Defining Student Success A View from the College Sector November 22, 2013.
-
Upload
kelly-stanley -
Category
Documents
-
view
220 -
download
1
Transcript of Defining Student Success A View from the College Sector November 22, 2013.
Defining Student Success
A View from the College Sector
November 22, 2013
Defining Student Success
Two ways of looking at student success
1. Meeting Employer Needs/Graduate Employment Rates
2. Educational and Social Development
What are we doing to meet Employer Expectations?
1. Survey work to identify the key skills and attributes employers are looking for
2. Experiential Learning
3. Leveraging our Program Advisory Committees to inform curriculum and new program planning
What Do Employers Want?
In addition to the information collected from employers through the KPI process, George Brown decided to conduct a research project in order to dig a little deeper to try and understand exactly what skills Employers value in graduates.
The sample (n=705) was collected via telephone interviews with GTA employers (Metro and GTA outside Metro) across a range of industries / sectors relevant to priority GBC centres / program areas
Representative sample of GTA employers sourced through industry-targeted business listings (as defined by SIC industry codes).
Employers screened to ensure they have hired college and/or university graduates in the past two years and/or would consider hiring college and/or university graduates in the next year.
Respondents are a mix of HR (gatekeepers responsible for screening applicants) and line managers (those who actually do the hiring); split of 40% and 60% respectively.
Mix of small, medium, large size companies in the sample, reflective of the mix of companies where college graduates go to work (79% small/medium).
Employers say industry credentials, relevant work experience & field placements, and soft skills are most important when evaluating recent grads as a potential hire
S3Q2: Now I would like to ask you about what attributes are important to you, as an employer, when evaluating the attractiveness of a recent college or University graduate as a potential hire. For each statement I read you, please rate it on a scale from 1 to 10, where 10 means this attribute is “very important” in making a graduate highly attractive to me, and 1 means this attribute is “not at all important” when evaluating the attractiveness of a graduate. Let’s begin with the statement…
Importance of Graduate Attributes When Evaluating Recent Graduates
Has industry credentials that relate to work your company does
Relevant work experience through field/co-op/internships
Has field/co-op/internship experience w/ known sector employer
Relevant work experience through part-time work while at school
Highly developed soft skills
Has taken mandatory communications courses
Gained multi-disciplinary learning experiences
Evidence of soft skills development documented in a transcript
High academic grades, documented with a transcript
Involved in hands-on research projects with industry partners
Participated in industry competitions while in college or University
Has a strong understanding of “green” issues
Gained global workplace experience through international work
Has taken courses that emphasize international and global issues
44%
45%
48%
57%
60%
65%
68%
70%
71%
12%
16%
28%
30%
38%
Customer service, teamwork, and productivity are the most important skills needed of new hires, along with multi-cultural & oral communication
24%
25%
26%
32%
33%
35%
36%
38%
59%
55%
60%
57%
50%
61%
58%
44%
11%
18%
19%
20%
21%
55%
54%
38%
58%
41%
Extremely Important Very Important
S1Q2: Please tell me how important this specific skill and ability is to performing the type of work that most new college or university hires would typically do at your [company/organization].
Importance of Skills/Abilities for New Hires
Customer Service skills
Teamwork
Productivity
Able to communicate w/ different cultures
Oral communication
Interpersonal skills
English language literacy skills
Adaptable
Critical thinking
Specific job-related technical skills
Goal-oriented self-starter
Written communication
Creative & innovative
Developing Soft Skills
The employer survey data tells us that technical skills are table stakes
Soft skills such as customer service, team work, critical thinking, cross-cultural communication are highly valued by employers
How do we support student development in these areas?
Developing a mandatory Soft Skills course in our Centre for Business will launch 2014
Experiential Learning
Currently approximately 70% of our programs have a field education component
George Brown College has made a commitment that by 2020, 100% of eligible programs will have a field education component
Successful experiential learning can start with failure
Call: 416-415-2260Email: [email protected] online: http://www.thechefshouse.com
Hours
The Chefs' House is open to the public for lunch and dinner, Monday to Friday.
Lunch: 11:30 a.m. to 1:30 p.m.Dinner: 6 p.m. with last seating at 8 p.m.
We are located at 215 King Street East, Toronto, ON.
So How are We Doing?
Specif
ic job
-relat
ed k
nowled
ge
Specif
ic job
-relat
ed s
kills
Oral c
omm
unica
tion
Writ
ten
com
mun
icatio
ns
Compr
ehen
sion
Mat
h sk
ills
Compu
ter s
kills
Critica
l thin
king
Proble
m s
olving
Resea
rch
and
analy
sis
Team
work
Organ
izatio
n an
d pla
nning
Time
man
agem
ent
Quality
of w
ork
Produ
ctivi
ty
Creat
ive a
nd In
nova
tive
Adapt
able
Respo
nsibl
e0%
10%
20%
30%
40%
50%
60%
70%
80%
90%
100%
58% 59% 57%62% 62% 61%
56%
62%58% 56%
47%
57% 57%
50%
56% 58% 56%
45%
29% 29%36%
27%33%
20%
33%28% 30%
18%
49%
33% 32%
44%35%
23%
38%
50%
87% 89%93%
90%95%
81%
89% 90% 89%
74%
96%
90% 89%94%
91%
81%
94% 95%
Employer Satisfaction (2012-13 KPI data)
Satisfied
Very Satisfied
Total
Graduate Employment Rate Graduate Satisfaction Rate Employer Satisfaction Rate0
10
20
30
40
50
60
70
80
90
100
80% 78%
94%
84%80%
93%
GTAProvince
2013 Key Performance Indicators
Source: 2012-13 KPI files, GBC Office of Institutional Research & PlanningGTA college average = George Brown, Centennial, Humber, Seneca, Sheridan
Employer Input to Ensure Student Success
Program Advisory Committees – mandated by province
Direct input from Industry to create the program and graduates that they need
Bachelor of Technology in Construction Management
Student Success Story
http://www.accc.ca/xp/index.php/en/programs/accc-awards
Are Employment Metrics the Best Measures of Student Success?
Not for all students and not for all programs
Employment is always dependent on the economy and to expansion and contraction in specific areas
While colleges are very responsive to labour market needs, it still takes 18 months-2 years to move a certificate program from concept to first intake of students
We are still predicting employment needs 2 to 5 years out or longer
Student Success and Social Development
Colleges have a broad access mandate and provide opportunities for a diverse range of students
Academic upgrading and pre-programs do not have obvious employment outcomes. The more successful students in these programs tend to go on to further education
Many of the students we serve come to us with complicated histories and disadvantaged backgrounds.
Social Development
The Ontario Colleges of Applied Arts and Technology Act, 2002 states that one of the purposes of the college is to support “the economic and social development of their local and diverse communities”
Social development cannot be measured by employment rates or employer satisfaction rates
2013 KPIs
Graduate Employm
ent Rate
Graduate Sa
tisfacti
on Rate
Employer S
atisfacti
on Rate
Student S
atisfacti
on Rate
Graduation Rate
0
10
20
30
40
50
60
70
80
90
100
8178
92
7167
8480
93
77
65
GBC Province
Perc
ent
Institutional Research & Planning
Next Steps
Full implementation of the Ontario Education Number
Protect and promote the value of the social development function of education
Continue to work with employers to ensure that we are equipping students with the skills they need to be successful
Recognize that success comes in many forms and celebrate it
2013 KPIs: GTA Colleges
Graduate Employment Rate Graduate Satisfaction Rate Employer Satisfaction Rate Student Satisfaction Rate Graduation Rate
GBC 81.2 77.8 92 70.9 66.6
Cent 74.3 76.9 94.1 72.7 63.1
Humb 82.8 79.4 94.3 74.9 63
Sene 79 78.7 94.7 74.3 59.4
Sher 82.2 77.7 94.7 76.5 72.3
52.557.562.567.572.577.582.587.592.597.5
GBC Cent Humb Sene Sher
Perc
ent
Institutional Research & Planning