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