facilitates services,
employer connections, and
advising/coaching

The Future . . .
Transaction-based Process-based
Administrative Student Development
Reactive Proactive
Stand Alone Involved
PLACEMENT SERVICES CAREER SERVICES
THEN NOWComing Soon/Already Here
Career Outcomes Services
Action Plan-Based
Proactive and intentional exploration
Facilitative
Connect the Dots between academic and experiential
Collaborative
Work with students and others to assist, coach, connect
Integrated Learning & Career Outcomes Accountability
Helping answer: “What can I do when I graduate?”
Success measured through career outcomes data

• Large companies still showing up on some
campuses (but not all campuses)
• Lots of small and mid-sized company jobs
• It’s not just about corporate employment
• Career Opportunities vs. Traditional
Employment
The job market has changed

• Fortune 500 Traditional Employment
• Government | Public Sector Employment
• Mid-size and Small Business Employment
• Business Start-ups | Entrepreneurs
• Start your own business
• Commission-driven Careers
• Virtual Workplaces
• Career “Slashers”
Providing career services in a “new
normal” world of work/opportunity

 Working full-time
 (employed/self-employed/entrepreneurship/fellowship/internship)
 Working part-time
 (employed/self-employed/entrepreneurship/fellowship/internship)
 Enrolling in additional education
 (accepted to a program)
 Seeking additional education
 (not yet accepted)
 Engaged in military service
 Engaged in volunteer service
 Unemployed and seeking employment
 Unemployed and not seeking employment
Source: http://TheOutcomesSurvey.com
Career steps your students are
considering upon graduation …

CAREER OUTCOMES – SIX MONTHS
AFTER GRADUATION
The Spring 2014 Cohort

The Spring 2014 Cohort
• National Data at Six Months
– Institutional data available to clients at graduation,
at 3-months and at one year
– National data available at 6-months and one year
• 36 Schools in 19 States
– Followed the “gold standard” methodology
– 54 total schools in Spring 2014 cohort
• Survey Population: 18,086
– Response Rate: 38%
• Currently 130+ schools in 39 states use The
Outcomes Survey®

Occupational Status
(Spring 2014 Cohort at 6 months)

Occupational Status
Associate/
Certificate
Undergraduate Masters
Doctoral/
Professional
Full Time 55.8% 50.8% (48%) 68.4% 85.4%
Part Time 23.2% 20.1% (10.3%) 13.7% 8.1%
Enrolling in Additional
Education
19.1% 19.6% (16.7%) 8.6% 2.2%
Seeking Additional
Education
9.5% 14.5% (5.6%) 4.6% 0.5%
Military 1.1% 1.0% (.6%) 1.3% 1.1%
Volunteer 5.4% 5.1% (.9%) 3.8% 0.5%
Unemployed and Seeking 15.8% 18.3% (15.6%) 14.8% 9.2%

When They Started Searching
Associate/
Certificate
Doctoral/
Professional
Already Employed 14.2% 8.9% 29.0% 24.9%
6+ Months before
Grad
28.2%
(n=393)
31.7%
(n=2187)
23.7%
(n=202)
33.0%
(n=61)
3-5 Months before
Grad
15.1%
(n=211)
20.4%
(n=1409)
14.8%
(n=126)
15.7%
(n=29)
1-2 Months before
Grad
10.7%
(n=150)
11.4%
(n=786)
8.9%
(n=76)
5.9%
(n=11)
At/Near Grad
8.5%
(n=119)
8.2%
(n=565)
6.8%
(n=58)
4.9%
(n=9)
After Grad
15.4%
(n=215)
12.1%
(n=834)
7.8%
(n=66)
11.4%
(n=21)
Not yet started 5.5% 4.9% 5.2% 2.2%

Median Salaries – by Major
Engineering $57,900 Education $32,000
Computer Science/Info Systems $50,000 Mass Communication $30,000
Nursing $48,250 History $30,000
Accounting $47,000 Communication $30,000
Finance $45,000 Counseling/Therapeutic $29,800
Interdisciplinary Studies $42,000 Political Science $29,775
Economics $42,000 Sociology $28,000
Management $40,000 Social Work $28,000
Business $38,000 English Literature/Journalism $25,500
Marketing $36,000 Psychology $25,750
Mathematics $35,000 Art $23,000
Criminal Justice $35,000 Biology $20,000
General Studies $33,000

Associate/
Certificate
Doctoral/
Professional
Family/Personal Reasons 11.3% 7.8% 12.5% 12.5%
Enrolled/Enrolling in Additional
Education
12.1% 12.6% 14.0% 0.0%
Unable to find work relevant to
education.
34.6% 27.7% 24.3% 12.5%
Unable to find sufficient level of pay 3.5% 5.1% 3.7% 0.0%
Unable to find desired location 10.8% 9.4% 10.3% 12.5%
Unable to find any employment 11.7% 11.0% 7.4% 6.3%
Other 13.4% 19.8% 23.5% 56.3%
Rather not answer 3.0% 7.3% 4.4% 0.0%
Primary Reasons for Unemployment

Facilitated by:
Associate/
Certificate
n=270
Undergraduate
n=3,496
Masters
n=482
Doctoral/
Professional
n=131
School 29.8% 26.2% 35.3% 26.0%
Self or 3rd Party 70.3% 73.8% 64.8% 74.1%
How they found their jobs
Activity:
Associate/
Certificate
Doctoral/
Professional
Interview 38.5% 32.4% 32.2% 39.7%
Internship 13.7% 13.9% 11.2% 16.8%
Recruiting Event 5.6% 3.9% 1.6% 2.3%
Referral 9.3% 12.1% 12.7% 9.2%
Career Fair 2.6% 3.7% 3.2% 3.1%
Job Posting 17.1% 17.4% 24.3% 12.2%
Other 13.3% 16.6% 14.9% 16.8%

Completed:
Associate/
Certificate
Doctoral/
Professional
Internships 39.9% 54.1% 42.6% 65.3%
Practicum/Field Exp 19.9% 20.4% 20.9% 33.3%
Benefit:
Associate/
Certificate
Doctoral/
Professional
Very Helpful 56.9% 56.3% 60.8% 70.8%
Helpful 32.9% 34.3% 29.8% 25.0%
Neither un/helpful 7.5% 6.8% 6.4% 2.1%
Unhelpful 2.1% 1.7% 2.3% 0.0%
Very Unhelpful 0.5% 1.0% 0.8% 2.1%
The value of experience

Occupation is:
Associate/
Certificate
Doctoral/
Professional
Very Related 66.1% 54.4% 69.8% 89.4%
Somewhat Related 19.1% 24.4% 21.1% 7.6%
Neither un/related 3.3% 4.5% 1.3% 1.5%
Somewhat Unrelated 2.8% 4.6% 1.9% 0.0%
Very Unrelated 6.8% 9.4% 4.3% 1.5%
No Opinion 1.9% 2.7% 1.7% 0.0%
Relation to Major/Area of Study

Associate/
Certificate
Doctoral/
Professional
Very Important 66.2% 52.9% 64.9% 85.9%
Important 24.3% 29.1% 27.1% 9.9%
Neither un/important 5.2% 10.8% 4.6% 2.8%
Unimportant 1.6% 3.4% 1.4% 0.0%
Very Unimportant 0.9% 1.3% 0.5% 0.0%
No Opinion 1.8% 2.6% 1.5% 1.4%
Importance of Relation to Major/Area of Study

Occupation is:
Associate/
Certificate
Doctoral/
Professional
Very Related 61.8% 56.1% 66.3% 78.8%
Somewhat Related 22.6% 25.6% 23.2% 18.2%
Neither un/related 2.7% 4.5% 2.8% 0.0%
Somewhat Unrelated 3.5% 3.5% 1.1% 1.5%
Very Unrelated 6.8% 7.1% 4.1% 0.0%
No Opinion 2.5% 3.3% 2.6% 1.5%
Relation to Career Goals

• How can you use outcomes data to
– better understand your students, their career
priorities, and need for assistance?
– design and deliver the appropriate portfolio of
services to meet their needs
– document the role and impact of career services
at your institution?
– manage expectations?
• How can your office improve upon the
outcomes data you collect and report?
Questions to Take Away

 Turnkey
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 508 compliant
 IRB approved
 Addresses federal reporting
requirements
 Meets US News & World Report,
Bloomberg/Business Week, MBA
CSEA and NACE standards
 Collects Response Rate &
NACE Knowledge Rate data
 One-Click reports
 Valid & reliable 3rd-party data
 Intuitive administrator tools
 Real-time access to data
 Comparable national data
 Updated contact info on grads
 More cost effective than doing it
yourself!

There’s no turning back
(so learn, adapt, buckle up and enjoy the ride!)

Matt Berndt
Vice President
CSO Research, Inc.
Email: matt@csoresearch.com
LinkedIn: https://www.linkedin.com/in/mattberndt
Twitter: @MattBerndt
http://wwwCSOResearch.com
http://TheCampusCareerCoach.com
http://TheOutcomesSurvey.com
http://www.mbafocus.com

Changing Practices to Meet Changing Expectations

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