Degrees for What Jobs? Raising Expectations for Universities and Colleges in a Global Economy

Autor/inn/en	Sparks, Erin; Waits, Mary Jo
Institution	National Governors Association, Center for Best Practices
Titel	Degrees for What Jobs? Raising Expectations for Universities and Colleges in a Global Economy
Quelle	(2011), (52 Seiten) PDF als Volltext kostenfreie Datei Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Monographie
Schlagwörter	Economic Progress; Higher Education; Labor Market; Economic Development; Alignment (Education); Role of Education; Education Work Relationship; Information Utilization; Partnerships in Education; Economic Impact; Funding Formulas; Educational Policy; Public Policy; State Action; Labor Force Development; Best Practices; Change Strategies; Organizational Objectives; Minnesota; North Carolina; Ohio; Washington + Suchen Sie Ihr Suchwort? Economic growth; Wirtschaftswachstum; Hochschulbildung; Hochschulsystem; Hochschulwesen; Labour market; Arbeitsmarkt; Wirtschaftsentwicklung; Bildungsauftrag; Informationsnutzung; Hochschulpartnerschaft; Ökonomische Determinanten; Funding; Finanzierung; Politics of education; Bildungspolitik; Öffentliche Ordnung; Staatliche Intervention; Arbeitskräftebestand; Lösungsstrategie; Business goal; Unternehmensziel
Abstract	Recognizing that higher education, including community colleges, four-year colleges, and research universities, cannot help drive economic growth in their states unless students' academic success is linked to the needs of the marketplace, governors and state policymakers are beginning to move beyond their focus on getting more students to get "degrees" to asking: "Degrees for what jobs?" Governors and state policymakers in Minnesota, North Carolina, Ohio, and Washington have undertaken bold, comprehensive strategies to align postsecondary education with the state's economic goals. In the context of their overall strategies, discussed in this report, these pioneering states have taken the following steps to strengthen universities and colleges as agents of workforce preparation and sources of more opportunity, more growth, and more competitive advantage: (1) Set clear expectations for higher education's role in economic development; (2) Emphasize rigorous use of labor market data and other sources to define goals and priorities; (3) Encourage employers' input in higher education; (4) Require public higher education institutions to collect and publicly report impacts; and (5) Emphasize performance as an essential factor in funding. (Contains 8 tables, 5 figures, and 61 endnotes.) (As Provided).
Anmerkungen	NGA Center for Best Practices. 444 North Capitol Street Suite 267, Washington, DC 20001. Tel: 202-624-5300; Fax: 202-624-5313; Web site: http://www.nga.org/center
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2017/4/10