Educational Policies for Integrating College Competencies and ...

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figure 4Basic Skills of Four-Year College Graduates Identified as “Very Important” by American Corporations100 %80 %60 %40 %89.7 % 88.0 % 87.0 % 64.2 % 33.4 %20 %0 %writing inenglishenglishlanguagereadingcomprehensionmathematicsScienceSource: The Conference Board, Inc., Partnership for 21st Century Skills, Corporate Voices for Working Families, and Society for Human Resource Management, Are TheyReally Ready to Work? Employers’ Perspectives on the Basic Knowledge and Applied Skills of New Entrants to the 21st Century U.S. Workforce (New York: The ConferenceBoard, 2006).competitiveness of the college-educated workforce. A recentsurvey of more than 400 corporations provides an employer’sperspective on the workforce readiness of college graduates. 70For employers, the three basic skills overwhelmingly identifiedas “very important” for work were writing in English, speakingin English, and reading comprehension) (Figure 4).In addition to basic skills, the survey examined the most importantapplied skills that graduates need to demonstrate on the job.Employers considered five applied skills as particularly important:oral communication (95 percent identified as “very important”);teamwork (94 percent); professionalism (94 percent); writtencommunication (93 percent); and critical thinking (92 percent).This survey also reports that although most employers characterizethe overall preparation of four-year college graduatesas either “adequate” or “excellent” (65 percent and 24 percent,respectively), they rank an alarming number of four-year collegegraduates as “deficient” in “writing in English” and “writtencommunication” (26 percent and 28 percent, respectively)and in “professionalism/work ethic” (19 percent). The shiftin expecting a rich set of work skills extends beyond jobsfilled by four-year college and university graduates to highschool graduates pursuing vocational-focused postsecondaryeducation. It is estimated that more than 40 percent of factoryjobs in the United States will require training in postsecondaryeducation by 2012. 71 Similarly, high school graduates enteringpostsecondary workforce training programs (for jobs such aselectricians and plumbers) need comparable levels of skillsin reading and mathematics as their peers entering collegelevelacademic programs. 72 Finally, corporations seek asimilar set of basic and applied skills from two-year collegegraduates as they expect from four-year college and university70The Conference Board, Inc., Partnership for 21st Century Skills, Corporate Voices for WorkingFamilies, and Society for Human Resource Management, Are They Really Ready to Work?Employers’ Perspectives on the Basic Knowledge and Applied Skills of New Entrants to the21st Century U.S. Workforce (New York: The Conference Board, 2006).71The National Association of Manufacturers. (2005). The looming workforce crisis: PreparingAmerican workers for 21st century competition (Labor Day Report 2005). Washington, DC:National Association of Manufacturers.72ACT, Inc. Ready for college and ready for work: Same or different? (Iowa City, IA: ACT, 2006).graduates. 73 In short, employers expect many of the same skillsfrom prospective employees, regardless of their level of educationalattainment.InternshipsGiven perceived deficits in the skills of college graduates,business leaders consider internships an important mechanismin preparing college graduates for the workforce. In fact, internshipsrepresent an increasingly common form of workforce 74development in the United States. According to the NationalAssociation of Colleges and Employers, 62 percent of collegeand university graduates employed after graduation haveparticipated in some form of an internship. 75In general, internships in the United States offer benefits to bothcollege students and host organizations. By exposing collegestudents to real-world problems in a work setting related to theircareer interests, internships enhance students’ analytical andtechnical skills and emphasize the importance of “soft” skillssuch as creativity and adaptability. 76 In general, internships arepositive developmental experiences for college students, particularlyhelping students to evaluate their career interests and toacquire job-relevant skills. 77 In terms of post-internship effectson college students, research has identified positive outcomes73The Conference Board, Inc., The Partnership for 21st Century Skills, Corporate Voices forWorking Families, & The Society for Human Resource Management. Are they really ready to work?Employers’ perspectives on the basic knowledge and applied skills of new entrants to the 21stcentury U.S. workforce. (New York: The Conference Board, 2006).74Although the terms internship and cooperative education (also known as co-ops) are oftenconsidered interchangeable—for example, this paper uses them synonymously—subtle differencesexist between the two field experiences. Students in a cooperative education program typicallyalternate between a period of full-time academic study and a period of full-time, paid cooperativeemployment with organizations that may be located some distance from their institution,and the students are generally concentrated in technical disciplines such as engineering andmanufacturing. In contrast, internships generally refer to part-time (or summer-only) fieldexperiences over a broader range of academic disciplines and organizational settings and donot necessarily include compensation (J. Gault, J. Redington, and T. Schlager, “UndergraduateBusiness Internships and Career Success: Are They Related?” Journal of Marketing Education22, no. 1 [2000]: 45–53).75A. Athavaley, “Students Craft Internships to Fit Interests,” Associated Press Financial Wire, March6, 2008.76M. Coco, “Internships: A Try before You Buy Arrangement,” Advanced Journal of Management65, no. 2 (2000): 41–4477G. Callanan and C. Benzing, “Assessing the Role of Internships in the Career-Oriented Employmentof Graduating College Students,” Education + Training 46, no. 2 (2004): 82–89.18 EDUCATIONAL POLICIES FOR INTEGRATING COLLEGE COMPETENCIES AND WORKFORCE NEEDS
such as greater job satisfaction, stability, and success in the earlystages of a graduate’s career. 78 For host organizations, internshipsoffer employers an opportunity to recruit future employeesfrom college students who have proven themselves as interns.Internships provide organizations an opportunity to evaluatethe work capabilities of students before extending an offer offull-time employment.Despite their potential positive effect in preparing collegestudents for the workforce, internships in the United States arefar from perfect for students and employers. First, internshipsvary in the extent to which they actually develop workplace skillsfor students. One study asserts that employers need to collaboratewith colleges and universities to develop more intense, meaningfulinternships that provide students with rich learning experiencesthat cultivate job skills, suggesting that internships too often justoffer students a “glimpse” of the corporate environment. 79 Second,the nature of internships may exacerbate divisions amongstudents of different socio-economic backgrounds; becausemany internships offer students little, if any, compensation andrequire students to enroll for academic credit, students fromwealthier families are more likely to pursue internship opportunitiesthan students from poorer families. 80 “The rich kids take theinternships and improve their prospects. Their less-well-off peers,who simply can’t afford to … graduate with significantly skimpierresumes.” 81 In short, not all American college students may have anequal opportunity to pursue the benefits of internship experiences.For internships to be successful mechanisms for workforcedevelopment, business leaders emphasize the need to offerstudents experiences that apply academic knowledge and skillsto practical use. For example, a recent survey conducted on78G. Callanan and C. Benzing, “Assessing the Role of Internships in the Career-OrientedEmployment of Graduating College Students,” Education + Training 46, no. 2 (2004): 82–89.79The Conference Board, Inc., Partnership for 21st Century Skills, Corporate Voices for WorkingFamilies, and Society for Human Resource Management, Are They Really Ready to Work?Employers’ Perspectives on the Basic Knowledge and Applied Skills of New Entrants to the21st Century U.S. Workforce (New York: The Conference Board, 2006).80B. Yagoda, “Will Work for Academic Credit,” Chronicle of Higher Education 54, no. 28)March 21, 2008): 36.81Ibid.behalf of the Association of American Colleges and Universitiesfound that 73 percent of employers believe that colleges anduniversities should place more emphasis on the ability to applyknowledge and skills to real-world settings through internshipsand other hands-on experiences. 82 The following quote froma business executive in the Washington, DC, area underscoresthe importance of internships in preparing students for theworkforce, capturing the sentiment of many employer anecdotesprofiled in the survey:I don’t think colleges and universities within the United Statesreally teach these individuals the real world, what it’s likebeing out there in the real world, what the real job requirementsare. … I think internships do an amazing job in termsof education, educating people versus your day-to-dayeveryday sitting in a class learning from a book perspective.Interestingly, college students echo the sentiments offeredby employers regarding the important role of internships inworkforce development. In the aforementioned survey, 67percent of recent graduates believed that colleges and universitiesshould further emphasize the ability to apply knowledge inwork settings like internships. 83 Of the recent graduates whocompleted an internship, 88 percent believed that their internshipwas important in preparing them with the knowledge andskills to achieve their professional and career goals. 84StakeholdersThe issue of higher education’s role in workforce developmentis clearly important for a number of stakeholders, includingelementary and secondary schools, institutions of highereducation, federal and state governments, and companies.To address some of the issues mentioned above, all of thesegroups will need to collaboratively develop a solution. Manyefforts have already begun, especially at the institutional level.82Peter D. Hart Research Associates, Inc., How Should Colleges Assess and Improve StudentLearning? Employers’ Views on the Accountability Challenge, 2008, (www.aacu.org/advocacy/leap/documents/2008_business_leader_poll.pdf), retrieved March 3, 2008.83Ibid.84Ibid.INSTITUTE FOR HIGHER EDUCATION POLICY19
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