Future-proofing the Johns Hopkins School of Education · Future-proofing the Johns Hopkins School...

Future-proofing the Johns Hopkins School of Education

Current State AnalysisApril 12, 2019

April 3, 2019

2

Table of Contents

Executive Summary

Project Background

Section

0102

Degree Demand Analysis

Occupational Demand Analysis

0304

Competitive Analysis

Opportunity Analysis

050600 Appendix

Executive Summary01

The Johns Hopkins University School of Education strives to remain a leader and be strategic about future success.

Johns Hopkins School of Education (JHU) is striving to continue improvement in rankings and impact through strategic growth.

JHU will have a differentiated, high-quality menu of programs that draw on the strengths of its faculty and resources to serve more learners and increase revenue.

The Challenge The Vision

555

Key TakeawaysJHU has a competitive brand and the resources critical for shaping future leaders in education.

Indispensable PartnerRelationship catalyst

Master’s growth is driven by partnerships that provide brand value, if not optimal revenue.

Online modality may bolster programs in counseling and school administration, which lag behind national growth rates.

Indispensable PartnerRelationship catalyst

JHU can launch programs in areas aligned with institutional strengths, degree demand, and competitive white space.

JHU needs to tie new program design and existing program redesign to broad strategic priorities.

JHU is, and can continue to be, a major player.

Overall, JHU outperforms national trends.

JHU can optimize underperforming programs.

Several opportunities for growth exist.

JHU’s future success requires a portfolio approach.

Audience Alignment to connect institutional offerings with student preferences and needs so that students can achieve professional goals with access to the right degree in the right format along with desired career support

Vertical Alignment of programs across degree level to create options for alumni to earn further degrees and build robust resources for program areas

Online Modality for programs to stay competitive in increasingly digital learning markets

Research Center Engagement to maximize the impact of JHU’s knowledge creation in the field

A portfolio approach should address four strategic priorities:

7

Degree Demand AnalysisDemand for online Master’s degrees and doctorates surpasses overall trends in education degree conferral. Education leadership is an area of particular growth.

Specific opportunities

emerge from market analysis and

alignment with strategic priorities.

Occupational Demand AnalysisJob posting data shows counselorsand administrators are required to hold advanced degrees, though many education professionals hold at least a Master’s degree even if not required. The demand for counselors is projected to have particularly high growth.

Competitive AnalysisMost of JHU’s peer institutions have programs in policy to shape future education leaders. Areas in which peer institutions are weaker include counseling and neuro-education.

Opportunity AnalysisWe analyzed six opportunities that address the four strategic priorities: an Ed.D., in Education Leadership, online modalities for the M.S. in Counseling and Special Education: Severe Disabilities with an Autism Focus, and four new tracks for the M.S. in Education Studies.

Project Background02

Goda ThangadaCase Team Leader

Grace FowlerConsultant

Project Team

9

Terah CrewsPartner

Scott LomasPartner

1010

The project scope included four key analyses.Entangled Solution’s goal is to provide JHU with key data, insights, and research necessary to make critical decisions about the future of the school. In order to capture the current state, we conducted the following analyses:

DegreeDemand Analysis


Competitive Analysis

Opportunity Analysis

11

March 11Project Kick-Off

Week of March 18Degree and Occupational Demand

Analyses

Week of March 25Competitive Analysis

Week of April 1Opportunity Analysis

April 12Final Project Delivery

The Entangled Solutions team has been addressing these areas of analysis over the past five weeks.

April 3Preliminary Insight Delivery

12

Our analysis incorporated external and internal quantitative data as well as interviews with JHU stakeholders.

1. Internal stakeholder interviews: Gathered background, current context, and future projections

from the JHU team

2. Market research on degree and occupational demand: Completed analyses of degree and

occupational demand, leveraging IPEDS and BLS data

3. Competitor landscape identification: Reviewed the offerings and positioning of Schools of

Education in JHU’s competitive sphere

4. Opportunity identification: Synthesized research findings, interviews, and Entangled’s industry

knowledge to craft broad strategy and highlight specific areas of opportunity for JHU’s School of

Education

We interviewed a variety of JHU stakeholders to capture institutional capabilities and vision.

Elisabeth WoodwardDirector of Admissions

Chadia AbrasAssociate Dean of Accreditation, Assessment and Technology

Michele EwingAssociate Dean, Development and External Relations

Mary Beth ReganDirector of Marketing and Communications

Faith ConnollyExecutive Director, Baltimore Executive Research Consortium

Mariale HardimanVice Dean of Academic Affairs

Jacqueline NunnAssociate Dean for Center of Technology and Education

Norma Day-VinesAssociate Dean for Faculty Development

Chris SwansonDirector of IDEALS

Fernanda Pio RodaSenior Associate Dean for Finance and Operations

Bob BalfanzCo-Director, Center for Social Organization of Schools

Joyce EpsteinCo-Director, Center for Social Organization of Schools

David SteinerExecutive Director, Institute for Education Policy

Marc SteinCo-director of the Baltimore Education Research Consortium

11

Degree Demand Analysis

03

15

Design without photo but with text header; up to 2 lines.

Nationally, M.A. programs have the highest volume, but slowest growth.

Online Master’s programs are growing faster than Master’s programs overall.

Across all program types, Education Leadership is in high demand.

JHU’s Master’s growth surpasses national rates, but is mostly driven by partnerships

Key Insights

16

*Conferrals combined for Teach for America (TfA) and Urban Teachers (UT)**Conferrals combined for full-time and part-time

***Conferrals combined for Mental Health Counseling and Clinical Mental Health Counseling

Post-Baccalaureate Certificate Programs

Post-Master’s Certificate Programs

Doctoral Programs

Master’s Degree Programs

● School Administration● Mind, Brain, and Teaching● Leadership in Tech

Integration● Education Leadership for

Independent Schools● Urban Education● Autism ● Gifted

M.S. in Educational Studies● Education Studies

● Early Childhood ● Elementary*● Secondary*● Gifted Education● Independent Schools● School

Administration and Supervision

● Digital Learning and Education Technology

● Evidence Based Teaching in Health Professions

● Clinical Mental Health Counseling

● Applied Behavior Analysis

● Certificate of Advanced Graduate Study in Counseling

Ed.D. in EducationM.S. in Counseling● School Counseling **● Clinical Mental

Health Counseling***M.S. Special Education● Mild/Moderate● Severe Disabilities

with a Focus on Autism

M.A.T.● Elementary● Secondary

We analyzed demand for all JHU programs currently admitting students.

JHU’s current portfolio of programs spans a variety of areas and levels.

Master’s Degrees

Master’s degrees are by far the most common advanced degree in education.

Source: IPEDS 18

Master’s

135,615

Doctorate

12,695

Post-B.A. Certificate

10,477

Post-Master’sCertificate

12,695

2017 Conferrals

19**Data shown is for 6-digit CIP level in IPEDS Codes shown have at least 500 Conferrals.

Nationally, popular Master’s degrees are stabilizing after a period of decline, but online and select program areas are growing.

Deg

rees

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nfe

rred

*Data shown is for 6-digit CIP level in IPEDS. Volume is ranked for 2017.

Though total Master’s degrees conferred declined 10% since 2013, 2017 registered a slight uptick. For only those institutions offering online modality, conferrals grew 4% 2013-2016. .

Top 5 National CIP Codes by Volume, 5 Year Growth* Top 5 National CIP Codes by Growth, 5 Year Growth**

The highest growth rate for a program with 500+ Conferrals is Education/Teaching of Individuals with Autism, with a 381% growth nationally since 2013.

While degrees in General Special Education declined, specialized programs in Special Education have the highest growth rates.

Source: IPEDS

20

With respect to search engine volume demand and institutional investment in advertisement, the M.S. in Education Studies outpaces the M.A.T.

The top term for the M.S. in Education Studies has high volume and high competition.

While the top term for the M.S. in Special Education has high volume, subsequent ranking terms have low volume.

While terms for the M.A. in Teaching have high volume, competition is low.

Volume and competition of top 5 search terms per keyword

Source: Google AdWords

M.S. in Education Studies

M.A. in Teaching

M.S. in Special Education

M.S. in Counseling

Keyword

*Value is calculated by Google Adwords to determine how competitive a certain keyword is to bid on.

A higher # indicates more competitive, lower # indicates less competitive on a 0 to 1.0 range.

21

While JHU Master’s conferrals are growing overall, several programs lag behind national growth rates.

School Administration and Supervision and Education Studies have fallen more steeply than national rates.

M.S. in Education Studies Conferrals, by Track

Deg

ree

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Gifted Ed and Digital Age Learning are growing more slowly than national rates.

Total JHU Master’s conferrals grew 24% from 2013 to 2017, in contrast to national decline, fueled by the Elementary and Secondary tracks for the M.S. in Education Studies.

Secondary and Elementary tracks have grown through partnerships with Teach for America and Urban Teachers.

Source: JHU Internal Data

Program is online

Some versions of this degree are offered online

22

JHU’s Master’s programs in Counseling and Special Education have also underperformed national rates.

The M.S. in School Counseling has declined more steeply than the national rate.

Declines in the Secondary and Elementary Tracks of the M.A.T. are consistent with national declines.

The M.S. in Special Education: Severe Disabilities with an Autism Focus has declined in contrast to very high national growth rates.

Deg

rees

Co

nfe

rred

M.A.T., M.S. in Counseling, and M.S. in Special Education by Track + M.E.H.P.

Program is online


Doctorates and Certificates

24

Doctoral conferrals exhibit growth at JHU and across the board nationally, particularly in Education Leadership.

*Data shown is for 6-digit CIP level in IPEDS. Volume is ranked for 2017.

Educational Leadership and Administration, General is by far the largest program nationally. JHU does not offer this program.

Top 5 National CIP Codes by Volume, 5 Year Growth*

Overall, doctoral conferrals have grown 23% nationally since 2013. JHU’s conferrals have triple-digit percentage growth, though overall program size is small (40 conferrals in 2018).

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**Data shown is for 6-digit CIP level in IPEDS. Codes shown have at least 100 Conferrals.

Top 5 National CIP Codes by Growth, 5 Year Growth**

Urban Leadership, a program JHU is planning to offer in the future, exhibited 81% growth nationally since 2013.

Source: IPEDS

25

The high interest in doctoral degrees is corroborated by search engine volume and AdWords’ competition metric.

Top 5 Search Terms for the Keywords “Ph.D. in Education” and “Ed.D.”

Search engine volume for the top five terms for doctorates approaches the volume of the top five terms for Master’s programs, although the volume for doctoral conferrals is one-tenth the volume of Master’s conferrals.

Competition for the top five search terms appears high.

Source: Google AdWords

*Value is calculated by Google Adwords to determine how competitive a certain keyword is to bid on. A higher # indicates more competitive, lower # indicates less competitive on a 0 to 1.0 range.

26

Post-B.A. certificate conferrals are rising nationally.

Data shown is for 6-digit CIP level in IPEDS*Volume is ranked for 2017 **Codes shown have at least 100 conferrals


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Overall, post-BA certificate conferrals have grown 23% nationally since 2013. In contrast, JHU’s conferrals declined 34% in the same period.

Educational Leadership and Administration, General has doubled since 2013.

A number of high-volume and high-growth areas are targeted toward teacher education, potentially as a result of licensing requirements and salary increases.


Source: IPEDS

27

Post-M.A. certificate conferrals are also growing slowly nationally.


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Overall, post-M.A. certificate conferrals have grown 3% nationally since 2013.

While total national post-M.A. certificate conferrals are similar in volume to post-B.A. certificates, JHU’s post-B.A. conferrals eclipse its post-M.A. programs.

The majority of high-growth and high-volume areas are for administrators rather than teachers, suggesting administrators are more likely to pursue education beyond the M.A.


Data shown is for 6-digit CIP level in IPEDS*Volume is ranked for 2017 **Codes shown have at least 100 conferrals Source: IPEDS

28

JHU certificate conferrals are trending opposite to national rates.

Post-B.A. Certificate Conferrals, JHU Post-M.A. Certificate Conferrals, JHU

Deg

ree

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Many post-B.A. certificates are declining despite the presence of an online modality. In contrast, post-M.A. certificates are rising, likely because they are more rare or tailored for a high-growth profession like counseling.

29

JHU’s students are more racially diverse than the demographics of students enrolled at Schools of Education nationally.

Race and Ethnicity Gender

U.S. Schools of Education

Source: JHU Internal Data and IPEDS

Three key opportunities emerge through the lens of degree demand analysis:

Ed.D. Ed Leadership

Online Master’s Degrees

23% Five-Year Growth

2x the volume of next-highest volume doctoral CIP code

4% Five-Year Growth among institutions with online offerings

2000+ Master’s conferred in 2017

3rd highest growth rate among Master’s with 500+ conferrals

28

Master’s in Higher Ed Administration


04

32


The largest current and projected growth in job opportunities is in teaching and counseling, though the educational needs in these two populations varies considerably.

The education workforce overall has more advanced degrees than current job postings require.

Counselors and administrators are most likely to hold and require advanced degrees.

To serve each job segment well, JHU needs to provide an appropriate degree level, format, and price point.

Key Insights

Occupational Demand

34

We identified five major occupational segments that typically earn degrees from a School of Education. While a professional education sector like Law School has seen increased interest from learners in non-legal fields, Schools of Education are still closely aligned with traditional occupational segments.

Current Employment Across 5 Aegments

Growth in Job Postings for the 5 Segments, 2017-2018

2017 2018

200,000

400,000

600,000

800,000

Source: Bureau of Labor Statistics

These are the segments served by current JHU offerings and targeted in marketing materials.

There may be opportunities to serve education-adjacent occupations.

Job

Po

stin

gs

35

While overall employment in education is projected to grow steadily, the largest projected growth is in teaching and counseling.


+16%

+6.5%

2M

4M

6M

Teachers

Counselors

Administrators

Special Education

Instructional Design/ Technology

385,100 additional jobs in teaching

89,100 additional jobs in counseling

Em

plo

ym

en

t

In some areas like the Midwest and Northeast, where teacher density is particularly high, the population is declining. High density does not signal high future demand in these areas. Online modality and fast, part-time programs can serve first-time teachers in a broader region and JHU can help teachers in areas with declining demand prepare for education-adjacent careers.

While teacher demand is projected to grow, this growth is unlikely to occur in areas where teacher density is currently high.

Source: Bureau of Labor Statistics 34

RegionalNational

Like teachers, school administrators are currently more concentrated in the Northeast, but occupational demand is likely to grow in regions experiencing higher population growth (the South and West). Online modality is critical for reaching aspiring administrators in these regions.

Similarly, administrator density is high in areas with population decline.

Source: Bureau of Labor Statistics 35

National Regional

Educational Attainment

39

Though advanced degrees are not always required of education professionals, these degrees are an industry norm.

Source: Talent Neuron and Bureau of Labor Statistics

Actual Educational Attainment of the Current Education Workforce, by Segment

Educational Attainment Required in Job Postings, by Segment

Administrators, counselors, and educational/instructional technologists are more likely to hold and require an advanced degree than teachers and special educators.

40

JHU should evaluate and strengthen its counseling and administration offerings to align with sub-segments that require advanced degrees.

Administrators Counselors

Job postings in administration and counseling are most likely to require additional education beyond the Bachelor’s

Source: Talent Neuron

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41

If JHU hopes to meet teachers’ educational interests, the best approach would be through Post-B.A. certificates.

Teachers


Job postings in teaching are least likely to require degrees beyond a bachelor’s. A post-B.A. certificate is more likely to be accessible and appealing than an M.A.T.

Teachers would be better served by post-B.A. certificates that are online, targeted to and aligned with

regulations for states that have teacher licensing requirements.

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Assessment of Occupational Demand and Educational Attainment

43

When taking action based on this information, JHU should evaluate which segments make the most sense to focus on.

● Preference for the M.S. in Education over the M.A.T.● Reciprocity for state licensure● Price point (considering the median income for the profession is $50,774)● Modality to reach scale of demand

Administrators

Counselors

Special Educators

Teachers

Educational/Instructional Technologists

Growth in specialized areas

Demand growth and high level of ed attainment

Highest rate of advanced education

High growth and demand

High educational attainment

● More demand for mental health counseling than school counseling● Particularly high growth for substance abuse and behavioral disorder counselors

● Growth in occupational demand and degree demand for some specialities of special education● Advanced degrees not required

● Some types of administrators are more likely to have higher degrees (e.g. higher ed administrators)

● Low job postings volume● Particularly high demand for instructional coordinators● May be more potential for entrepreneurial rather than pedagogical angle

Considerations

44

Counselors and administrators both require more advanced education and have high occupational demand.

Level of Advanced Education Required

Occ

up

atio

nal

Dem

and

Teachers

Counselors

Administrators

Special Educators

Educational/Instructional Technologists

Ideal initial target areas of studywithin JHU

Requires strategic alignment of program with audience

Offers limited opportunity or alignment for JHU

Key

45

JHU can also target segments beyond those typically served by Schools of Education.

The broader education employment ecosystem is hard to capture in data from the Bureau of Labor

Statistics, but may offer space for JHU to capture new markets.

Life coaching

Policy

Entrepreneurship

Journalism

Consulting

Publishing

Learning & Development Professionals

Social Services

Juvenile corrections

JHU should focus advanced degree programs on segments most likely to hold and require them.

Ed Leadership Counseling

Current and aspiring administrators are most likely to complete a Master’s or doctorate

Most likely to require a Master’s degree

Demand for teachers will grow, but advanced degrees are not required and price point is a factor

28

Teacher Certificates

Competitive Analysis05

48


Among competitors, JHU has relatively high enrollment, reaches a larger population of part-time students,and offers a wide range of program areas. However, no JHU program area ranks in the top 10.

Differentiation in the market is possible through expanding online offerings and leveraging research.

Among existing programs, JHU can focus on strengthening Counseling, where only the University of Maryland has a top 10 program.

A new program area for JHU can be Education Policy, which is prevalent among competitors and may be hallmark of a high-ranking institution.

Key Insights

The eight institutions selected for analysis represent JHU's competitors in brand, geography, and offerings.

48

These institutions were chosen in collaboration with the Dean to address JHU’s competitive positioning in the national and regional landscapes.

Enrollment and Rankings

5151

JHU’s Master’s conferrals are amongst the highest in the broader landscape, but its doctoral conferrals are not.

Top 10 Private Non-Profit Universities, Master’s Conferrals by Volume

Top 10 Private Non-Profit Universities, Doctoral Conferrals by Volume

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JHU is ranked #138 for doctoral conferrals in 2017, with 29 degrees conferred. Columbia and UPenn have conferrals in the top 10.

JHU is ranked #12 for Master’s conferrals in 2017 among private, non-profit universities with 657 degrees conferred, behind Harvard and Columbia.

52

JHU enrolls more students, particularly Master’s students, than most of its competitors.

Stanford University

University of Maryland: College Park

Vanderbilt University

Harvard University

University of Pennsylvania

New York University

University of Southern California

Johns Hopkins University

Teachers College, Columbia University

340

793

855

861

1,187

1,225

1,893

2,594

4,551

Source: US News and World Report

183

375

595

709

918

994

1,376

2,017

3,296

157

383

260

152

176

247

510

226

1,225

Total Master’s Doctoral

53

For all competitors, Master’s and doctoral conferral rates have remained consistent for the past 5 years.

All Master’s*

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All Doctorates **

Source: IPEDS

54

Among competitors’ Master’s conferral volume, NYU leads for Student Counseling, Harvard leads for General Education, and Columbia leads for Special Education.

Special Education, Master’s**

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General Education, Master’s *

*4-Digit CIP: 13.01**4-Digit CIP: 13.10***4-Digit CIP 13.11

Source: IPEDS

Student Counseling, Master’s ***

Deg

ree

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Note: Only JHU and Vanderbilt in this comparative set are currently CACREP- accredited.

55

Among competitors’ doctoral conferral volume, USC leads for Education Administration and Harvard leads for General Education.

Educational Administration and Supervision, Doctoral *

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General Education , Doctoral**

*4-Digit CIP: 13.04**4-Digit CIP: 13.01 Source: IPEDS

56

Part-time enrollments, a population with which JHU is a leader, may signal a working student community.

More offerings with online modality will better serve a working population and ease barriers to entry for prospective students.


Pa

rt-t

ime

En

roll

me

nts

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JHU has a strong presence amongst its peers in national university and School of Education rankings.

National University Rankings National School of Education Rankings


Harvard University

Columbia University

Stanford University





New York University

University of Maryland - College Park

2

3

7

8

10

14

22

30

63

Harvard University


Stanford University




New York University


University of Maryland - College Park

1

2

3

6

7

7

7

12

33

58

JHU has relatively high selectivity at the Master’s level and low selectivity at the doctoral level.

Master’s Enrollment #s

Ma

ste

r’s

Se

lect

ivit

y

Doctoral Enrollment #s

Do

cto

ral S

ele

ctiv

ity

Master’s Selectivity Doctoral Selectivity


59

Though the University of Maryland offers the most affordable in-state option, the pricing of programs across competitors is similar.

Institution Price

Harvard University Graduate School of Education

Stanford University Graduate School of Education

USC



JHU

Vanderbilt University (Peabody College)

NYU

University of Maryland, College Park

Ed.D.: $1,458; PT/FT Grad: $793; Online and FT M.S. School Counseling: $840; Education in the Health Professions: $1,230;

$50,703 FT

Master's FT: $48,448, PT $24,224

FT: $41,424, PT $1,726 per credit hour

$1,863 per credit hour




$717 per credit hour (Maryland); $1,548 per credit out-of-state

Unique Value Propositions

Comparing marketing materials issued by each competitor, JHU’s marketing emphasizes its unique strengths in research and global reach.

Institution

Proximity to a center of gravity

Social justice and equity emphasis Prestige

Interdisciplinary areas of study

Job/career alignment

Emphasis on online modality Global reach

Cutting- dge research


Harvard University

Stanford University



University of Maryland, College

Park

NYU

JHU


51Source: Marketing materials from each institution

JHU has an opportunity to address working professionals as one of the few among competitors to offer online modality at every degree level.

Institution Doctorate Master’s


Harvard University

Stanford University

USC



JHU


Certificate

NYU

55Source: US News and World Report

While not every program is offered online, JHU does offer at least one online option at every degree

level. USC and Columbia University’s Teachers College similarly offer online degrees at every level,

though not all degrees have an online option.

The Schools of Education at Vanderbilt, NYU and USC have all partnered with 2U in recent years to

launch programs online. This partnership extends the reach of their programs in the online marketplace,

which may present competition for JHU.

That said, some of JHU’s School of Education competitors have partnered with the OPM 2U.

● Online Master’s with School Counseling Specialization

● Master of Arts in Counseling and Guidance● Master of Science in Communicative Sciences and

Disorders● Doctor of Professional Studies in Occupational Therapy● Master of Arts in Counseling for Mental Health and

Wellness

● Master of Arts in Teaching● Master of Arts in Teaching – TESOL● Master of Education in School Counseling● Doctor of Education (Ed.D.) in Organizational

Change and Leadership

56Source: 2U

Online Modality will keep JHU competitive in

increasingly digital learning markets.

An early entrant into the online space, JHU can

remain at the forefront by providing a

competitive product in a convenient modality.

As differentiators for JHU, online modality and research strength should serve as strategic priorities in program design.

Research Center Engagement maximizes the

impact of JHU’s knowledge creation in the field.

The high-impact research conducted at JHU’s

research centers can be a unique value

proposition if students can engage with centers

in non-doctoral programs.

Degrees and Program Areas

66

JHU’s range of program areas matches the breadth of competitors.

*Green denotes the existence of an offering

InstitutionEducation

AdministrationSpecial

EducationEducation

PolicyElementary Education

JHU


Stanford University




NYU


Harvard University

Higher Education Counseling

Secondary Education

Internat’l Education

Ed/Instructional Technology


67

The range of program areas does not correlate positively with school ranking.

Breadth of Program Areas in Portfolio

Least Most

Ran

k

68

Although JHU’s overall ranking is high, no individual program area ranks in the Top 10.


*Green denotes the existence of a Top 10 offering



EducationEducation

PsychologyHigher Education Administration

JHU


Stanford University




NYU


Harvard University

EducationPolicy

Curriculum & Instruction Counseling

Elementary Education

Secondary Education

Co

mp

eti

tor

Pro

gra

ms

Ra

nk

ing

in

th

e T

op

10

69

If JHU hopes to continue to be a leader among schools of education, it must target the right whitespace in the market.

Potential area of opportunityPotential signal of change in demand

*Green denotes the existence of a Top 10 offering

Co

mp

etit

or

Pro

gram

s R

anki

ng

in t

he

To

p 1

0



EducationEducation

PsychologyHigher Education Administration

JHU


Stanford University




NYU


Harvard University

EducationPolicy

Curriculum & Instruction

CounselingElementary Education

Secondary Education

The whitespace in counseling presents an opportunity because degree and occupational demand are also high.. On the other hand, a lack of strong programs in special education is not necessarily an indicator that JHU could or should move into that space.

70

Vertical alignment is common at institutions, meaning many schools offer pathways of continued learning for students.



EducationEducation


JHU


Stanford University




NYU


Harvard University


Secondary Education

Internat’l Education

Ed/ Instructional Technology

*Green denotes the existence of at least 2 vertically aligned offerings

71

That said, for programs ranked in the top 10, there are fewer programs that are simultaneously prestigious and vertically aligned.



EducationEducation


JHU


Stanford University




NYU


Harvard University


Secondary Education

*Green denotes the existence of at least 2 vertically aligned offerings

72

Post-B.A. Certificate and Ed.D. Track in Mind, Brain, and

Teaching

M.S. and Post-M.A. Certificate in Evidence-Based Teaching

in Health Professions

Ed.D. Track in Entrepreneurial Leadership

Harvard: Master’s in Mind, Brain, and Education

Teachers College: M.S. in Neuroscience and Education

Vanderbilt: Ph.D. in Educational Neuroscience

UPenn :M.S. Ed., Medical Educators Program

Teachers College: Certificates in Adult Learning and Leadership for Medical Educators and Nursing Education

UPenn: M.S. Ed. in Education Entrepreneurship

Co

mp

arable C

om

petito

r Offerin

gs

Dis

tin

ctiv

e JH

U P

rogr

ams

JHU has some distinctive

programs, though competition exists

for each one.

Three key programmatic opportunities emerge from analyzing JHU’s competitive landscape:

Counseling Neuro-Education

No peer institutions have a top 10 program. UMD does have a #2 ranked counseling program, but lacks brand prestige overall.

Only two peers have a Master’s-level program, and JHU has a strong brand in neuroscience.

Most peer institutions have this program, which may be a signal of institutional prestige.

28

Education Policy

Opportunity Analysis06

75

Several programmatic opportunities emerge from our preliminary analysis:

Ed.D. Ed Leadership

Master’s in Higher Ed Admin

Education Leadership Counseling

Neuro-Education Education Policy

Online Master’s Degrees

DEGREE DEMAND

OCCUPATIONAL DEMAND

COMPETITIVE ANALYSIS

Teacher’s Certificates

Counseling

We recommend that JHU adopt a portfolio strategy to reach target audiences and maximize institutional resources.

A portfolio strategy requires aligning offerings with target audiences to determine where to invest today, where improvement is needed, where to stop investing, and where to launch in the future. By treating offerings as a portfolio rather than individually, JHU can balance and focus its resources.

This effort will provide learners with clear and compelling reasons to choose JHU.

76

77

Four priorities would constitute a portfolio strategy.

Audience AlignmentTo connect institutional offerings

with student preferences and needs so that students can

achieve their professional goals with access to the right degree in

the right format with desired career support

Research Center EngagementTo maximize the impact of JHU’s knowledge creation in the field

Online Modality To stay competitive in

increasingly digital learning markets

1

2

3

4

Vertical AlignmentTo create options for alumni to continue education and build robust resources for program areas

WhyMajor trends in higher education suggest that student experience and alignment are becoming increasingly critical to institutional differentiation.

While marketing materials do address students with specific professional needs (e.g., “Programs for School Counselors”), audience needs should be at the forefront of program design.

HowReorganize offerings in different program focus areas to be in the “right” format for demand.

Emphasize career placement and services in marketing.

Potential students need degrees that work for current careers and provide clear opportunities for professional advancement in their field. JHU needs to design programs with students in mind.

78

Next Steps:● Identify target audiences for existing and/or potential offerings.● Assess current portfolio of offerings and evaluate the propriety of

price point, modality, level of degree, etc. to determine the alignment of programs with current and prospective student needs.

1

3

2

Audience Alignment

Online Modality

Vertical Alignment

4 Research Center Engagement

WhyVertical alignment enables institutional focus and resource concentration in

key program areas by offering multiple levels of opportunity for professionals

in each field of education.

By creating vertical learning pathways for learners, the student lifecycle is

extended and alumni can return at different stages in their careers.

HowExplore which combinations of degrees/certificates are common in target audiences and identify which vertically aligned programs are most appropriate.

In each program area, refine the range/level of the offering to best align with the identified needs of target audiences.

Offering the appropriate programs at certificate, Master’s, and/or doctoral levels will focus resources and create continuing options for students.

1

3

2

79

Next Steps:● After segmenting by target audience, conduct an exercise to organize

current offerings vertically.● Evaluate the potential of offering new degree types within current

program areas.

Audience Alignment

Online Modality

Vertical Alignment

4 Research Center Engagement

WhyThe future of higher education involves programs in an online modality

JHU can meet many students and their needs in an online format, including

serves part-time students and individuals distributed across the country and

internationally.

HowIdentify which programs would be attractive to students seeking a more accessible but prestigious learning opportunity.

Design programs to be 100% online, starting with programs for audiences that would prioritize an online modality and moving into additional markets as demand evolves.

JHU has started diversifying the modality of its program and opened a path to serving new student populations. JHU can remain competitive by strategically shifting more programs online.

80

Next Steps:● Evaluate online capabilities and current online programming to assess

institutional readiness ● Explore partnerships to maximize JHU’s online footprint

Audience Alignment

Online Modality

Vertical Alignment

Research Center Engagement

1

3

2

4

WhyThe seminal research conducted at JHU centers could be a major draw for students if the link between centers and degree programs were clearer and less variable.

There is potential for centers to create more opportunities and content for degree-seeking students.

HowUse research center focus areas to inform program offerings and learning opportunities.

Leverage research from centers to generate articles and whitepapers that elevate JHU’s brand awareness among administrators, teachers, counselors, and entrepreneurs.

Centers can be better utilized to enhance the School of Education’s student experience and brand awareness.

81

Next Steps:● Create mechanisms for center faculty to engage with prospective

students at conferences, open houses, and online.● Consider how existing programs can be linked explicitly to the work of

centers.

Audience Alignment

Online Modality

Vertical Alignment

Research Center Engagement

1

3

2

4

Approach

83

The four strategic priorities framed our opportunity selection.

Audience AlignmentDoes this program meet the price, modality, and career

development objectives of its target learners?

Research Center EngagementHow are the research centers contributing to the experience of students and the positioning of JHU as a center of relevant knowledge creation?

Online Modality Is the modality of the program of the most

accessible to the target student populations? If

not, what is necessary to bring this program online?

1

2

3

4

Vertical AlignmentAre there appropriate pathways for alumni to re-engage with JHU when they require additional preparation or credentials for advancement in their careers?

8484

Certificates and non-degree offerings should complement full-degree offerings.

A Potential Strategy Certificates

If JHU wants to expand certificates, post-M.A. certificates have more potential. Private non-profit universities granted 48% of all post-M.A. certificates and only 31% of post-B.A. certificates, compared to 43% of all Master’s degrees and 38% of all doctorates.

Post-M.A. certificates should target administrators. As shown in degree demand analysis, post-M.A. certificates tend to draw administrators and post-B.A. certificates draw teachers.

Professional Development and Continuing Education

These areas are more likely to draw students if related degree programs are robust and highly ranked.

Launch offerings with potential to feed intofull degree programs

For example…

A Bootcamp for Aspiring Superintendents

● Target new, current principals or assistant principals

● If JHU targets new, current superintendents, these students are likely to already hold an Ed.D. and less likely to earn one at JHU

We focused opportunity selection on doctoral and Master’s level offerings.

Ed.D. in Education Leadership 1

2

3

4

5

6

85

Online Modality for M.S. in Counseling and Special Education: Autism

Gifted and Neurodiverse Education

Education Policy

Entrepreneurship

Higher Education

Ne

w T

rack

s fo

r M

.S. i

n E

du

cati

on

Stu

die

s

Opportunities align with many of our identified strategic priorities.

Ed.D. in Education Leadership 1

2

3

4

5

6

86

Online Modality for M.S. in Counseling and Special Education: Autism


Education Policy

Entrepreneurship

Higher Education

Vertical Alignment Online Modality Audience Alignment Center Engagement

87

Competitive Strengths Competitive Weakness

Ed.D. in Education Leadership

● Launch an Ed.D. track focused on

Education Leadership, targeting

toward aspiring school administrators

● Prioritize K-12 focus, then launch

Higher Ed leadership track

● Although JHU has an Ed.D. track for

Entrepreneurial Leadership in

Education, a general degree in

leadership is likely to have wider

appeal among students and

employers

The Opportunity

Investment and ROI

● JHU already has an administration

track at the Master’s and post-B.A.

level

● All current Ed.D. programs have

been designed for online modality.

Market

● JHU’s existing administration

programs have been in decline,

including the online post-B.A.

certificate

● Most peer institutions have the

Ed.D. in Ed Leadership

● Education leadership is by far the

highest volume doctoral program in

education nationally, and has grown

23% from 2013 to 2017

● Low investment to build Ed.D.

program from resources in

certificate and M.S. programs

● High ROI due to online modality and

degree demand


1

88

JHU’s doctorate in Education Leadership can have an innovative model, like Harvard and UPenn’s programs.

Mid-Career Doctoral Program in Education Leadership

Executive style, three-year program

Cohort Size: 25

Designed for students employed full-time, this program features a dissertation, applied research at the students’ home sites, and residencies for one weekend per month and one week during summer.

Doctor of Education Leadership (Ed.L.D.)

Full-time, three-year program

Cohort Size: 25

Students take courses at Harvard Business School and Kennedy School. Year three features a paid

residency at a partner organization, during which students engage with Harvard online and during intensive residencies. Students complete a strategic project for the partner and write a capstone.

1

89


Online Modality for M.S. in Counseling and Special Education: Severe Disabilities with Autism Focus

● Design 100% online modality for

existing M.S. programs in Counseling

and Special Education: Severe

Disabilities with Autism Focus

● Within the M.S. in Counseling,

prioritize the Clinical Mental Health

Counseling track over School

Counseling

● CACREP accreditation requires a FTE

student:faculty ratio of 10:1—Johns

Hopkins can accommodate 190 FTE

students with its 19 FT faculty

The Opportunity

Investment and ROI

● JHU’s brand is strong in medical fields

● Current counseling programs have high

enrollment

● JHU has considerable expertise and

capabilities in designing online

offerings

Market

● Enrollment in the post-B.A.

certificate in autism education is

low despite 100% online modality

● Occupational demand for counselors

is extremely high

● Demand for autism-focused

Master’s degrees has especially high

growth in conferrals nationally

● Low investment to transfer existing

programs to online modality via in-

house instructional design staff

● High ROI due to online modality and

degree demand


2

90


Gifted and Neurodiverse Education Track, M.S. in Education Studies

● Rebrand Gifted Ed Track for the M.S.

in Education Studies by combining

the certificate programs in Gifted Ed

with the post-B.A. certificate in Mind,

Brain, and Teaching

● Focus on addressing needs of twice-

exceptional students through policy

and leadership

● Create professional development and

outreach material through the Center

for Technology in Education

● Offer 100% online modality

The Opportunity

Investment and ROI

● JHU has a well-known summer

program for gifted students

● The Mind, Brain, and Teaching

certificate is a distinctive program

● The Neuro-Education Initiative

conducts key research in this area

Market

● Demand for gifted education is

rising, but not by much

● Low investment due to rebranding

and recombination of exiting

programs

● Low ROI due to limited demand

● Harvard and Columbia offer neuro-

education degrees at the Master’s

level


3

91


Education Policy Track, M.S. in Education Studies

● Leverage policy expertise at JHU’s

research Centers to offer a track in

policy


● A degree in policy is likely to appeal

to new student markets, including in

politics, consulting, journalism, etc.

The Opportunity

Investment and ROI

● Many of JHU’s Centers conduct

significant research on policy

● Proximity to D.C.

Market

● Most peer institutions have

Education Policy tracks

● Education Assessment, Evaluation,

and Research—the typical four-digit

CIP code for policy degrees—has

grown 74% from 2013 to 2017, but

volume is low

● High investment to create a new

program

● Medium ROI due to high

competition


4

92


Entrepreneurship Track, M.S. in Education Studies

● Add an entrepreneurship track for

students interested in developing

technology, opening new schools, or

starting a business

● Use courses and resources developed

for Ed.D. track in Entrepreneurial

Leadership


● Share faculty with Carey Business

School

The Opportunity

Investment and ROI

● ITGL cohort demonstrates high

interest in entrepreneurial careers

● IDEALS and CTE have expertise in

“making”

Market

● UPenn has already launched this

degree and offers a joint degree

with the Wharton Business School

● Unknown● High investment to create a new

program

● Low ROI due to uncertain interest


5

93

Market Investments and ROI

Higher Ed Administration Track, M.S. in Education Studies

● Hire faculty to launch a track in

higher education administration, a

new area of specialization for JHU


● Create remote internship

opportunities across the university

● Potentially offer dual-degree option

with Ph.D. programs in other schools

within JHU

The Opportunity Competitive Strengths Competitive Weaknesses


● The Dean is a specialist in higher

education

● As a leading university, JHU potentially

has excellent opportunities and

mentors for students

● Lack of faculty

● Most peers have a program

● High market potential due to volume

and growth at the Master’s level

● High investment due to need for hiring

new faculty—using adjunct faculty may

lower investment, but at least some full

time faculty are needed to build

reputation

● Low ROI due to high investment

6

94

We ranked opportunities from one to six on investment, competitive strength, and market size.

Competitive Strength

Inv

est

me

nt

Ed.D. in Education Leadership

1

2

3

4

5

6

Online Modality for M.S. in Counseling and Special

Education: Autism


Education Policy

Entrepreneurship

Higher Education

1

2

3

45

6

Size of bubble indicates market size ranking

95

JHU’s current portfolio features variety, but can be optimized.

Administrator Counselor Special Educator Teacher

Education/ Instructional

Technologists

School administration

Education leadership for independent schools

Education of students with autism

Gifted education

Urban education

Mind, brain, and teaching

Leadership in tech integration

Independent schools

School administration and supervision

School counseling

Clinical mental health counseling

Gifted education

Special education (mild/moderate)

Special education (severe with a focus on autism)

Early childhood

Elementary (M.S./M.A.T.)

Secondary (M.S./M.A.T.)

M.E.H.P.

Digital learning and education technology


Certificate of advanced graduate study in counseling

Applied behavior analysis

M.E.H.P.

Entrepreneurial Leadership

Mind, brain and teaching

Instructional design in online teaching and learning

Post-BA Certificate

Master’s

Post-MA Certificate

Doctoral

Program is onlineSome versions of this degree are offered onlineK

ey

96

AdministratorModifications Additions


Education leadership for independent schools

Independent schools



Post-BA Certificate

Master’s

Post-MA Certificate

Doctoral


ey

Administrator

Offer track for higher ed administration

Develop a General Ed.D. in Leadership that can serve current/aspiring administrators or individuals interested in broader education leadership

97

CounselorModifications Additions

Post-BA Certificate

Master’s

Post-MA Certificate

Doctoral


ey

Counselor

Offer counseling MA degree programs in an online modality

Offer Post-MA certificates in counseling programs in an online modality

School counseling





Consider creating a doctoral program in mental health counseling

98

Special EducatorModifications Additions

Post-BA Certificate

Master’s

Post-MA Certificate

Doctoral


ey

Special Educator

Add neurodiversity focus to Gifted Education to capitalize on popularity of Mind, Brain, and Teaching program

Offer Special education (severe with a focus on autism) online

Education of students with autism

Gifted education

Gifted education



99

TeacherModifications Additions

Post-BA Certificate

Master’s

Post-MA Certificate

Doctoral


ey

Teacher

Consider offering only the M.A.T. in Elementary/Secondary or only the M.S. in Education Studies Elementary/Secondary

Urban education


Early childhood



M.E.H.P.

M.E.H.P.


Consider orienting program to an audience other than teachers, who are relatively unlikely to pursue doctorates

100

The recommended portfolio will target new audiences and serve existing audiences better.

Administrator CounselorSpecial

Educator Teacher

Education/ Instructional

Technologists


Education leadership for independent

schools

Education of students with

autism

Gifted

education

Urban education


Leadership in tech

integration

Independent schools


Higher ed

administration

School counseling


Gifted and neuro-diverse education



Early childhood



M.E.H.P.

Digital learning and education

technology




M.E.H.P.


General Education Leadership


Instructional design in online

teaching and learning

Post-BA Certificate

Master’s

Post-MA Certificate

Doctoral


ey

Policy Maker Entrepreneur

Education Policy

Entrepreneurship

The Johns Hopkins University School of Education is entering a moment where its future will be critically defined by the strategic decisions made today.

Taking a portfolio approach will best position the school for success in the coming years by appropriately distributing resources and aligning the school’s programmatic and modal offerings with the demands of education professionals.

Appendix00

103

Teachers and Instructors

2017 Job postings: 438,499


Nu

mb

er

of J

ob

P

ost

ing

s

+137%

+16%


104

Teachers and Instructors

2017 Job postings:

438,499

2018 Job postings:

577,387

Nu

mb

er

of J

ob

P

ost

ing

s


105

Special Education Teachers



Nu

mb

er

of J

ob

P

ost

ing

s


106

Administrators



Nu

mb

er

of J

ob

P

ost

ing

s


107

Counselors

2017 Job postings:

122,293

2018 Job postings:

130,475

Nu

mb

er

of J

ob

P

ost

ing

s

+21%


108

Instructional/Educational Technology



Nu

mb

er

of J

ob

P

ost

ing

s

+19%


109

Overall Job Posting Data

110

Teachers and InstructorsP

erc

en

tage

of J

ob

Lis

tin

gs R

eq

uir

ing

V

ari

ou

s L

ev

els

of D

eg

ree

s, B

y P

osi

tio

n


111

Teachers and InstructorsC

urr

en

t E

du

cati

on

ba

ckg

rou

nd

of

ed

uca

tors


112

Special Education TeachersP

erc

en

tage

of J

ob

Lis

tin

gs R

eq

uir

ing

V

ari

ou

s L

ev

els

of D

eg

ree

s, B

y P

osi

tio

n


113

AdministratorsP

erc

en

tage

of J

ob

Lis

tin

gs R

eq

uir

ing

V

ari

ou

s L

ev

els

of D

eg

ree

s, B

y P

osi

tio

n


114

CounselorsP

erc

en

tage

of J

ob

Lis

tin

gs R

eq

uir

ing

V

ari

ou

s L

ev

els

of D

eg

ree

s, B

y P

osi

tio

n


115

Instructional/Educational TechnologyP

erc

en

tage

of J

ob

Lis

tin

gs R

eq

uir

ing

V

ari

ou

s L

ev

els

of D

eg

ree

s, B

y P

osi

tio

n


116

Within the five categories, specific occupations demonstrate notable growth in job postings over the last year.

Overall, job posting trends have been steady across the segments.

Teachers/instructors, all other

Elementary teachers

Substance abuse and behavioral disorder counselors

Instructional coordinators

+137% +16% +21% +19%


117117

Degrees Conferred at Private, Non-Profit Institutions

Serviceable Addressable Market

Of the Total Market, the Serviceable Addressable Market is the proportion of students willing to pay higher tuition at private, non-profit institutions.

Total Market

Total Addressable Market

Total Number of Education Professionals

Graduate Education Degrees Conferred

6.61 M 171K 77K

Source: IPEDS and Bureau of Labor Statistics

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