The sacrilege of job training in higher education, and what to do about it -- Part 1

Like systems of higher education in other states, the flagship and regional public universities in my state of Kentucky are being slowly starved of funds by the state government. Not only has our Governor reduced state support for my university, he decried that future funding would be based partially on the university's performance on key indicators. Now, these indicators are being negotiated as I write this and of course the metrics will determine how well my university does, and thus how much of the ever-dwindling funds we receive going forward.

What we know at this point about the likely metrics is that the Governor has been dismissive of the liberal arts and favorably disposed to more applied education (the dreaded 'job training'). He even mentioned psychology majors as having poor job prospects (not borne out by the data). The point is that our future funding will (likely) depend on the employability of our graduates. By the way, the other significant source of revenue -- tuition -- is sensitive to the job prospects of graduates. With how expensive a college education has become we can expect that potential students will make choices with return on investment in mind. So we better be thinking about how to convince interested stakeholders of the value of a degree from our university.

Traditionally faculty have taken a dim view of the job-training aspect of what we do, and I've certainly held that attitude in the past. As a social psychologist, I teach courses that typically do not prepare students for a particular job; rather, I believe that learning about social psychology (or empathy) can improve your life in meaningful if not financial ways. This is part of the liberal arts ethos: learning that enriches life. The other part of that ethos often goes unstated unless we are pushed: a liberal arts degree not only reflects disciplinary knowledge but also non-disciplinary or trans-disciplinary skills and abilities, like critical thinking, communication, interpersonal competency, etc. Many times I've heard that our graduates can (and do) work in a wide variety of sectors of the economy, most of them never drawing directly on psychology knowledge they gained in our courses, but using the writing or communication skills they honed in our courses. Of course we send our share of students to graduate school in psychology and they (I assume) use both the disciplinary knowledge and non-disciplinary skills they attained here, but the majority of our graduates do not go to grad school. It is that group that I believe the Governor is most concerned with (the grad schools students often get training and licensure that make them readily employable). 

So what can we do to help the non-grad school bound students, and those interested in their plights? I believe we must take seriously this often unstated belief that we give these students non-disciplinary skills that are valuable. Fortunately, these skills and competencies match up quite nicely with the skills and competencies that employers say they look for in potential employees. I've done just a little research into this and found several sources that describe what employers are looking for:

Association of American Colleges & Universities (2015)	Recovery: Projections of Jobs and Educational Requirements Through 2020 (2013)	KCEP report (2011)	10 Things Employers Want You to Learn in College (2012)
Communicate orally Work in teams Communicate in writing Ethical decision making Critical thinking Apply knowledge Analyze complex problems Information literacy Innovate/creativity Stay current on tech Statistical reasoning Work with diverse others	Active listening Oral communication Reading comprehension Critical thinking Written communication Monitoring Coordination Social perceptiveness Judgement and decision making Complex problem-solving Active learning Time management	Verbal ability Make decisions Mathematical computation Maintains confidentiality Follow instructions Delegate Works well within a team Reading comprehension Time management Instruct/teach Critical thinking ability	Work ethic Physical performance Speaking Writing Teamwork Influencing people Research Number crunching Critical thinking Problem solving
https://www.aacu.org/sites/default/files/files/LEAP/2015employerstudentsurvey.pdf	https://georgetown.app.box.com/s/tll0zkxt0puz45hu21g6	http://www.workforceopportunityproject.com/PDF/Full%20Report.pdf	http://books.google.com/books/about/10_Things_Employers_Want_You_to_Learn_in.html?id=VBRPMnGw1PkC

Even a casual analysis of these lists reveals both considerable overlap across sources and with the list of non-disciplinary skills and competencies mentioned above. This is very good news and seems to confirm many faculties' beliefs about the value of a liberal arts education. But there's still a problem.

The problem is that, while we believe our students leave our hallowed halls with all the knowledge and competencies they will need in their future endeavors, the credentials we confer on them upon graduation only speak (explicitly) to their mastery of disciplinary knowledge. A bachelor's degree in psychology or history tells potential employers that a job candidate knows about psychology or history, and an inspection of a transcript (if that happens) might indicate certain specialization, but neither the degree nor the transcript will say anything about the items in the above table, the very thing that employers tell us they are looking for.

There is a potential solution to this problem, and several foundations and start-ups are working feverishly to bring this solution to the higher-education marketplace. But this post is already too long, so you'll have to wait for the solution in the next post.