Real-Time In Intelligence: Designing In Instructional Programs and Secondary ry School Academies that Reflect Business Needs Panelist: Ryan Johnson J. Sargeant Reynolds Community College 12/09/2016
Evolu lution of Labor Market Reporting at Reyn ynolds Take a moment to ponder how we, as educators, utilize labor market data • That reflect business needs… • To better outcomes for our students… Are we applying the data systematically or sporadically? For whom is it designed? Leadership? Students? PR?
La Labor Market Data at t Reynolds circa 2012 • Sources • Job Boards and Job Search Engines • Environmental Scans • State/Regional Reports • Limitations • No systematic approach and/or application • Mainly used for new program proposals • Job searches are time-bound and may not be comprehensive • Some data were limited to national and/or state level • Limited knowledge/expertise • Time!
Is today’s decision…?
La Labor Market Data at t Reynolds 2013-Present How can we systematically use labor market data to inform decisions that improve student outcomes? Mission J. Sargeant Reynolds Community College (Reynolds) provides an accessible, quality education that develops students for success in the workplace , prepares students for successful transfer to colleges and universities, builds a skilled workforce that contributes to regional economic development , and promotes personal enrichment and lifelong learning.
Systematic Use – Academic Programs 1. Prospective Program Identification & New Program Proposals • JobsEQ Occupational Gaps/Surpluses • JobsEQ Education Report 2. Program Health Review • Annual process to review all programs • Short-Term Operational Planning • Long-Term Strategic Planning • Each program receives a rating based on approximately 15 factors • Starting in 2013, we started including a labor market score into the overall rating for all occupational/technical (O/T) programs.
Reynolds Custom CIP IP to SOC Mapping CIP: Classification of Instructional Programs SOC: Standard Occupational Classification
Entry ry Le Level l Requir irements & Educatio ional l Attain inment
Occupational Outlook – Accounting AAS
Program Health Review Ratings
Program Health Review Ratings Factor Standard Score Weight Weighted Score Weight Historical 5-Year Percent Change 1 0.5 Current Unemployment Rate 1 1 Projected 10-Year Gaps/Surpluses 1 2
Occupational Gaps/Surpluses ……
Real-Time In Intelligence (R (RTI) Dashboard Academic Programs • Somewhat constrained by facility/staffing, curriculum development, and students’ time -to-degree • Tend to focus on long-term strategic planning • Also a need to be sensitive to real, tangible jobs Workforce Development • More flexible; Rapid response to workforce needs
RTI Dashboard – Stu tudent-Focused Data Statement of Aspirational Practice for Institutional Research (one section) Students as Decision Makers Colleges and universities have responsibilities for assisting students in decisions about their educational pathways. These decisions include student choice to comply with institutional requirements and to select non-required pathway options. Students deserve access to usable information that is focused on their decisions, is of high quality, and is not so highly aggregated or obfuscated by higher education jargon to fail to be useful . From: https://www.airweb.org/Resources/ImprovingAndTransformingPostsecondaryEducation/Documents/Statement %20of%20Aspirational%20Practice%20for%20IR.pdf
RTI Dashboard – Certifi fications/Credentialing Complete 2021 A Six Year Strategic Plan for Virginia’s Community Colleges Virginia’s community colleges serve an estimated 400,000 people across the state. The opportunities we provide include some of the most cutting-edge and highly-demanded training and education available. But, simply accessing those opportunities is no longer enough. You have to earn a credential to make it count toward a career. • Over the next ten years, Virginia will need to fill 1.5 million jobs . The majority of these jobs will require a postsecondary credential – an associate’s degree and the certifications and licensures that are our bread-and-butter. • To accommodate the demand for these middle-skill-level jobs (more than a high school degree but less than a bachelor’s), Virginia’s Community Colleges are embarking on a new six-year strategic plan to triple the number of credentials that our students earn by the year 2021. • Tripling the number of credentials that our students earn is the single goal in this strategic plan… From: http://www.vccs.edu/about/where-we-are-going/
Contact In Information Ryan Johnson Senior Research Analyst J. Sargeant Reynolds Community College rajohnson@Reynolds.edu
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