Hezel-CSUEB Online Programs Market Analysis Report.doc

Assessment of New Online Program Opportunities

Prepared for

California State University East Bay

December 17, 2007

Hezel Associates, LLC731 James Street, Suite 300

Syracuse, NY 13203315-422-3512

[email protected]


EXECUTIVE SUMMARY

Over many years the CSU system, among all institutions in California, has been a leader in the development of distance and online learning. Numerous CSU campuses have competed for ascendancy in online learning within their regions, within California, and elsewhere. With three campus locations in California’s East Bay region, California State University East Bay is well established in one of the most vibrant and growing regions of the United States. As part of the California State University System, CSU East Bay has had access to a number of initiatives aimed at establishing a greater online presence throughout the system. The CSU system as a whole and peer CSU campuses have been slow to act, however, and with the support of a new President and the administration, CSU East Bay is poised to set the standard for online program development in the system with its Online Campus Initiative.

The Online Campus Initiative seeks to expand the reach of CSU East Bay and find new revenue streams by identifying high-need programs that will generate significant new enrollments for the university. To this end, CSU East Bay leadership also realizes that to be successful in its expansion efforts it must have sound market research to inform program development and expansion. CSU East Bay contracted with Hezel Associates to conduct a study the goal of which is to identify and assess program opportunities for inclusion in the Online Campus Initiative. To meet these objectives, we conducted numerous layers of secondary research, including an environmental scan, a benchmarking activity of competitive online institutions, and program-specific research for 12 prospective programs.

The environmental scan describes the composition of the East Bay region and demographic and economic trends in the seven-county region. In the benchmarking scan we studied five competitive online institutions, comparing and contrasting their online offerings to those that CSU East Bay considered for this project. The program-specific research consists of descriptions of 12 programs collaboratively identified by Hezel Associates and CSU East Bay, including a job market overview, identification of demand drivers, accreditation-related information, and a competitive analysis. The 12 programs considered in this repot are:

Bachelor’s in Construction Management Bachelor of Science in Network Systems Bachelor of Science in Database Management Bachelor of Science in Software Engineering Bachelor of Science in Business Administration Bachelor of Science in Sustainable Energy Management Bachelor of Arts in Liberal Studies Master of Business Administration Master of Healthcare Administration

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Master of Arts in Early Childhood Education Master of Leisure Services Administration Master of Public Administration

Based on the environmental and benchmarking scans and the secondary research regarding the 12 potential online degree programs, Hezel Associates offers these recommendations and suggestions for future research regarding the development of CSU East Bay’s Online Campus Initiative. Some of the 12 programs researched seem to be strong opportunities for development, while others may require future research before a conclusion can be drawn. The secondary research also yielded ideas for additional programs that should be considered in greater depth in the future. These, too, are included in the suggestions for future research, below.

Hezel Associates always recommends using primary research to verify market opportunities, but based on the secondary research collected we are reasonably satisfied that the following represent promising opportunities for CSU East Bay in its Online Campus Initiative:

Construction Management: The construction industry is projected to continue to grow in California, which will create strong demand for qualified managers. Hezel Associates identified only one competitive online program in Construction Management (National University), which does not have the accreditation of American Council for Construction Education. CSU East Bay should continue developing its bachelor’s in Construction Management program, and should actively pursue ACCE accreditation.

Software Engineering, Database Management and Network Systems: Software Engineering and Database Management are among the fastest growing occupations in California, and are projected to have shortages of qualified individuals. Demand comes not only from the IT industry but also from other fast growing industries such as Biotechnology and Geospatial. The IT industry as a whole continues to grow rapidly, particularly in California, and without much online competition from California institutions for any of the three programs, CSU East Bay seems to have a strong opportunity in each of the three markets.

Bachelor of Science in Business Administration: Hezel Associates did not identify any CSU campuses that offer an online BA or BS in Business Administration program. Although there are many online BSBA or similar programs available nationwide, the lack of any programs offered by a CSU or UC campus makes this a strong opportunity. A BSBA is often an ideal program for prospective students wishing to complete a baccalaureate degree, and all of the demand factors are positive in this market. CSU East Bay should include a BSBA in its initial Online Campus Initiative portfolio.

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Health Care Administration: Health care is one of the largest and fastest growing industries in California. There are many competitors, but none online from California, which gives CSU East Bay an opportunity to capture part of the market. It may make sense to create a Health Care Administration specialization within an MBA program. Primary research could be used to identify which is the optimal program: an MHA or MBA with a specialization, but the overall market is strong.

The following programs seem to be good opportunities based on the secondary research, but future research and/or planning may be necessary to verify and/or capitalize on the opportunities.

Sustainable/Renewable/Green Energy Management: There are very few programs nationwide that addresses the issue of green/renewable energy management, and fewer online. The industry has become a priority for both the state and federal governments for a number of reasons, including rising gas prices, limited supply, and the political and economic risks that surround conventional energy resources. There has been a great deal of activity in this area in California, but with so few programs and even fewer online programs, it is unclear whether this is a good market for an online program. Additional research should be conducted, perhaps including interviews with experts in the field and possibly primary survey research.

Liberal Studies: Liberal Studies is a broad program, but one that is often a good option for students seeking a degree completion program that is not in business. The biggest obstacle for CSU East Bay in this market is the competition from CSU Chico. CSU Chico’s online program seems well established and is found easily using many search terms. Competing with CSU Chico in this market may not be wise, and further study is warranted to verify the market and/or to determine if there are ways to differentiate a new program. This degree should be included in potential future primary research.

Master of Business Administration: The online market for MBAs is very competitive to the point of possibly being saturated. On one hand, an MBA is often a cornerstone of any institution’s online portfolio. Also, only CSU Dominguez Hills currently has an online MBA, which could mean that there is ample opportunity for another CSU institution to develop an online degree. On the other hand, the online MBA market is defined by intensive marketing and recruitment efforts, making entry very expensive. CSU East Bay should strongly consider ways to differentiate its MBA should it include the program in the Online Campus Initiative. Primary research may be useful to identify possibilities for differentiation. CSU East Bay should also pursue specialty accreditation from AACSB and/or ACBSP for its online MBA, if it is included in the Online Campus Initiative.

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Public Administration: Similar to the MBA market, although to a lesser extent, the online MPA market is competitive and perhaps saturated. Here again the only California public institution with an online program is CSU Dominguez Hills, which seemingly affords CSU East Bay an opportunity in this market. Also similar to the MBA, differentiation will be important in this market, and CSU East Bay may want to consider using primary research to inform development and marketing. Once again, specialty accreditation can be a key differentiator.

Leisure Services Administration: The leisure and recreation industry is growing very fast, particularly in California. Hezel Associates did not identify any California competitors offering a master’s degree online. Nationally it seems that there are more baccalaureate programs and specializations within an MBA program than fully online master’s programs in leisure or recreation. While the market seems promising, primary research to verify market demand may be warranted.

The only program of the 12 that does not appear to be a strong opportunity is the Master of Arts in Early Childhood Education. Although there is scant online competition, there are no real demand drivers that would encourage prospective students to pursue such a degree. Education-related degree markets are highly driven by state, and to a lesser extent federal policy, and barring any increase in the requirements of ECE teachers, a master’s degree program will not have broad appeal for the foreseeable future. Rather, CSU East Bay may want to consider studying a baccalaureate program that prepares students for a CDP, or even an associate’s degree program in the future.

The environmental scan and program-specific research also revealed additional program areas that CSU East Bay should research in the future for possible inclusion in the Online Campus Initiative. These include:

Allied health related degrees: Examples include Community Health Education and Environmental Health and Safety, among many other options. The health care industry is not only the fast growing industry in the U.S. and in California, but there are projected shortages of qualified personnel in many health-related occupations. A wide range of allied health related degree programs, both undergraduate and graduate, should be considered for future research.

Geospatial related degrees: In California, the occupations identified by the Department of Labor as “geospatial technology-related” are expected to grow much faster than average between 2004 and 2014, adding nearly 100,000 new jobs. Employment projections note the largest demand will be for computer software engineers, systems software and applications, as well as database administrators. CSU East Bay may want to consider researching the opportunity afforded

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by developing a Geospatial specialization within one or more of the IT-related degrees studied in this report, or in a graduate or stand-alone degree.

Biotechnology degree options: Biotechnology is one of the fast growing new industries. In California alone this industry is projected to employ an estimated 250,000 people by 2015, an increase of 150,000 jobs from 2006. Most biotechnology jobs in California are located in the four major biotechnology regions: San Diego, Los Angeles/ Orange, the San Francisco Bay Area and Sacramento/Stockton. Some of the top growth occupations include medical scientists, veterinary technologists and technicians, biological technicians, and veterinary assistants and others. Similar to the possibilities related to the Geospatial industry, CSU East Bay should study the market opportunity of developing Biotechnology-related degree programs or specializations.

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TABLE OF CONTENTS

Executive Summary................................................................................................ iIntroduction............................................................................................................1Environmental Scan..............................................................................................3

A. Demographics............................................................................................3B. Educational Attainment...............................................................................6C. Projected Labor Force Growth in California State Industries......................7D. Employment by Industry and County..........................................................9E. Selected Description of High-Growth industries in California...................18

1. Biotechnology Industry........................................................................182. Construction Industry..........................................................................183. Geospatial Industry.............................................................................194. Health Care.........................................................................................195. Information Technology (IT)................................................................206. Renewable Energy..............................................................................20

Benchmarking Scan............................................................................................22Potential Programs Overview..............................................................................27

A. Bachelor’s in Construction Management..................................................271. Job Market Overview...........................................................................272. Education and Training Requirements................................................283. Demand Drivers..................................................................................284. Accreditation and Certification.............................................................295. Competitive Analysis...........................................................................30

B. Undergraduate Degrees in Information Technology Fields......................321. Job Market Overview...........................................................................322. Demand Drivers..................................................................................353. Accreditation.......................................................................................364. Competitive Analysis...........................................................................36

C. Bachelor of Science in Business Administration.......................................411. Business Degree Enrollment Overview...............................................412. Job Market Overview...........................................................................423. Demand Drivers..................................................................................434. Accreditation.......................................................................................445. Competitive Analysis...........................................................................46

D. Bachelor of Science in Sustainable Energy Management........................481. Job Market Overview...........................................................................482. Selected Renewable Energy Programs in California...........................503. Demand Drivers..................................................................................514. Accreditation.......................................................................................515. Competitive Analysis...........................................................................51

E. Bachelor of Arts in Liberal Studies............................................................531. Job Market Overview...........................................................................532. Demand Drivers..................................................................................533. Accreditation.......................................................................................544. Competitive Analysis...........................................................................54

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F. Master of Business Administration...........................................................551. Job Market Overview...........................................................................552. Demand Drivers..................................................................................583. Accreditation.......................................................................................584. Competitive Analysis...........................................................................59

G. Master of Healthcare Administration.........................................................601. Job Market Overview...........................................................................602. Demand Drivers..................................................................................613. Accreditation.......................................................................................624. Competitive Analysis...........................................................................62

H. Master of Arts in Early Childhood Education............................................641. Job Market Overview...........................................................................642. Early Childhood Education State Programs........................................653. Education and Training Requirements................................................674. Demand Drivers..................................................................................675. Accreditation.......................................................................................686. Competitive Analysis...........................................................................68

I. Master of Leisure Services Administration...............................................691. Job Market Overview for Leisure Services Managers.........................692. Demand Drivers..................................................................................713. Accreditation.......................................................................................724. Competitive Analysis...........................................................................72

J. Master of Public Administration................................................................731. Job Market Overview...........................................................................732. Education and Training Requirements................................................753. Demand Drivers..................................................................................754. Accreditation.......................................................................................765. Competitive Analysis...........................................................................76

Recommendations and Suggestions for Future Research..................................79

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INTRODUCTION

Over many years the CSU system, among all institutions in California, has been a leader in the development of distance and online learning. Numerous CSU campuses have competed for ascendancy in online learning within their regions, within California, and elsewhere. With three campus locations in California’s East Bay region, California State University East Bay is well established in one of the most vibrant and growing regions of the United States. As part of the California State University System, CSU East Bay has had access to a number of initiatives aimed at establishing a greater online presence throughout the system. The CSU system as a whole and peer CSU campuses have been slow to act, however, and with the support of a new President and the administration, CSU East Bay is poised to set the standard for online program development in the system with its Online Campus Initiative.

The Online Campus Initiative seeks to expand the reach of CSU East Bay and find new revenue streams by identifying high-need programs that will generate significant new enrollments for the university. To this end, CSU East Bay leadership also realizes that to be successful in its expansion efforts it must have sound market research to inform program development and expansion. CSU East Bay contracted with Hezel Associates to conduct a study the goal of which is to identify and assess program opportunities for inclusion in the Online Campus Initiative. To meet these objectives, we conducted numerous layers of secondary research, including an environmental scan, a benchmarking activity of competitive online institutions, and program-specific research for 12 prospective programs.

The 12 programs considered in this repot are: Bachelor’s in Construction Management Bachelor of Science in Network Systems Bachelor of Science in Database Management Bachelor of Science in Software Engineering Bachelor of Science in Business Administration Bachelor of Science in Sustainable Energy Management Bachelor of Arts in Liberal Studies Master of Business Administration Master of Healthcare Administration Master of Arts in Early Childhood Education Master of Leisure Services Administration Master of Public Administration

This report begins with the environmental scan, which describes the composition of the East Bay region and demographic and economic trends in the seven-county region. Next is the benchmarking scan of five competitive online institutions, comparing and contrasting their online offerings to those

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that CSU East Bay considered for this project. The bulk of the report consists of descriptions of 12 programs collaboratively identified by Hezel Associates and CSU East Bay, including a job market overview, identification of demand drivers, accreditation-related information, and a competitive analysis. We conclude with recommendations for programs to pursue developing in the Online Campus Initiative, as well as additional recommendations related to programs that require additional verification and those that should be studied in the next phase of research.



ENVIRONMENTAL SCAN

A. DEMOGRAPHICS

California’s population is slightly younger than the national population, and more diverse—with a substantially larger percentage of Hispanics. Despite this fact, California faces an aging workforce and the loss of skilled workers due to retirement. Twenty percent of California workers were 45-to-54 years old in 2000. Many planners anticipate this proportion will grow even more rapidly over the next two decades unless a large influx of younger workers comes into California. 1

Figure 1. California Population Projections

400,000

900,000

1,400,000

1,900,000

2,400,000

2,900,000

3,400,000

3,900,000

0-4

5-910

-1415

-1920

-2425

-2930

-3435

-3940

-4445

-4950

-5455

-5960

-6465

-6970

-7475

-7980

-84 85+

2000

2010

2020

2030

The three counties with the largest population in the San Francisco Bay Area are Alameda, Contra Costa and Santa Clara Counties. An estimated 2006 population of more than 1.4 million ranks Alameda County as the seventh most populous county in California. By the year 2020, the county’s population is projected to reach almost 1.7 million. Contra Costa County’s current population exceeds one million residents and by the year 2020 it is projected that the county will be home to more than 1.2 million persons. The largest county in the San Francisco Bay Area is Santa Clara which measures approximately 1,316 square miles and is home to more than 1.7 million persons; by the year 2020 the population is forecasted to grow to nearly two million residents.2

1 California Labor Market and Economic Analysis, 2007, Labor Market Information Division Employment Development Department, May 8, 2007, http://www.calmis.ca.gov/specialreports/Labor-Market-Economic-Analysis-2007.pdf, Accessed November, 15, 20072 California Department of Finance, http://www.dof.ca.gov/Research/Research.php,


http://www.dof.ca.gov/Research/Research.php

http://www.calmis.ca.gov/specialreports/Labor-Market-Economic-Analysis-2007.pdf


Marin County’s 588 square miles of rural coastline and inland valleys are ideal for farm production and offer open space for tourism and recreation, while the urbanized bay corridor is dominated by small- and medium-sized businesses. According to California’s Department of Finance, Marin is home to almost 256,000 persons, making it the smallest county in the region. Through the year 2020, the California Department of Finance projects the county’s population will maintain a similar level, with approximately 260,000 residents. San Francisco County’s current population exceeds 700,000 and projections indicate the county’s population will reach 844,000 by the year 2020. The Department of Finance estimates San Mateo’s population in 2006 at more than 700,000, with a projected population of more than 761,000 residents in 2020. Solano County is the second smallest county in the region, with a population of 411,680. By the year 2020, Solano County’s population is projected to reach more than 503,000. 3 The table and figures below can be used to project the overall future undergraduate and graduate enrollment.

Table 1. Population by County, 2006

County

Population by Age

Total population

0-4years

5-9 years

10-14 years

15-19 years

20-24years

25-34years

35-44 years

Alameda 1,457,426 104,414 95,525 97,295 96,119 95,565 200,826 238,500Contra Costa 1,024,319 66,485 68,100 74,202 73,161 66,307 127,218 154,780

Marin 248,742 13,916 13,060 13,528 13,674 13,082 24,333 37,926

San Mateo 705,499 50,213 44,332 42,868 42,529 40,292 82,569 115,763San Francisco 744,041 40,905 28,930 24,938 28,890 42,138 129,211 149,435Santa Clara 1,731,281 133,236 118,720 113,216 111,014 108,928 243,072 296,813

Solano 411,680 28,612 29,310 30,362 31,467 28,993 56,305 60,595Source: U.S. Census Bureau, 2006 American Community Survey, http://factfinder.census.gov/home/saff/main.html?_lang=en

3 California Counties’ Snapshot, 2007


http://factfinder.census.gov/home/saff/main.html?_lang=en


Figure 2. Population Projections by County, 2000-2050

0

500,000

1,000,000

1,500,000

2,000,000

2,500,000

3,000,000

2000 2010 2020 2030 2040 2050

Alameda

ContraCosta

Marin

SanFrancisco

SanMateo

SantaClara

Solano

Figure 3. California Public Postsecondary Undergraduate Enrollment Projections, 2006

0

200,000

400,000

600,000

800,000

1,000,000

1,200,000

1,400,000

1,600,000

1,800,000

2,000,000

2000

2001

2002

2003

2004

2005

2006

2007

2008

2009

2010

2011

2012

2013

2014

2015

UC

CSU

CCC



Figure 4. California Public Postsecondary Graduate Enrollment Projections, 2006

0

10,000

20,000

30,000

40,000

50,000

60,000

70,000

80,000

90,000

100,000

2000

2001

2002

2003

2004

2005

2006

2007

2008

2009

2010

2011

2012

2013

2014

2015

UC

CSU

B. EDUCATIONAL ATTAINMENT

The California labor force is highly skilled. In 2006, two-fifths (40.5 percent) of employed Californians had a college degree, over three quarters (77.3 percent) of whom had a bachelor’s degree or higher. On the other hand, there were a large number of California adults with little education, as 16 percent of workers 25 to 54 years had not received a high school diploma or GED. The employment opportunities of many adults are also limited by poor English skills. One-third of California workers were foreign born in 2006. One-tenth of California workers in 2006 lived in a household where all adults spoke only Spanish. 4

4 California Labor Market and Economic Analysis, 2007, Labor Market Information Division Employment Development Department, May 8, 2007, http://www.calmis.ca.gov/specialreports/Labor-Market-Economic-Analysis-2007.pdf, Accessed November, 15, 2007




Table 2. Educational Attainment by County, 2006

County

Educational AttainmentPopulation

25 years and over

High school

graduate

Some college, no

degreeAssociate's

degreeBachelor's

degree

Graduate or professional

degree

Alameda968,508(100%)

216,536(22.4%)

163,242(16.9%)

73,054(7.5%)

222,270(22.9%)

151,363(15.6%)

Contra Costa

676,212(100%)

137,295(20.3%)

150,989(22.3%)

55,204(8.2%)

160,729(23.8%)

90,809(13.4%)

Marin180,442(100%)

25,424(14.1%)

34,095(18.9%)

11,352(6.3%)

53,097(29.4%)

41,105(22.8%)

San Mateo485,413(100%)

92,703(19.1%)

87,588(18.0%)

36,250(7.5%)

132,108(27.2%)

82,571(17.0%)

San Francisco

578,500(100%)

80,683(13.9%)

86,960(15.0%)

31,825(5.5%)

182,410(31.5%)

109,059(18.9%)

Santa Clara

1,146,014(100%)

209,754(18.3%)

182,896(16.0%)

89,246(7.8%)

288,079(25.1%)

217,559(19.0%)

Solano262,936(100%)

70,149(26.7%)

68,024(25.9%)

27,250(10.4%)

41,202(15.7%)

17,956(6.8%)

Source: U.S. Census Bureau, 2006 American Community Survey, http://factfinder.census.gov/home/saff/main.html?_lang=en

C. PROJECTED LABOR FORCE GROWTH IN CALIFORNIA STATE INDUSTRIES

The fastest growing occupations overall are concentrated in healthcare, education, and computer related fields.

90 percent of the industries in California that are projected to grow over the next decade are in the service-producing industries: administrative and support services; healthcare services; retail trade; accommodation and food services; and professional, scientific and technical services. Construction, which is a goods-producing industry, is expected to generate almost 163,000 new jobs by 2014.

Long-term top growth industries include software publishers with a growth rate of 39 percent, computer systems design with a projected growth rate of nearly 44 percent, and management, scientific, and technical consulting services which are projected to grow by over 46 percent.

Growing health-related industries include community care facilities for the elderly, offices of health practitioners, home health care services, outpatient care centers, and psychiatric and substance abuse hospitals. Growth rates for these industry sub-sectors range from 32 percent for psychiatric and substance abuse hospitals to 49 percent for home health care services.

The 50 occupations with the largest forecasted growth over the next decade are expected to generate nearly 1.4 million new jobs and


http://factfinder.census.gov/home/saff/main.html?_lang=en


almost 1.8 million additional opportunities due to vacancies that will be refilled when an individual retires, changes careers or leaves for personal reasons—3.2 million total job openings by 2014.

The top ten largest skilled occupations in California account for growth of approximately 349,200 new jobs in the next decade. The top growth occupations include general and operations managers, elementary school teachers, computer software engineers (applications) and (system software); accountants and auditors, secondary school teachers, and computer systems analysts and others. Most of these occupations require a Bachelor’s degree. 5

Figure 5. California Selected Labor Force and Employment Growth

-15.0

-10.0

-5.0

0.0

5.0

10.0

2001 2002 2003 2004 2005 2006 2007 2008 2009

Gro

wth

ComputerSystemsDesign

SoftwarePublishers

ScientificResearch&Development

5 California Labor Market and Economic Analysis, 2007, Labor Market Information Division Employment Development Department, May 8, 2007, http://www.calmis.ca.gov/specialreports/Labor-Market-Economic-Analysis-2007.pdf, Accessed November, 15, 2007




Figure 6. California Selected Labor Force and Employment Growth

-4.0

-2.0

0.0

2.0

4.0

6.0

8.0

2001 2002 2003 2004 2005 2006 2007 2008 2009

Construction

Educationaland HealthServices

Liesure andHospitality

ProfessionalandBusinessServices

Source: CA Employment Development Department. All labor statistics reflect Benchmark 2006 data

D. EMPLOYMENT BY INDUSTRY AND COUNTY

Figure 7. Alameda County Employment by Industry, 2006 Annual Average

2%

2%

3%

5%

5%

6%

7%

8%

11%

11%

19%

19%

0% 5% 10% 15% 20% 25%

Management of Companies and Enterprises

Information

Other Services

Financial Activities

Administrative and Support and Waste Services

Construction

Professional, Scientific and Technical Services

Leisure and Hospitality

Manufacturing

Educational and Health Services

Government

Trade, Transportation and Utilities

In Alameda County, the industries that showed the largest growth during the period 2002–2006 include financial activities, construction, and educational and health services, increasing by a combined total of 13,500 jobs. Within financial activities, the finance and insurance component accounted for almost all of the growth, with a gain of 4,400 or 21 percent. Construction added 4,600, growth of nearly 12 percent. Educational and health services



employment increased by 4,200 jobs, with equal gains of 2,100 in the educational services and health care and social assistance components.6

Figure 8. Largest Growth Industries in Alameda County, Employment Change 2002-2006

3,600

1,500 1,500

700

4,600

-300

500 900

4,700

900 2,400

-700

1,700

800

4,200

-1,000

0

1,000

2,000

3,000

4,000

5,000

2002-2003 2003-2004 2004-2005 2005-2006 TotalChange

2002-2006

FinancialActivities

Construction



Figure 9. Contra Costa County Employment by Industry, 2006 Annual Average

2%

3%

4%

6%

7%

8%

9%

9%

12%

15%

17%

0% 2% 4% 6% 8% 10% 12% 14% 16% 18% 20%


Other Services

Information

Manufacturing


Construction




Government


Contra Costa County added 5,900 jobs since 2002, growth of just less than two percent. Three industries contributed a total of 9,800 new jobs during 6 Alameda County Snapshot, 2006 http://www.calmis.ca.gov/file/cosnaps/alamesnap.pdf, Accessed November, 15, 2007


http://www.calmis.ca.gov/file/cosnaps/alamesnap.pdf


the period 2002–2006, including leisure and hospitality, professional and business services, and educational and health services. Within leisure and hospitality, accommodation and food service recorded almost all of the growth (3,400 jobs). Employment gains in professional and business services were distributed among three major sectors: management of companies and enterprises (1,400); professional, scientific and technical services (1,100); and administrative and support and waste services (800). Educational and health services gained 3,100, growth of eight percent.7

Figure 10. Largest Growth Industries in Contra Costa County, Employment Change 2002-2006

700 800

4,600

100

3,400

1,200 1,000500

3,300

800

-2,900

3,1002,600

-300

700

-4,000

-3,000

-2,000

-1,000

0

1,000

2,000

3,000

4,000

5,000

2002-2003 2003-2004 2004-2005 2005-2006 Total Change2002-2006

Leisure andHospitality




7 Contra Costa County Snapshot, 2006 http://www.calmis.ca.gov/file/cosnaps/contrsnap.pdf, Accessed November, 15, 2007


http://www.calmis.ca.gov/file/cosnaps/contrsnap.pdf


Figure 11. Marin County Employment by Industry, 2006 Annual Average

1%

2%

2%

2%

4%

5%

7%

9%

10%

12%

14%

15%

17%

0% 2% 4% 6% 8% 10% 12% 14% 16% 18%

Agriculture

Information


Manufacturing

Other Services


Construction




Government



Professional and business services in Marin County recorded growth in professional, scientific, and technical services (up 1,300 jobs) and management of companies and enterprises (up 600 jobs). Educational and health services gained 400 jobs, with health care and social assistance employment accounting for all of the growth. Since 2002, other services posted 300 new jobs, growth of 6.5 percent.8

8 Marin County Snapshot, 2006, http://www.calmis.ca.gov/file/cosnaps/marinsnap.pdf, Accessed November, 15, 2007


http://www.calmis.ca.gov/file/cosnaps/marinsnap.pdf


Figure 12. Largest Growth Industries in Marin County, Employment Change 2002-2006

300

900

-100

1,000

2,100

100

-200

100

400 400200

-300

300300100

-500

0

500

1,000

1,500

2,000

2,500

2002-2003 2003-2004 2004-2005 2005-2006 Total Change2002-2006



OtherServices


Figure 13. San Francisco County Employment by Industry, 2006 Annual Average

2%

2%

3%

3%

4%

6%

11%

11%

13%

13%

14%

16%

0% 2% 4% 6% 8% 10% 12% 14% 16% 18%

Manufacturing


Construction

Information

Other Services







Government

In 2006, San Francisco County gained 12,300 jobs to total 520,900. During the 2002–2006 years the industries posting the largest gains were: educational and health services, and leisure and hospitality. Within educational and health services, educational services added 2,200 jobs, while health care and social assistance gained 1,900.9

9 San Francisco County Snapshot, 2006, http://www.calmis.ca.gov/file/cosnaps/sanfrsnap.pdf, Accessed November, 15, 2007


http://www.calmis.ca.gov/file/cosnaps/sanfrsnap.pdf


Figure 14. Largest Growth Industries in San Francisco County, Employment Change 2002-2006

1,300 1,200700 900

-600

1,4001,900

4,1003,800

1,100

-1,000

0

1,000

2,000

3,000

4,000

5,000

2002-2003 2003-2004 2004-2005 2005-2006 Total Change2002-2006




Figure 15. San Mateo County Employment by Industry, 2006 Annual Average

1%

2%

3%

5%

6%

6%

6%

9%

9%

10%

10%

11%

22%

0% 5% 10% 15% 20% 25%

Agriculture


Other Services

Construction

Information



Manufacturing


Government




In San Mateo County, three industries that recorded employment gains during the 2002-2006 years were leisure and hospitality, professional and business services, and educational and health services. In the leisure and hospitality industry, both major sectors increased: accommodation and food service (up 1,500); and arts, entertainment, and recreation (up 1,100). Professional and business services growth was concentrated in administrative and support and waste services (up 2,800). Educational and



health services gained 1,700 jobs, primarily in the health care and social assistance component (up 1,300).10

Figure 16. Largest Growth Industries in San Mateo County, Employment Change 2002-2006

2,000

2,600

-3,600

1,800

2,500

100 0

-500

700400

2,200

1,500 17001,500

100

-4,000

-3,000

-2,000

-1,000

0

1,000

2,000

3,000

2002-2003 2003-2004 2004-2005 2005-2006 Total Change2002-2006





Santa Clara’s employment totals increased in 2006, adding 21,500 jobs or just less than there percent. The largest single-year gain was in professional and business services (up 4,900 jobs), specifically in professional, scientific, and technical employment (up 4,800 jobs). Educational and health services, leisure and hospitality, and information industries recorded the largest gains during the 2002-2006 period. In educational and health services, educational services posted growth of more than 20 percent (5,100 jobs). The accommodation and food services sector, which is the component of leisure and hospitality industry, increased by 5,500 jobs (9.7 percent). The information industry added 4,200 jobs or 12 percent.11

10 San Mateo County Snapshot, 2006, http://www.calmis.ca.gov/file/cosnaps/sanmasnap.pdf, Accessed November, 15, 200711 Santa Clara County Snapshot, 2006, http://www.calmis.ca.gov/file/cosnaps/santcsnap.pdf, Accessed November, 15, 2007


http://www.calmis.ca.gov/file/cosnaps/santcsnap.pdf

http://www.calmis.ca.gov/file/cosnaps/sanmasnap.pdf


Figure 17. Santa Clara County Employment by Industry, 2006 Annual Average

1%

3%

4%

4%

5%

6%

8%

11%

11%

12%

15%

19%

0% 2% 4% 6% 8% 10% 12% 14% 16% 18% 20%


Other Services


Information

Construction



Government




Manufacturing

Figure 18. Largest Growth Industries in Santa Clara County, Employment Change 2002-2006

1,800 1,700

4,400

9,400

100

-2,900

1,500

6,600

2,6002,0001,900

4,2003,2002,700

1,200

-4,000

-2,000

0

2,000

4,000

6,000

8,000

10,000

12,000

2002-2003 2003-2004 2004-2005 2005-2006 Total Change2002-2006



Information


Industries in Solano County have gained 7,900 jobs since 2002, representing cumulative growth of more than six percent. Construction, trade, transportation, and utilities, and educational and health services led job growth, contributing 7,700 jobs during the years 2002–2006. Construction, the county’s largest industry, gained 3,100 jobs, representing growth of more than 28 percent. Trade, transportation, and utilities added 2,900 jobs,



mostly in the transportation, warehousing, and utilities component (1,700). Educational and health services recorded growth of more than 11 percent (1,700 jobs), with 1,400 new jobs in the health care sector.12

Figure 19. Solano County Employment by Industry, 2006 Annual Average

1%

1%

1%

3%

5%

7%

9%

10%

11%

11%

20%

21%

0% 5% 10% 15% 20% 25%

Educational Services

Information

Agriculture

Other Services


Manufacturing

Professional and Business Services


Construction

Health Care and Social Assistance

Government


Figure 20. Largest Growth Industries in Solano County, Employment Change 2002-2006

1,300

600

3,100

1,300

700

0

-200

400

800

400

2,900

900

1,700

400

1,100

-500

0

500

1,000

1,500

2,000

2,500

3,000

3,500

2002-2003 2003-2004 2004-2005 2005-2006 Total Change2002-2006

Construction

Trade,Transportationand Utilities



12Solano County Snapshot, 2006, http://www.calmis.ca.gov/file/COsnaps/solansnap.pdf, Accessed December, 3, 2007


http://www.calmis.ca.gov/file/COsnaps/solansnap.pdf


E. SELECTED DESCRIPTION OF HIGH-GROWTH INDUSTRIES IN CALIFORNIA

Critical jobs are linked to the President’s High-Growth Training Initiative, and dovetail with high-growth industries identified by the California Regional Economies Project. High-Growth industries include advanced manufacturing, automotive, biotechnology, construction, geo-spatial, health care, hospitality, information technology, retail, energy, financial services and transportation. 13

1. Biotechnology IndustryCalifornia has the nation’s largest biotechnology employer base, with approximately 400 biotechnology companies. Most biotechnology jobs in California are located in the four major biotechnology regions: San Diego, Los Angeles/ Orange, the San Francisco Bay Area and Sacramento/Stockton. Today, California’s biotechnology firms employ an estimated 100,000 workers. By 2015, the industry may employ as many as 250,000 workers.14

The Labor Market Information Division completed a study of California’s biotechnology industry in 2004 and determined that it encompasses seven major areas of research and production: agricultural products, biomedical devices, environmental management, food processing, human and veterinary medicines, instrumentation, and pharmaceutical manufacturing. Further findings indicate that occupations in California’s biotechnology industry cross seven major categories: research and development, clinical research, manufacturing and production, regulatory affairs, quality systems, information systems, and marketing and sales. 15

According to this study, the top growth occupations include bioinformatics specialists, which is an emerging occupation that combines the skills set of computer software engineers and database administrators, sales representatives, medical scientists, veterinary technologists and technicians, biological technicians, and veterinary assistants and laboratory animal caretakers.

13 President’s High Growth Job Training Initiative, http://www.doleta.gov/BRG/JobTrainInitiative/, Accessed November, 16, 200714 Under the Microscope, Biotechnology Jobs in California, Employment Development Department, Labor Market Information Division, Information Services Group, Occupational Research Unit, June 2004, http://www.calmis.cahwnet.gov/file/occmisc/Biotech-Part1.pdf, Accessed November 15, 200715 California Labor Market and Economic Analysis, 2007, Labor Market Information Division Employment Development Department, May 8, 2007, http://www.calmis.ca.gov/specialreports/Labor-Market-Economic-Analysis-2007.pdf, Accessed November, 15, 2007



http://www.calmis.cahwnet.gov/file/occmisc/Biotech-Part1.pdf

http://www.doleta.gov/BRG/JobTrainInitiative/


2. Construction IndustryThe California Regional Economies Project (CREP) and the Center for the Continuing Study of the California Economy distinguish between economic base industries and population serving industries. The CREP refers to construction as a population serving industry. Growth is driven by a growing population’s demand for homes and infrastructure. Top occupations in California’s construction industry include carpenters, construction laborers, dry wall and ceiling tile installers, electricians, painters, plumbers, and first-line supervisors/managers of construction trades.

3. Geospatial IndustryThe geospatial industry is emerging from established industries that use geospatial technologies or require geospatial competencies and is fast becoming an industry of its own. The President’s High Growth Job Training Initiative describes the industry that includes cartographers, photogrammetrists, surveyors, civil drafters, mechanical drafters, and technicians in aerospace engineering, civil engineering, environmental engineering, industrial engineering, surveying, mapping, soil conservationists, range managers, foresters, geological data technicians, and geological sample test technicians.16 Other occupations listed by the American Society for Photogrammetry and Remote Sensing include geographers, physical scientists, computer scientists, geographical information systems analysts, database administrators, and remote sensing scientists.17

California has a significant base for this industry. The state is home to many companies and organizations that provide various geospatial functions including such businesses as the Environmental Systems Research Institute, the California Space Authority, defense and commercial aerospace companies, world-renowned oceanic research centers. In California, the occupations identified by the Department of Labor as “geospatial technology-related” are expected to grow much faster than average between 2004 and 2014, adding nearly 100,000 new jobs across all industries. Employment projections note the largest demand will be for computer software engineers, both systems software and applications; database administrators; electrical and electronic engineering technicians; industrial, environmental and aerospace engineers; industrial engineering technicians, and civil engineering technicians.18

16 President’s High Growth Job Training Initiative, http://www.doleta.gov/BRG/JobTrainInitiative/, Accessed November, 16, 200717American Society for Photogrammetry and Remote Sensing, http://www.asprs.org/career, Accessed November, 16, 200718 California Labor Market and Economic Analysis, 2007, Labor Market Information Division Employment Development Department, May 8, 2007, http://www.calmis.ca.gov/specialreports/Labor-Market-Economic-Analysis-2007.pdf, Accessed November, 15, 2007



http://www.asprs.org/career

http://www.doleta.gov/BRG/JobTrainInitiative/


4. Health CareIn California, employment in the top 20 high-growth occupations in the health care industry is expected to increase by more than 194,000 between 2004 and 2014. Educational requirements vary widely among the health care occupations.RNs require a bachelor’s or associate degree. California is facing a nursing shortage that is expected to widen over the next two decades, along with a growing demand for other health caregivers. A recent study examined the skills need and demand for 48 health care occupations that provide direct care, administrative support, and operations support for the industry. Top occupations in California’s health care industry include RNs, nursing aides, physicians and surgeons, home health aides, and medical assistants. Employment in these top five occupations is expected to grow by 124,000 workers between 2004 and 2014. Other top occupations in the industry include pharmacists, dental assistants, and dental hygienists.19

5. Information Technology (IT)In California, the number of workers in 12 high-growth IT occupations is expected to grow by approximately 150,000 between 2004 and 2014. Nearly two thirds of these new jobs will be for computer software engineers (both applications and systems software), computer systems analysts and computer support specialists. Other high-growth IT occupations are network systems and data communications analysts and administrators, computer and information systems managers, computer specialists such as those who direct computer labs, database administrators, computer hardware engineers, and computer programmers.20

6. Renewable EnergyTo reduce the dependence on Middle East oil and minimize the associated economic risks, the government, both federal and state, made it a priority to introduce various initiatives in order to promote and develop alternative energy sources. States across the U.S. finance solar, biomass and wind projects, launch marketing campaigns for clean power and target economic development dollars to new industries. Examples of some of these actions include pension investments in clean energy technology in California, economic incentives to attract wind developers in Pennsylvania and industry support for fuel cell companies in Ohio and Connecticut. 21

19 Ibid20 California Labor Market and Economic Analysis, 2007, Labor Market Information Division Employment Development Department, May 8, 2007, http://www.calmis.ca.gov/specialreports/Labor-Market-Economic-Analysis-2007.pdf, Accessed November, 15, 200721 2005–2006 Report on State Clean Energy Funds, Investment and Deployment in the U.S. Clean Energy States Alliance, http://www.cleanenergystates.org/Publications/CESA_Biennial_Report_2005-2006.pdf,


http://www.cleanenergystates.org/Publications/CESA_Biennial_Report_2005-2006.pdf



Renewable energy and energy efficiency technologies are driving significant economic growth in the United States. In 2006, these industries generated 8.5 million new jobs, nearly $970 billion in revenue, more than $100 billion in industry profits, and more than $150 billion in increased federal, state, and local government tax revenues. The jobs created were disproportionately for scientific, technical, professional, and skilled workers, and more than 90 percent of the jobs were in private industry. 22

The California Energy Commission’s Renewable Energy Program began in 1998 to help increase the amount of renewable electricity used to meet California’s growing demand. This program is based on decades of bipartisan legislative and gubernatorial support for renewable energy that have helped to make California a recognized leader in the field. The state, with its abundant natural resources, has had a long history of support for renewable energy. In 2004, about ten percent of all electricity came from renewable resources such as wind, solar, geothermal, biomass and small hydroelectric facilities. Large hydro plants generated another 15 percent of the electricity.23

Accessed November 23, 200722 Report: Renewable Energy and Energy Efficiency: Economic Drivers for the 21st Century, Management Information Services, Inc. for the American Solar Energy Society, 2007, http://www.ases.org/ASES-JobsReport-Final.pdf, Accessed November 23, 200723 California Energy Commission, http://www.energy.ca.gov/renewables/index.html, Accessed November 26, 2007


http://www.energy.ca.gov/renewables/index.html

http://www.ases.org/ASES-JobsReport-Final.pdf


BENCHMARKING SCAN

To get an idea for the types of online programs that institutions are offering, Hezel Associates conducted a benchmarking scan of five institutions that Cal State East Bay is likely to compete with in developing its Online Campus Initiative. These five institutions are:

National University, http://www.nu.edu/ Golden Gate University, http://www.ggu.edu/ University of Phoenix, http://www.phoenix.edu Walden University, http://www.waldenu.edu/c/home.htm California State University, Chico, http://rce.csuchico.edu/online

Table 3. Benchmarked Undergraduate Online Programs

Institution

Undergraduate Business Related Programs

Management Marketing AccountancyConstruction Management

Hospitality Management

National University University of Phoenix Golden Gate University Walden University California State University, Chico

Institution

Undergraduate IT Programs

Information Technology

Information Systems

Software Engineering

Computer Science

Database Management

National University University of Phoenix

Golden Gate University

Walden University

California State University, Chico


http://rce.csuchico.edu/online

http://www.waldenu.edu/c/home.htm

http://www.phoenix.edu/

http://www.ggu.edu/

http://www.nu.edu/


Institution

Other Undergraduate Programs

PsychologyGlobal Studies

Social Science

Criminal Justice Administration Nursing

Liberal Studies

National University

University of Phoenix


Walden UniversityCalifornia State University, Chico

Table 4. Benchmarked Graduate Online Programs

Institution

Graduate Business Related Programs

Electronic Business

Human Resource

ManagementTechnology Management

Organizational Leadership

Health Care Administration

National University


Golden Gate

University

Walden University

California

State University,

Chico



Institution

Graduate Education Related ProgramsEducational and

Instructional Technology

Curriculum and

InstructionEducational

AdministrationSpecial

Education

Early Childhood Education

National University


Golden Gate

University

Walden University California

State University,

Chico

Institution

Other Graduate Programs

Information Systems

Knowledge Management

Public Administration Counseling Public Health

National University



Walden University California State University, Chico



Table 5. Potential Online Programs for CSU East Bay Offered by 5 Competitors

Institution

Undergraduate Programs

Construction Management

Energy Management

Network Systems

Software Engineering

Database Management

Business Administration

Liberal Studies

National University



Walden University


(on campus)

Institution

Graduate ProgramsLeisure

Services Administration

Early Childhood Education

Public Administration

Business Administration

Health Care Administration

National University



Walden University




POTENTIAL PROGRAMS OVERVIEW

A. BACHELOR’S IN CONSTRUCTION MANAGEMENT

1. Job Market OverviewConstruction managers plan, direct, and coordinate a wide variety of construction projects, including the building of all types of residential, commercial, and industrial structures, roads, bridges, wastewater treatment plants, and schools and hospitals. Construction managers may oversee an entire project or just part of a project and, although they usually play no direct role in the actual construction of a structure, they typically schedule and coordinate all design and construction processes, including the selection, hiring, and oversight of specialty trade contractors. They divide all required construction site activities into logical steps, budgeting the time required to meet established deadlines. This may require sophisticated estimating and scheduling techniques and use of computers with specialized software. 24

Employment of construction managers is projected to increase through 2014, due in large part to the increasing complexity of construction projects which is boosting the demand for management-level personnel within the construction industry. More construction managers will be needed as the level of construction activity continues to grow. In addition, opportunities will increase for construction managers to start their own firms.25

In California, the construction industry employs approximately 800,000 workers. By 2010 the construction industry will need approximately 200,000 new workers.26 Employment projections remain strong with the $37 billion in infrastructure bonds and $2 billion per year in transportation funding that were approved by California voters in November 2006, while an additional ten counties approved sales tax increases for another $15 billion to improve transportation infrastructure. With this construction work in the pipeline over the next ten years, the aforementioned estimated need for new construction workers may be conservative.27

24 U.S. Department of Labor, Bureau of Labor Statistics, “Occupational Outlook Handbook, 2006-07”, http://www.bls.gov/oco/ocos005.htm, Accessed November 7, 200725 U.S. Department of Labor, Bureau of Labor Statistics, “Occupational Outlook Handbook, 2006-07”, http://www.bls.gov/oco/ocos005.htm, Accessed November 7, 200726 California Employment Development Department, http://www.edd.ca.gov/eddhome.htm, Accessed November 20, 200727 Building California Construction Careers, http://www.buildingc3.com/doc.asp?id=2631, Accessed November 20, 2007


http://www.buildingc3.com/doc.asp?id=2631

http://www.edd.ca.gov/eddhome.htm

http://www.bls.gov/oco/ocos005.htm



Table 6. Employment Projections for Construction Managers

Occupation

Total employment2004-2014

Change

Annual Openings

Due to Growth 2004 Median

Annual Earnings

Education Level2004 2014 Number % Number

Construction Managers (U.S. Total) 431,000 475,000 45,000 10.4 $69,870

Bachelor's degree

Construction Managers CA 35,400 41,100 5,700 16.1 570 $80,336

Bachelor's degree

Source: California Labor Market Info, State and Local Info, http://www.labormarketinfo.edd.ca.gov/cgi/databrowsing/?PAGEID=4, Accessed November, 17, 2007

2. Education and Training RequirementsCandidates that are interested in becoming a construction manager need a solid background in:

Building science Business and management, as well as related work experience within

the construction industry Understanding of contracts, plans, and specifications, and knowledge

of construction methods, materials, and regulations Computers and software programs for job costing, online collaboration,

scheduling, and estimating

For construction manager jobs, employers increasingly prefer to hire individuals with a bachelor’s degree in construction science, construction management, or civil engineering, as well as industry work experience. Practical industry experience is very important, whether it is acquired through an internship, a cooperative education program, or work experience in a trade or another job in the industry. Graduates from four-year degree programs usually are hired as assistants to project managers, field engineers, schedulers, or cost estimators. An increasing number of graduates in related fields—engineering or architecture, for example—also enter construction management, often after acquiring substantial experience on construction projects or after completing graduate studies in construction management or building science.28

3. Demand DriversThe increasing demand for construction managers comes from the use of sophisticated technology by construction companies and the proliferation of laws setting standards for buildings and construction materials, worker

28 Ibid


http://www.labormarketinfo.edd.ca.gov/cgi/databrowsing/?PAGEID=4


safety, energy efficiency, and environmental protection, which have further complicated the construction process. Advances in building materials and construction methods, the need to replace portions the nation’s infrastructure and the growing number of multipurpose buildings and energy-efficient structures will further add to the demand for more construction managers. More opportunities for construction managers also will result from the need for greater cost control and financial management of projects and to oversee the numerous subcontractors being employed. 29

Although household growth may slow slightly over the coming decade, the demand for residential construction is expected to continue to grow. California’s population also continues to grow, which will fuel demand beyond the national averages. The demand for larger homes with more amenities, as well as for second homes, will continue to rise, especially as the baby boomers reach their peak earning years and can afford to spend more on housing. At the same time, as the number of immigrants increases and as the "echo boomers" (the children of the baby boomers) start to replace the smaller "baby bust" generation in the young adult age groups, the demand for manufactured housing, starter homes, and rental apartments also is expected to increase.30

Employment is expected to grow in nonresidential construction as well due to replacement of many industrial plants that has been delayed for years, and a large number of structures will have to be replaced or remodeled. Construction of schools will also increase to accommodate the children of the “echo” boom generation. Employment in heavy and civil engineering construction is projected to increase due to growth in highway, bridge, and street construction, as well as in maintenance and repairs to prevent further deterioration of the nation’s highways and bridges.31

4. Accreditation and CertificationThere is a growing movement towards certification of construction managers to ensure that a construction manager has a certain body of knowledge, abilities, and experience. Although certification is not required to work in the construction industry, voluntary certification can be valuable because it provides evidence of competence and experience. Both the American Institute of Constructors (AIC) and the Construction Management Association of America (CMAA) have established voluntary certification programs for construction managers. Requirements combine written examinations with verification of education and professional experience:

29 U.S. Department of Labor, Bureau of Labor Statistics, “Occupational Outlook Handbook, 2006-07”, http://www.bls.gov/oco/ocos005.htm, Accessed November 7, 200730Ibid31 U.S. Department of Labor, Bureau of Labor Statistics, “Career Guide to Industries: Construction” http://www.bls.gov/oco/cg/cgs003.htm, Accessed November 7, 2007


http://www.bls.gov/oco/cg/cgs003.htm



AIC awards the Associate Constructor (AC) and Certified Professional Constructor (CPC) designations to candidates who meet its requirements and pass the appropriate construction examinations.

CMAA awards the Certified Construction Manager (CCM) designation to practitioners who meet its requirements through work performed in a construction management organization and by passing a technical examination. 32

The American Council for Construction Education (ACCE) is recognized by the Council for Higher Education Accreditation (CHEA) as the accrediting agency for four year baccalaureate degree programs in construction, construction science, construction management, and construction technology, and as the accrediting agency for two year associate-degree programs of a like nature. 33

The mission of ACCE is to be a leading global advocate of quality construction education programs, and to promote, support, and accredit quality construction education programs. The primary goal is promotion and continued improvement of postsecondary construction education; specifically, ACCE accredits construction education programs in colleges and universities that request its evaluation and meet its standards and criteria.34

5. Competitive AnalysisHezel Associates has identified four competitors that CSU East Bay will encounter with its online bachelor’s in construction management program. These include:

National University California State University, Chico California Polytechnic State University ITT Technical Institute

32 U.S. Department of Labor, Bureau of Labor Statistics, “Occupational Outlook Handbook, 2006-07”, http://www.bls.gov/oco/ocos005.htm, Accessed November 7, 200733 American Council for Construction Education, http://acce-hq.org/index.htm 34 Ibid


http://acce-hq.org/index.htm



Table 7. Institutions Offering an Online Undergraduate Degree in Construction Management

Institution FormatCredit Type

Number of Credits Total Cost Accreditation

National University Online Quarter 183 units $49,410

California State University, Chico Classroom Semester 128 units $14,760 ACCECalifornia Polytechnic State University Classroom Quarter 199 units $21,324 ACCE

ITT Technical Institute

Classroom or Online Quarter 180 credits $76,500

National Universityhttp://www.nu.edu/Academics/Schools/SOET/AppliedEngineering/Degrees/620-446.html

National University is the second-largest private, nonprofit university in California. The Bachelor of Science in Construction Management program requires 183 credits to graduate. The program costs $270 per credit hour. The school has been accredited by the Accrediting Commission for Senior Colleges and Universities of the Western Association of Schools and Colleges (WASC). This program fulfills the accreditation requirements of the American Council for Construction Education as well as the needs identified by construction industry experts. The program exceeds the normal requirement of 180 quarter units because of these constraints.

The Bachelor of Science in Construction Management covers significant components in business, accounting, management and law not normally found in construction programs and prepares students for careers in management, administration and entrepreneurship beyond those in typical construction engineering programs. This degree program will prepare the student for careers such as construction superintendent, field engineer, assistant project manager, project manager, project coordinator, facilities engineer, junior cost estimator, quality and safety controller, and other similar positions. At $270 per credit hour, the total tuition cost of the program is approximately $49,410.

California State University, Chico http://www.csuchico.edu/catalog/programs/cmgt/CMGTNONEBS.html

In 1989 Chico State University’s Department of Construction Management was established to help satisfy industry demand. Today Chico State’s Bachelor of Science Degree in Construction Management is the largest program of its type in California and one of the largest in the country, and it


http://www.csuchico.edu/catalog/programs/cmgt/CMGTNONEBS.html

http://www.nu.edu/Academics/Schools/SOET/AppliedEngineering/Degrees/620-446.html

http://www.nu.edu/Academics/Schools/SOET/AppliedEngineering/Degrees/620-446.html


is fully accredited by the ACCE (American Council for Construction Education). The Bachelor of Science in Construction Management degree curriculum focuses on educating graduates to manage construction operations (including project estimating, bidding, buy-out, and construction project operations) at the project and corporate level. To obtain this degree students complete a 128-unit blend of selected construction management courses plus an appropriate compliment of business, law, math, science, and other University general education courses. Resident full-time tuition is $1,845 per semester. For a student who completes the program in eight semesters, the total cost of tuition would be $14,760.

California Polytechnic State University http://www.construction.calpoly.edu/index.html

Cal Poly's Construction Management Department is the oldest in the state, established in 1970 as one of five departments in the College of Architecture and Environmental Design. The program is ACCE accredited. Major emphasis is placed on organizing and managing the construction phase of society's efforts to improve the environment. The constructor is an important member of the building team and requires a professional knowledge of techniques, materials, equipment, job planning and cost control to add to the contributions of the planning and design professions. The Bachelor of Science in Construction Management program requires 199 quarter units to graduate. Tuition for California residents is $1,777 per quarter. The total cost for full-time students, therefore, is $21,324.

ITT Technical Institutehttp://www.itt-tech.edu/campus/courses.cfm?prog_id=2595

ITT Technical Institute is a private college system offering technology-oriented programs. ITT’s Bachelor of Science in Construction Management program covers the fundamentals and offers a foundation in construction management, construction techniques and legal issues relating to the construction management field. The program is available online as well as in a classroom format. Areas of study include building codes, site construction and measurement, construction documents, construction project management and construction safety management. To complete the BS in Construction Management, students must complete at least 180 units. The cost of the program is $425 per credit, for a total cost of $76,500. The institution is accredited by the Accrediting Council for Independent Colleges and Schools.


http://www.itt-tech.edu/campus/courses.cfm?prog_id=2595

http://www.construction.calpoly.edu/index.html


B. UNDERGRADUATE DEGREES IN INFORMATION TECHNOLOGY FIELDS

This section examines the opportunities for three Bachelor of Science programs in information technology fields. These include:

Network Systems Database Management Software Engineering

1. Job Market OverviewEmployment of network systems administrators in the U.S. is expected to increase much faster than the average for all occupations as firms invest heavily in securing computer networks. Companies are looking for workers who are knowledgeable about the function and administration of networks. Such employees have become increasingly hard to find as systems administration has moved from being a separate function within corporations to one that forms a critical element of the business.35

With the Internet and electronic business generating large volumes of data, there is a growing need to be able to store, manage, and extract data effectively. Database administrators work with database management systems software and determine ways to organize and store data. An organization’s database administrator ensures the performance of the system, understands the platform on which the database runs, and adds new users to the system. With the volume of sensitive data generated every second growing rapidly, data integrity, backup systems, and database security have become increasingly important aspects of the job of database administrators.36

Computer software engineers held about 800,000 jobs nationwide in 2004. Approximately 460,000 were computer applications software engineers, and around 340,000 were computer systems software engineers. Although they are employed in most industries, the largest concentration of computer software engineers, almost 30 percent, are in computer systems design and related services. Many computer software engineers also work in other industries, such as software publishers, government agencies, manufacturers of computers and related electronic equipment, and management of companies and enterprises.

According to BLS, since 2000 the number of Computer Software Engineers positions have increased by 13 percent, Database Administrators by 65

35 US Bureau of Labor Statistics, Occupational Outlook Handbook, http://www.bls.gov/oco/ocos268.htm, Accessed August 20, 200736 Bureau of Labor Statistics, Occupational Outlook Handbook, http://www.bls.gov/oco/ocos042.htm, Accessed November 19, 2007





percent, and Network and Computer Systems Administrators by 30 percent. (Table 8)

Table 8. Professional IT Employment in the United States

OccupationsJobs – in 1000’s % Change

2000-20052000 2001 2002 2003 2004 2005Computer and Information Systems Managers 228 316 323 347 337 351 53.59%Computer Programmers 745 689 630 563 564 581 -24.30%Computer Software Engineers 739 745 715 758 813 832 12.58%Computer Scientists and Systems Analysts 835 734 682 722 700 745 -10.78%

Database Administrators 54 66 84 72 94 89 64.81%Network and Computer Systems Administrators 154 185 179 176 190 200 29.87%Network Systems and Data Communications Analysts 305 353 328 359 312 322 5.57%Source: US Bureau of Labor Statistics – Current Population Survey and ACM Report on Globalization and Offshoring of Software, 2006

Table 9. Professional IT Employment Change in the United States, 2004-2014

OccupationEmployment,

in 1000’s, 2004% Change, 2004-2014

Computer software engineers, applications 133 62.7%

Computer software engineers, systems software 87 62.2%

Database administrators 14 56.4%

Network and computer systems administrators 40 58.1%

Network systems and data communications analysts 29 81.5%Source: US Bureau of Labor Statistics, http://www.bls.gov/oco/cg/cgs033.htm

As described previously in this report, the number of workers in California’s IT industry is expected to grow by approximately 150,000 between 2004 and 2014. Nearly two thirds of these new jobs will be for computer software engineers (both applications and systems software), computer systems analysts and computer support specialists. Other high-growth IT occupations are network systems and data communications analysts and administrators, computer and information systems managers, computer specialists such as those who direct computer labs, database administrators, computer hardware engineers, and computer programmers.37

Table 10. Selected IT Professions, Employment Change in California, 2004-2014

Occupation Total employment2004-2014

ChangeAnnual

Openings 2004

Median Education

Level

37 California Labor Market and Economic Analysis, 2007, Labor Market Information Division Employment Development Department, May 8, 2007, http://www.calmis.ca.gov/specialreports/Labor-Market-Economic-Analysis-2007.pdf, Accessed November, 15, 2007.





Due to Growth

Annual Earnings2004 2014 Number % Number

Computer software engineers, applications 84,400 123,600 39,200 46.4 3,920 $84,452

Bachelor's degree

Computer software engineers, systems software 51,100 74,500 23,400 45.8 2,340 $88,881

Bachelor's degree

Database administrators 11,300 16,000 4,700 41.6 470 $66,437

Bachelor's degree

Network and computer systems administrators 29,600 42,000 12,400 41.9 1,240 $65,302

Bachelor's degree

Network systems and data communications analysts 24,200 38,500 14,300 59.1 1,430 $66,425

Bachelor's degree

Source: California Labor Market Info, State and Local Info, http://www.labormarketinfo.edd.ca.gov/cgi/databrowsing/?PAGEID=4, Accessed November, 23, 2007

2. Demand Drivers Employment of most computer specialists will continue to grow as organizations adopt sophisticated technology and integrate it into their systems. The growth will also be driven by the ongoing expansion of the computer system design and related services industry, which is projected to remain one of the fastest-growing industries in the U.S. economy. Computer software engineers, in particular, are identified by the California Employment Development Department as one of 15 occupations expected to have long-term shortages in the state.

There are a number of fast-growing industries in California that require professionals with expertise in computer technology, including biotechnology and geospatial industries. In California, the occupations identified by the Department of Labor as “geospatial technology-related” are expected to grow much faster than average between 2004 and 2014, adding nearly 100,000 new jobs across all industries. Employment projections note the largest demand will be for computer software engineers, both systems software and applications, and database administrators.38

Another industry that would drive the demand for IT workers and is one of the main industries in California is financial services, an industry in which IT is growing in importance. Financial services companies must handle great quantities of numbers and documents in a variety of different ways. In order 38 California Labor Market and Economic Analysis, 2007, Labor Market Information Division Employment Development Department, May 8, 2007, http://www.calmis.ca.gov/specialreports/Labor-Market-Economic-Analysis-2007.pdf, Accessed November, 15, 2007



http://www.labormarketinfo.edd.ca.gov/cgi/databrowsing/?PAGEID=4


to better communicate with other departments and operate successfully in a financial company, the IT professional should have a basic understanding of financial accounting and basic financial industry regulations and practices. 39

As the proliferation of Internet, e-mail, and other communications systems is expanding engineering and communications firms will also need more IT related positions. Engineering firms specializing in building bridges and power plants, for example, would need to hire computer software engineers to design and develop new geographic data systems and automated drafting systems. Communications firms need computer software engineers to tap into growth in the personal communications market. Major communications companies have many job openings for both computer software applications engineers and computer systems engineers.40

3. AccreditationABET, Inc, formerly the Accreditation Board for Engineering and Technology, is the largest accrediting body for college and university programs in applied science, computing, engineering, and technology. Established in 1932, ABET encompasses a federation of 28 professional and technological societies. There are currently over 2,700 programs accredited in over 550 colleges and universities through ABET. Requirements for accreditation differ among applied sciences, computing, engineering, and technology programs and can be found online on their website.41

4. Competitive AnalysisThis competitive analysis is divided into sections for the three degree programs.

a. Network ManagementThe following online undergraduate programs in network management would constitute competitors to Cal State. These competitors include:

Westwood College DeVry University Golden Gate University Kaplan University

Table 11. Institutions Offering an Online Bachelor’s in Network Management


Number of Credits

Total Cost Accreditation

39 John Edwards, Wired Outlook: IT Careers in Financial Services, Fall 2006, http://www.graduatingengineer.com/articles/feature/11-29-06b.html, Accessed November 19, 200740 US Bureau of Labor Statistics, Occupational Outlook Handbook, http://www.bls.gov/oco/ocos267.htm, Accessed November, 19, 200741 ABET, Inc, http://www.abet.org/forms.shtml Accessed November, 19, 2007


http://www.abet.org/forms.shtml


http://www.graduatingengineer.com/articles/feature/11-29-06b.html


Westwood College Online Term 202.5 credits $66,945 ACCSCT

DeVry University Online Semester 124 credits $65,100

Golden Gate University Online Semester 123 credits $62,730

Kaplan University Online Quarter 180 credits $57,600

Westwood College Online http://www.westwoodonline.edu/degree/technology/computer-network-management/degree.asp

Westwood College Online offers a B.S. in Computer Network Management, which can be completed online or at several locations in California and other states. This degree prepares students to design, install, configure and maintain networks through hands-on work and case studies. Courses in business management skills are also included. The program requires 15 terms of work, at $4,463 per term. Westwood College is accredited by the Accrediting Commission of Career Schools and Colleges of Technology.

DeVry University http://www.devry.edu/programs/network_and_communications_management/about.jsp

DeVry University offers a Bachelor of Science in Network and Communications Management. The program integrates technology and business management coursework, enabling graduates to analyze communications needs, provide effective networking solutions and fill a critical niche in business organizations. It addresses designing, implementing, securing and managing networks in order to gain a technical understanding of networking data, voice and images, as well as their strategic application in business. The Network and Communications Management program requires 124 credits, 50 of which represent the coursework in networking. The program costs $525 per credit.

Golden Gate University http://www.ggu.edu/academic_programs/information_technology/bs_information_technology

Golden Gate University is a private university located in San Francisco, offering courses at seven locations and online (“Cybercampus”), specifically tailored for working adults. The locations are: Los Angeles, Monterey Bay, Roseville, San Francisco, San Jose, Seattle, and Walnut Creek. They offer a 123-credit B.S. in Information Technology that accepts up to 45 credits of transfer courses, and which includes information architectures, network


http://www.ggu.edu/academic_programs/information_technology/bs_information_technology

http://www.ggu.edu/academic_programs/information_technology/bs_information_technology

http://www.devry.edu/programs/network_and_communications_management/about.jsp

http://www.devry.edu/programs/network_and_communications_management/about.jsp

http://www.westwoodonline.edu/degree/technology/computer-network-management/degree.asp

http://www.westwoodonline.edu/degree/technology/computer-network-management/degree.asp


technologies, and project management. The university website suggests that degrees can be completed entirely online; while this is not made explicit in the specific descriptions, looking at the schedule for each course it is clear that most if not all are offered through the Cybercampus. 2007-2008 undergraduate tuition is $1,530 per 3-unit course.

Kaplan Universityhttp://www.kucampus.edu/kucampusPortal/AreasofStudy/CommunicationsandTechnology/InformationTechnologyBachelor.htm

http://kaplan.edu/ku/schools/it/bsit/default.aspx?School=It&MainTab=Program&ProgramId=33674&SubNav=2&loc=0

Kaplan University offers a Bachelor of Science in Networking Technology. The Bachelor of Science in Networking Technology degree program prepares experts in the theory, design, administration, and maintenance of computer networks. It provides the knowledge and skills it takes to install and manage operating systems, wireless devices, routers, and switches. Students will learn to make network components fit together and work properly, monitor and troubleshoot existing networks and to determine future network needs. The 180 quarter credit program costs $320 per credit.

b. Database ManagementCompetitors in the online delivery of database management-related bachelor’s degree programs include:

Baker College, http://carina.baker.edu Kaplan University, http://www.kucampus.edu/kucampusPortal National University, http://www.nu.edu

Table 12. Institutions Offering an Bachelor’s in Database Management


Number of Credits


Baker College Online Quarter 189 credits $34,965

Kaplan University Online Quarter 180 credits $57,600

National University Online Quarter 180 credits $48,600

Baker Collegehttps://carina.baker.edu/MSTSTPO?DLV=U&DEG=BCI&CON=CISO&CVER=2007A&VER=2007A&DIVTTL=Bachelor%20of%20Computer%20Information%20Systems&PGMTTL=Computer%20Information%20Systems&PGMTTL1=&OFRTTL=THIS%20PROGRAM%20IS%20OFFERED%20AT%20THE%20FOLLOWING%20BAKER%20COLLEGE%20CAMPUS%3A&CMPOFR=Online&DEPT=ONL


https://carina.baker.edu/MSTSTPO?DLV=U&DEG=BCI&CON=CISO&CVER=2007A&VER=2007A&DIVTTL=Bachelor%20of%20Computer%20Information%20Systems&PGMTTL=Computer%20Information%20Systems&PGMTTL1=&OFRTTL=THIS%20PROGRAM%20IS%20OFFERED%20AT%20THE%20FOLLOWING%20BAKER%20COLLEGE%20CAMPUS%3A&CMPOFR=Online&DEPT=ONL



http://www.nu.edu/

http://www.kucampus.edu/kucampusPortal

http://carina.baker.edu/



http://www.kucampus.edu/kucampusPortal/AreasofStudy/CommunicationsandTechnology/InformationTechnologyBachelor.htm



Baker College is an independent, “career college” in Michigan which offers a Bachelor of Computer Information Systems that is completely online and requires 189 quarter hours. The program applies information technology skills to business problems, and includes programming and database administration courses. Tuition for most undergraduate courses is $185 per credit hour.

Kaplan Universityhttp://www.kucampus.edu/kucampusPortal/AreasofStudy/CommunicationsandTechnology/InformationTechnologyBachelor.htm


Kaplan University offers a Bachelor of Science in Information Technology with Database Emphasis. The specialization in database design and administration provides students with the skills in data control and designing solutions for data storage including backup and recovery operations which have become an integral part of running a successful IT department. Candidates will also learn techniques for transferring database information to physical devices such as wireless units. Both programs require a minimum of 180 quarter credit hours. The cost of the program is $320 per quarter credit hour.

National Universityhttp://www.nu.edu/Academics/Schools/SOET/ComputerScienceandIn/degrees/620-408.html

National University is part of a system of various IHE’s, headquartered in La Jolla, California. NU offers an online Bachelor of Science with a Major in Information Technology Management. This degree provides basic IT management concepts and practical skills, including database administration and network management. The program is oriented toward technology needs across sales, customer support, library science, and general management. The program is also offered at various campuses, including Costa Mesa, Fresno, La Mesa, Los Angeles, and Marine Corps Air Station Learning Center in San Diego, Mission Valley, San Jose, and others. Tuition at NU is $270 per quarter unit.

c. Software Engineering Online degree-offering competitors in this area include:

California Polytechnic State University, http://www.calpoly.edu/ Herzing College, http://www.herzingonline.edu University of Phoenix, http://www.phoenix.edu Champlain College, http://www.champlain.edu


http://www.champlain.edu/


http://www.herzingonline.edu/

http://www.calpoly.edu/

http://www.nu.edu/Academics/Schools/SOET/ComputerScienceandIn/degrees/620-408.html

http://www.nu.edu/Academics/Schools/SOET/ComputerScienceandIn/degrees/620-408.html






ITT Technical Institute, http://www.itt-tech.edu/

Table 13. Institutions Offering an Online Undergraduate Degree in IT – Software Engineering


Number of Credits


California Polytechnic State University Classroom Quarter 192 units $21,324 ABET

Herzing College Online Semester N/A N/A

University of Phoenix Online Semester 180 credits N/A

ITT Technical Institute

Classroom/Hybrid Quarter 180 credits $76,500

California Polytechnic State Universityhttp://www.csc.calpoly.edu/programs/bs_se/

California Polytechnic State University is a nationally ranked, four-year, comprehensive public university located in San Luis Obispo, California. The emphasis of the University is a "learn by doing" educational experience. The Computer Science Department began the Software Engineering major in 2003 as the first undergraduate software engineering major in California. Software Engineering, as a formal engineering profession, has only existed for a few years. Software engineering students get a strong technical preparation in computer science fundamentals. The program emphasizes a combination of technical and team management skills. Most courses in the major have a strong laboratory component. The Bachelor of Science in Software Engineering program requires 192 units, of which 93 units represent major coursework. Tuition for California residents is $1,777 per quarter. The total cost for full-time students, therefore, is $21,324. The program is accredited by the Accreditation Board for Engineering and Technology (ABET).

Herzing Collegehttp://www.herzingonline.edu/program.php?id=107

Herzing College offers an online Bachelor of Science program in Computer Science with a concentration in Software Engineering. Programming, web design, and network management courses are included, and the overall emphasis is on business solutions. Their School of Technology also offers a B.S. in Technology Management with a Minor in Computer Science. Tuition information was not available.



http://www.herzingonline.edu/program.php?id=107

http://www.csc.calpoly.edu/programs/bs_se/

http://www.itt-tech.edu/


http://www.phoenix.edu/online_and_campus_programs/degree_programs_description.aspx?progversion=5&locationid=-1

The University of Phoenix is one of the major online institutions, with multiple campus-based centers across the U.S. and internationally in addition to its flagship, online institution. The Bachelor of Science in Information Technology/Software Engineering program provides the knowledge to successfully apply information technology theory and principles to address real world business opportunities and challenges. Under the guidance of practitioner faculty, the student uses innovative digital materials to develop competencies to apply: Systems Analysis and Design, Computer Programming, Database Development, Network Technologies, Information Systems Security, Web Technologies and Project Planning. This program's specialization, Software Engineering, concentrates on principles of software application development. The Bachelor of Science in Information Technology/Software Engineering program requires 180 credits, of which 60 credits represent major coursework. Tuition information was not available online.

ITT Technical Institutehttp://www.itt-tech.edu/campus/courses.cfm?prog_id=2238

ITT Technical Institute is a private college system offering technology-oriented programs. The Software Engineering Technology program prepares for careers in areas involving software design and development, systems analysis, programming, software development process design and management and other areas related to computer software production to help meet the needs of business and consumer markets. The coursework offers a foundation in programming skills using a number of popular languages and platforms while systematically addressing theories and methods of typical software engineering processes and models governed by industry standards. The program requires a minimum of 180 credit hours. Students have an option of taking General education courses online, while major courses for Software Engineering Technology must be taken in the classroom setting at the Lathrop, CA campus. The cost of the program is $425 per credit.

General classroom-based programsSeveral classroom-based programs are also noted in the computer science and engineering degree descriptions related to software engineering and development, and these include: the University of California, Los Angeles; California State University (Los Angeles, Northridge, Long Beach, and Dominguez Hills); and University of Southern California’s Viterbi School of Engineering.


http://www.itt-tech.edu/campus/courses.cfm?prog_id=2238




C. BACHELOR OF SCIENCE IN BUSINESS ADMINISTRATION

1. Business Degree Enrollment Overview The bachelor’s degree in business administration typically offers students a wide range of learning covering basic mathematics, economics, statistics, accounting, inventory management, and many other business operation areas such as customer service, human resources and entrepreneurship. Graduates of such programs acquire a broad range of skill sets and they can be found employed in variety of industries.

In the 2005-2006 Academic Year, a total of 333,572 degrees were conferred in the area of “Business, management, marketing, and related support services,” as classified by the National Center of Education Statistics.42 This category includes all aspects of business major areas: entrepreneurship, finance, hospitality, human resources, international relations, marketing, real restate, taxation, insurance, and sales. There were 124,826 Bachelor’s degrees conferred to students in Business Administration and Management, accounting for almost two out of every five degree conferrals in the subject area (Table 12).

Table 14. Business, Management, Marketing, and Related Support Services Degree Conferrals, 2005-2006

Degree MajorNumber of Conferrals

Business Administration and Management, General 124,826Accounting 40,073Marketing/Marketing Management, General 34,933Finance, General 30,726Business/Commerce, General 23,482Management Information Systems, General 13,730International Business/Trade/Commerce 6,326Business Administration, Management and Operations, Other 6,223Human Resources Management/Personnel Administration, General 5,952Management Science, General 4,908Business/Managerial Economics 4,600Hospitality Administration/Management, General 3,615Organizational Behavior Studies 2,863Business, Management, Marketing & Related Support Services, Other 2,746Operations Management and Supervision 2,344

The five most popular variations of the Business Administration Degree included: Business Administration, Management and Operations (6,223 conferrals), Operations Management and Supervision (2,344), Logistics and Materials Management (1,543), Office Management and Supervision (881), Non-Profit/Public/Organizational Management (685).

42 IPEDS http://nces.ed.gov/ipedspas/dct/index.asp Accessed November 19, 2007


http://nces.ed.gov/ipedspas/dct/index.asp


The Association to Advance Collegiate Schools of Business (AACSB), with 1,080 member educational institutions worldwide, conducted a survey of its members on the overall popularity of programs offered by field and discipline. The top five degrees offered were: Accounting (83.5 percent), Finance/Banking (78.1 percent), Marketing (77.9 percent), Management (75.0 percent), and Computer Information Systems/Management Information Systems (62.4 percent).43

2. Job Market Overview Companies have traditionally targeted graduates of business programs when looking to hire new employees. Indeed, a recent survey conducted by the National Association of Colleges and Employers (NACE) found business administration/management to be the second most popular bachelor’s degree level in demand in today’s job market.44 The top ten degrees in demand include (in descending order): accounting, business administration/management, computer science, electrical engineering, information sciences and systems, marketing/marketing management, computer engineering, civil engineering, economics/finance. The survey also identified the three most interested employers as commercial banks, transportation services, and agriculture and products.

According to the Bureau of Labor and Statistics, management, business and financial occupations are expected to grow at a rate of ten percent through 2016, with expected job openings due to growth and net replacements at 4,575,000 over a ten year period. Office and administrative support occupations is expected to grow at a rate of seven percent with 7,424,000 openings, while sales and related occupations is projected to grow by nearly eight percent with 6,171,000 job openings through 2016.45

Starting salaries for business graduates can vary greatly, depending on the industry entered, as well as the for-profit or non-profit designation of the company. Graduates can expect to earn anywhere from low $20,000 for sales positions to more than $60,000 in some banking and consulting positions.46

43 The Association to Advance Collegiate Schools of Business, http://www.aacsb.edu/publications/PocketGuide/guide07/AACSB_BGuide.pdf44 What are you doing after graduation? http://www.jobweb.com/joboutlook/2007/default.htm Accessed November 23, 200745 Bureau of Labor and Statistics Employment by occupation, 2006 and projected 2006 http://www.bls.gov/emp/emptabapp.htm Accessed November 23, 200746 Bureau of Labor and Statistics http://www.bls.gov/oes/current/oes_nat.htm, Accessed November 23, 2007


http://www.bls.gov/oes/current/oes_nat.htm

http://www.bls.gov/emp/emptabapp.htm

http://www.jobweb.com/joboutlook/2007/default.htm


3. Demand DriversThere are a number of business-related occupations that are projected to grow faster than average which correlate with BSBA options offered by CSU East Bay. These include:

Advertising, marketing, promotions, public relations, and sales managers

Financial analysts Human Resources, training, and labor relations managers and

specialists Accountants and auditors

Employment of advertising, marketing, promotions, public relations, and sales managers is expected to increase faster than the average for all occupations through 2014, spurred by intense domestic and global competition in products and services offered to consumers. However, projected employment growth varies by industry. For example, employment is projected to grow much faster in scientific, professional, and related services, such as computer systems design and related services, and in advertising and related services.47

Overall employment of financial analysts is expected to increase through 2014, resulting from increased investment by businesses and individuals. The globalization of securities markets will increase the need for analysts and advisors to help investors make financial choices. At the same time, many banks are entering the securities brokerage and investment banking fields and will increasingly need the skills of financial analysts. Deregulation of the financial services industry would also drive demand for the analysts.48

Employment of human resources, training, and labor relations managers and specialists is expected to grow faster than the average for all occupations through 2014. One of the demand drivers for these positions is the change in legislation and court rulings setting standards in such areas as occupational safety and health, equal employment opportunity, wages, health care, pensions, and family leave. Rising health care costs should continue to spur demand for these specialists to develop creative compensation and benefits packages that firms can offer prospective employees. Additional job growth may also come from increasing demand for specialists in international human resources management and human resources information systems.49

47 US Bureau of Labor Statistics, Occupational Outlook Handbook, http://www.bls.gov/oco/ocos020.htm, Accessed November 23, 200748 US Bureau of Labor Statistics, Occupational Outlook Handbook, http://www.bls.gov/oco/ocos259.htm, Accessed November 23, 200749 US Bureau of Labor Statistics, Occupational Outlook Handbook, http://www.bls.gov/oco/ocos021.htm, Accessed November 23, 2007






Accountants and auditors employment is expected to grow faster than average for all occupations through the year 2014. One of the demand drivers for these professions is the volume and complexity of information developed by accountants and auditors regarding costs, expenditures, and taxes, which will increase over time and require more professional expertise to deal with. Another reason for the fast growth for accountants and auditors positions is the changes in legislation related to taxes, financial reporting standards, business investments, mergers, and other financial events. Globalization of businesses will also lead to more demand for accounting expertise and services related to international trade and accounting rules, as well as to international mergers and acquisitions.50

4. Accreditation The Association to Advance Collegiate Schools of Business (AACSB) grants accreditation to business schools that offer doctoral, masters and baccalaureate level business management and accounting degrees. Founded in 1916, the AACSB is the most well known and respected accrediting agency with strict accrediting procedures and guidelines. Among the many requirements for eligibility for accreditation, faculty in business programs must maintain a 3:2 ratio on hours spent lecturing versus hours of support time (e.g. office hours), and an overall 3:1 ratio for the entire school. AACSB also uses an equation to track faculty time spent on academic, professional, and other pursuits.51 As of 2007, 543 institutions have been accredited by the AACSB.52

The Association of Collegiate Business Schools and Programs, another business accreditation agency, typically accredits smaller, private institutions. As of April 2006, ACBSP had 403 member institutions and 297 achieved accreditation. Additionally, membership to ACBSP included twelve corporations and thirteen emeritus.53

Another specific accreditation agency is the Accrediting Council for Independent College and Schools (ACICS), which is aimed at “post secondary institutions offering non-degree programs and degree programs through associate, bachelor’s, or master’s degrees that are designed to train and educate persons for careers or professions where business applications, business concepts, supervisory or management techniques, or professional or business-related applications or disciplines support or constitute the 50 US Bureau of Labor Statistics, Occupational Outlook Handbook, http://www.bls.gov/oco/ocos001.htm, Accessed November 23, 200751Association to Advance Collegiate Schools of Business “Accreditation” http://www.aacsb.edu/accreditation/process/process-toc.asp#II.%20PreAccredEligibility%20Application Accessed November 19, 200752 Association to Advance Collegiate Schools of Business “Accreditation” http://www.aacsb.edu/accreditation/AccreditedMembers.asp Accessed November 19, 200753 Association of Collegiate Business Schools and Programs http://www.acbsp.org/index.php?mo=st&op=ld&sid=s1_020acc&stpg=25 “Accreditation” Accessed November 19, 2007


http://www.acbsp.org/index.php?mo=st&op=ld&sid=s1_020acc&stpg=25

http://www.acbsp.org/index.php?mo=st&op=ld&sid=s1_020acc&stpg=25

http://www.aacsb.edu/accreditation/AccreditedMembers.asp

http://www.aacsb.edu/accreditation/process/process-toc.asp#II.%20PreAccredEligibility%20Application

http://www.aacsb.edu/accreditation/process/process-toc.asp#II.%20PreAccredEligibility%20Application



career or professional activity.”54 As of 2006, there were 681 ACICS accredited institutions nationwide.55

Another less common accreditation body, The Distance Education and Training Council (DETC), accredits only distance learning programs. While some employers and other institutions may not acknowledge this accreditation, it still provides a standard recognition for academic programs. As of 2007, there are 37 post-secondary institutions accredited by the DETC.56

The International Assembly for Collegiate Business Education (IACBE) is the premier professional accreditation organization for business programs throughout the world. The IACBE’s philosophy of accreditation is centered on student learning and operational outcomes, which makes it flexible and adaptable. The IACBE accredits business degree programs in colleges and universities through the United States and internationally. As of 2007, there are 200 post-secondary institutions accredited by the IACBE in the United States and throughout the world. 57

5. Competitive AnalysisSome of the competitors which exist in this market include:

National University, http://www.nu.edu/ University of Phoenix, http://www.phoenix.edu Walden University, http://www.waldenu.edu/c/home.htm California National University for Advanced Studies,

http://www.cnuas.edu

Table 15. Institutions Offering an Online Undergraduate Degrees in Business Administration



National University Online Quarter 180 $48,600

University of Phoenix Online Semester 120 N/A

Walden University Online Quarter 181 $34,000*

54 Accrediting Council for Independent Colleges and Schools “About ACICS” http://www.acics.org/about/ Accessed November 19, 200755 Accrediting Council for Independent Colleges and Schools “ACICS-Accredited Institutions” http://www.acics.org/accredited/documents/accreditedinstitutions112706.pdf Accessed November 19, 200756 The Distance Education and Training Council “Postsecondary Schools” http://www.detc.org/Post_Sec.html Accessed November 19, 200757International Assembly for Collegiate Business Education, http://www.iacbe.org/, Accessed November 19, 2007


http://www.cnuas.edu/

http://www.waldenu.edu/c/home.htm


http://www.nu.edu/

http://www.iacbe.org/

http://www.detc.org/Post_Sec.html

http://www.acics.org/accredited/documents/accreditedinstitutions112706.pdf

http://www.acics.org/about/


California National University for Advanced Studies Online Trimester 120 $32,400 DETC

California Coast University Online Semester 126 $13,860 DETCCalifornia University of Technology Online Semester 120 $19,900*Students must have completed at least 45 quarter credits prior to admission. Therefore the maximum credits that can be completed at Walden is 136, and the maximum cost is as listed.

National Universityhttp://www.nu.edu/Academics/Schools/SOBM/ManagementMarketingE/Degrees/630-000.html

National University is part of a system of various IHE’s, headquartered in La Jolla, California. NU offers an online Bachelor of Arts in Business Administration, which prepares students to deal with business ethics, quantitative issues, knowledge management, and a host of other issues. Tuition at NU is $270 per quarter unit.

University of Phoenixhttp://www.phoenix.edu/online_and_campus_programs/degree_programs_description.aspx?progversion=187&locationid=-1

University of Phoenix is one of the major online institutions, with multiple campus-based centers across the U.S. and internationally in addition to its flagship, online institution. They offer a B.S. in Business/Administration primarily aimed at working adults, which is a 120-semester credit program. Tuition information is not available online.

Walden Universityhttp://www.waldenu.edu/c/Schools/Schools_793.htm

Walden University offers a B.S. in Business Administration as a completion for those with an Associate’s degree or at least one year of college credit. There are concentrations in Finance, Human Resource Management, Information Systems, Management, and Marketing. It is expected that the student will take 46-91 total quarter credit hours at Walden. Students are required to enter the program with at least 45 quarter credits, which are applicable to the total 181 to complete the program. Tuition is $250 per credit.

California National University for Advanced Studies


http://www.waldenu.edu/c/Schools/Schools_793.htm



http://www.nu.edu/Academics/Schools/SOBM/ManagementMarketingE/Degrees/630-000.html

http://www.nu.edu/Academics/Schools/SOBM/ManagementMarketingE/Degrees/630-000.html


http://www.cnuas.edu/Programs/DegreePrograms/BusinessAdmin/BsBusinessAdmin.asp

California National offers a completely online B.S. in Business Administration which requires 120 units of academic work, and includes work in Accounting, Business Law, and Finance, with a capstone course in Strategic Planning and Management. CNU is nationally accredited by the Accrediting Commission of the Distance Education and Training Council (DETC). Undergraduate tuition is $270 per unit.

California Coast Universityhttp://www.calcoast.edu/programs_bsbusadmin.php

California Coast University offers a Bachelor of Science degree in Business Administration. This 126-semester units of credit degree program is online, self-paced, and allows students to begin their work at any time during the year. CCU is nationally accredited by the Accrediting Commission of the Distance Education and Training Council (DETC). Undergraduate tuition is $110 per unit or $330 per course.

California University of Technologyhttp://www.caluniversity.com/BBA/index.php

California University of Technology offers an online Bachelor degree in Business Administration. The degree requires 120 semester credits for completion, and the total cost for the program is estimated at $19,900 including books and materials. The university is approved to operate, and voluntarily complies with state regulations for non-WASC institutions, but accreditation beyond that is not stated explicitly.

D. BACHELOR OF SCIENCE IN SUSTAINABLE ENERGY MANAGEMENT

1. Job Market OverviewRenewable energy (RE) and energy efficiency (EE) technologies are driving significant economic growth in the United States. In 2006, these industries generated 8.5 million new jobs, nearly $970 billion in revenue, more than $100 billion in industry profits, and more than $150 billion in increased federal, state, and local government tax revenues. Renewable energy gross revenues totaled nearly $40 billion in 2006, and the RE industry was responsible for more than 450,000 direct and indirect jobs. The jobs created were disproportionately for scientific, technical, professional, and skilled workers, and more than 90 percent of the jobs were in private industry. 58

58 Report: Renewable Energy and Energy Efficiency: Economic Drivers for the 21st Century, Management Information Services, Inc. for the American Solar Energy Society, 2007, http://www.ases.org/ASES-JobsReport-Final.pdf, Accessed November 23, 2007


http://www.ases.org/ASES-JobsReport-Final.pdf

http://www.caluniversity.com/BBA/index.php

http://www.calcoast.edu/programs_bsbusadmin.php




According to projections made by Management Information Services, Inc. and the American Solar Energy Society, in the base case scenario for 2030 (if nothing would change in terms of government policy: no new government programs that support the growth and development of RE), RE revenues increase 145 percent, from $39 billion in 2006 to $95 billion, and EE revenues would increase 95 percent, from $933 billion to $1,818 billion. In the base case, jobs created by RE increase 190 percent, from 446,000 to 1.3 million, and jobs created by EE increase 85 percent, from eight million to 15 million. The change under the moderate and the advanced scenario is shown in the table 14. Under all scenarios RE growth is much larger than EE growth, but the economic and job impact of EE remains larger than RE. 59

Table 16. U.S. Renewable Energy and Energy Efficiency Industries in 2030

Industry

Revenues(Billions of 2006 Dollars)

Total Jobs Created(Direct Plus Indirect – Thousands)

2006 Base Case, 2030

Moderate Case, 2030

Advanced Case,2030

2006 Base Case, 2030

Moderate Case, 2030

Advanced Case, 2030

RE $39.2 $95 $227 $597 452 1,305 3,138 7,918

EE 932.6 $1,818 $2,152 $3,933 8,046 14,953 17,825 32,185

Total $971.8 $1,913 $2,379 $4,530 8,498 16,258 20,963 40,103Source: Management Information Services, Inc. and American Solar Energy Society, 2007.

Table 17. Renewable Energy Industry in the U.S., 2006

Industry SegmentRevenues/Budgets

(billions) Direct JobsWind $3.0 16,000Photovoltaic’s $1.0 6,800Solar Thermal $0.1 800Hydroelectric Power $4.0 8,000Geothermal $2.0 9,000Biomass $23.6 135,750Fuel Cells $0.9 4,800Hydrogen $0.8 4,000Total, Private Industry $35.4 185,150Federal Government $0.5 800*DOE Laboratories $1.8 3,600**State and Local Government $0.9 2,500Total Government $3.2 6,900Trade and Professional Associations and NGOs $0.6 1,500

Total, All Sectors $39.2 193,550*Includes Federal employees and direct support contractors**Includes Federal employees, laboratory employees, and direct support contractorsSource: Management Information Services, Inc. and American Solar Energy Society, 2007

59 Ibid



Table 18. Selected Renewable Energy Jobs Generated in the U.S. in 2006 by Selected Occupations

Occupation JobsAccountants and Auditors 5,917Biochemists and Biophysicists 1,395Computer Software Engineers 2,023Computer and IT Managers 1,132Environmental Scientists and Specialists 1,785Management Analysts 2,923Civil Engineers 2,851Source: Management Information Services, Inc. and American Solar Energy Society, 2007.

California with its abundant natural resources has had a long history of support for renewable energy. In 2004, about ten percent of all electricity came from renewable resources such as wind, solar, geothermal, biomass and small hydroelectric facilities. Large hydro plants generated another 15 percent of the electricity.60

2. Selected Renewable Energy Programs in CaliforniaThe California Energy Commission’s Renewable Energy Program (REP) began in 1998 to help increase the amount of renewable electricity used to meet California’s growing demand. This program is based on decades of bipartisan legislative and gubernatorial support for renewable energy that have helped to make California a recognized leader in the field. The REP offers market-based incentives for new and existing utility-scale facilities powered by renewable energy such as consumer rebates for on-site renewable energy systems and consumer information on the purchase, installation, and available incentives for renewable energy. The REP consists of the following programs:

Renewables Portfolio StandardIn collaboration with the California Public Utilities Commission, the REP is implementing California’s Renewables Portfolio Standard (RPS), the most aggressive renewable energy deployment policy in the nation. The RPS is central to the state’s renewable goals and calls for 20 percent of the state’s electricity retail sales to be served with eligible renewable energy sources by 2010.

Western Renewable Energy Generation Information System The Energy Commission is working with the Western Governors’ Association and stakeholders to design and implement an accounting system to support verification of retail sellers’ compliance with California’s RPS. The expected launch date for the system is mid-2007.

New Renewable Facilities ProgramThis program consists of two components. Under the first, production incentives support new renewable electricity generation projects that

60 California Energy Commission, http://www.energy.ca.gov/renewables/index.html, Accessed November 26, 2007


http://www.energy.ca.gov/renewables/index.html


are most likely to become competitive. Secondly, under the RPS, the program will provide supplemental energy payments to eligible projects for above-market costs of meeting the RPS.

New Renewable Facilities ProgramThe California Energy Commission and California Power Authority established the Solar Schools Program to provide a higher level of funding incentives for public and charter schools to encourage the installation of photovoltaic generating systems.

California Solar InitiativeWith a goal of creating 3,000 megawatts of new, solar-produced

electricity by2017, Governor Schwarzenegger‘s California Solar Initiative was approved in January 2006 to be jointly implemented by the Energy Commission and the CPUC. As part of the $3.25 billion 10-year program, the Energy Commission will work with builders and developers on solar electricity systems for new residential building construction, specifically on single family, low-income, and multifamily apartment buildings.61

3. Demand DriversEnergy management using sustainable technologies and implementation of environmental initiatives play a rapidly increasing role in many public, government organizations and industry. In California, Governor Arnold Schwarzenegger signed Executive Order S-20-04 regarding Green Buildings on December 14, 2004. It established the State of California's priority for energy and resource-efficient high performance buildings. The Executive Order sets a goal of reducing energy use in state-owned buildings by 20 percent by 2015. It is likely to make energy performance an important issue when designing, constructing, procuring and maintaining buildings. Large public buildings would probably need to display energy efficiency certificates.

There is a need for trained personnel to advise, implement and deliver strategies and management for sustainable practices. Some of the potential employers include environmental consultancies, federal and local government energy agencies, environmental management departments, and construction companies. These organizations would require specialists with sound knowledge of sustainable technologies and skills for effective energy management with regard to environmental protection. Some of the responsibilities include:

Conduct energy audits and prepare feasibility studies Develop equipment performance specifications

61 2005–2006 Report on State Clean Energy Funds, Investment and Deployment in the U.S. Clean Energy States Alliance, http://www.cleanenergystates.org/Publications/CESA_Biennial_Report_2005-2006.pdf, Accessed November 26, 2007


http://www.cleanenergystates.org/Publications/CESA_Biennial_Report_2005-2006.pdf


Compare different technologies Understand the Energy Efficiency Standards for Residential and

Nonresidential Buildings

4. Accreditation As green and renewable energy are relatively new fields, there are no accreditation or certification agencies that govern such programs.

5. Competitive AnalysisSome online degree programs in environmental and sustainable energy do exist at the undergraduate level. In addition, the U.S. Department of Energy maintains a website of higher education programs, courses, and degrees in energy, providing some useful links and overviews: http://www1.eere.energy.gov/education/higher_education_programs.html.

There is an interesting, campus-based Sustainable Energy Studies program to note, profiled here: (http://www.aashe.org/resources/profiles/easternconnecticutstate2006.php), which is physically located at Eastern Connecticut State University. Additionally,

The major California competitor employs a classroom-based delivery mode, while the online competitors work more broadly:

Sonoma State University Columbia Southern University Murdoch University (Australia)

Table 19. Institutions Offering an Online Undergraduate Degrees in Sustainable Energy Management



Sonoma State University Classroom Semester 120 $15,784

Columbia Southern Univ. Online Semester 121 $22,385 DETC

Murdoch University (AUS) Online Semester 3 years Varies

Sonoma State University http://www.sonoma.edu/ensp/academic_programs_study_plans/academic_plan_energy.htm

Sonoma State University offers an Energy Management and Design (EMD) program to prepare professionals in the energy fields. The program can be pursued as a B.A. or a B.S. in Environmental Studies; either option requires 120 units of credit. Other possible study plans in the department include


http://www.sonoma.edu/ensp/academic_programs_study_plans/academic_plan_energy.htm

http://www.sonoma.edu/ensp/academic_programs_study_plans/academic_plan_energy.htm

http://www.aashe.org/resources/profiles/easternconnecticutstate2006.php

http://www1.eere.energy.gov/education/higher_education_programs.html


conservation, hazardous materials management, and environmental technology. Resident undergraduates pay between $1,391 for part-time studies and $1,973 per semester for full-time studies.

Columbia Southern Universityhttp://www.columbiasouthern.edu/programs/bsenvmgmt.asp

Columbia Southern University offers an online Bachelor of Science in Environmental Management. The program requires 121 credit hours, and this university is a member of DETC and CHEA. Tuition is $185 per credit hour, for a total cost of

Murdoch Universityhttp://www.murdoch.edu.au/_document/Courses-PDF/SusEnergyManagF.pdf/

This three-year B.S. program in Sustainable Energy Management is offered by a university based in Australia, but can be taken online from “anywhere in the world,” according to the website.

E. BACHELOR OF ARTS IN LIBERAL STUDIES

1. Job Market Overview A liberal arts education refers to studies in a college or university intended to provide general knowledge and develop intellectual capacities. A liberal arts education prepares students to work in a variety of jobs. This is different from other types of education where students develop professional or vocational skills for a specific job.62

Selected Liberal Studies Subject Areas: Arts Behavioral and Social Sciences Communications Computer Science Education Engineering Health and Biomedical Sciences Modern Languages Natural Sciences Public Affairs

2. Demand Drivers Students receiving a Bachelor of Arts degree in Liberal Studies have a broad range of career possibilities. Employers hire Liberal Studies majors because

62 The Role of Liberal Arts in Your Future, http://www.iseek.org/sv/20005.jsp, Accessed November, 29, 2007


http://www.iseek.org/sv/20005.jsp

http://www.murdoch.edu.au/_document/Courses-PDF/SusEnergyManagF.pdf/

http://www.columbiasouthern.edu/programs/bsenvmgmt.asp


they possess widely applicable sills that are transferable to the workplace. Employers look for candidates who communicate effectively, adapt well to change, and use critical and analytical thinking techniques to solve complex problems. They also seek candidates who have good interpersonal communication skills, intercultural understanding, and who also are flexible in their careers.

Liberal arts majors gain following skills: Writing Speaking Foreign languages and cross-cultural knowledge Research and information retrieval Analytical thinking Creative thinking Effective with ambiguity Learning and synthesizing new ideas.63

Liberal Studies majors tend to find employment in those areas of an organization where skills in writing, training, events planning, public speaking, researching, interviewing, counseling and marketing are utilized. The most common career fields for Liberal Studies majors are Teaching, Advertising, Public Relations, Communications, Consulting, Education, Government, Human Resources, Banking, Marketing, Management, Publishing and Technical Writing.64 A BA in Liberal Studies degree may also be an ideal degree completion program for individuals in many types of occupations who prefer a general bachelor’s degree to a business or other specific degree.

3. Accreditation The American Academy for Liberal Education (AALE) is a national association that accredits institutions offering quality general education programs in the liberal arts that meet the Academy's stringent educational, administrative, and financial criteria. It was founded in 1992. AALE is listed by the Secretary of the U.S. Department of Education as a recognized national accrediting agency for the accreditation of institutions of higher education and programs within institutions of higher education that offer liberal arts degrees at the baccalaureate level.65

63 Job Search Success for Liberal Arts Majors, http://www.quintcareers.com/Liberal_Arts_Skills.html, Accessed November, 29, 200764 Career Services Center, University of Delaware, http://www.udel.edu/CSC/pdfs/MRKLibStudies.pdf , Accessed November, 29, 200765 American Academy for Liberal Education, http://www.aale.org/aale/about.htm, Accessed November, 29, 2007


http://www.aale.org/aale/about.htm

http://www.udel.edu/CSC/pdfs/MRKLibStudies.pdf

http://www.quintcareers.com/Liberal_Arts_Skills.html


4. Competitive AnalysisA number of institutions offer bachelor’s programs in liberal studies nationally, but few offer online programs in California. The most relevant competitors for CSU East Bay is CSU Chico. Additional competitors that offer a BA in Liberal Studies or similar program include Abilene Christian University, the University of Toledo, DePaul University, Boston University, Regis University, the University of North Carolina Greensboro, Saint Joseph College, the University of Oklahoma, Portland State University, Oregon State University, the University of Denver, Champlain College, the University of Illinois at Springfield and the University of Massachusetts Online.

California State University, Chicohttp://rce.csuchico.edu/online/classes.asp?choice=program&program=47

CSU Chico offers an online Bachelor of Arts in Liberal Studies program. Students are required to have completed their lower division coursework elsewhere, or even on campus at CSU Chico, while the online program offers completion of 60 upper division course credits. Full-time resident undergraduate tuition is $1,845 per semester, for a total tuition cost of $7,380 if a student completes the 60 credits in four semesters.

F. MASTER OF BUSINESS ADMINISTRATION

1. Job Market Overview The U.S. economy has been robust and growing in the last few years, and this has been reflected in the market for graduates of MBA programs. A recent survey by the Graduate Management Admission Council (GMAC), based on the responses of 1,270 recruiters representing 737 companies that employ MBA graduates, found that most employers (63%) indicated the economy was not weak and 86 percent of all respondents indicated the economy did not constrain their recruiting plans.66

MBA programs generally focus in the areas of Accounting/Finance, Business, Entrepreneurship, Management and Marketing. In recent trends, many programs now have degree focuses in a wider variety of study areas such as Healthcare Management, Operations and Information Management, Real Estate, Statistics, Environmental and Risk Management and Non-profit Management.

Graduates of MBA programs are employed in virtually any and all industries, making precise quantification of industry market size near impossible. A survey by the Graduate Management Admission Council found that the

66 Graduate Management Admission Council “ Corporate Recruiters Survey” http://www.gmac.com/NR/rdonlyres/AAD5D577-E90E-4DBE-B2EE-34D76649B87E/0/CorpRecSurveyGeneralDataReport2006.pdf Accessed November 23, 2007


http://www.gmac.com/NR/rdonlyres/AAD5D577-E90E-4DBE-B2EE-34D76649B87E/0/CorpRecSurveyGeneralDataReport2006.pdf


http://rce.csuchico.edu/online/classes.asp?choice=program&program=47


majority of MBA graduates (24 percent) were employed in the Finance/Accounting field, followed by Products/Services (22 percent), and Consulting (15 percent). (Figure 21) 67

Figure 21. Industries MBA Graduates Work In, 2006

Products/ Services22%

Finance/ Accounting

24%

Manufacturing7%

Nonprofit/ Government

6%

Health Care/ Pharmaceuticals

10%

Technology13%

Energy/ Utilities3%

Consulting15%

While managers tend to hire from within their ranks more often than outside, MBA graduates are expected to account for 23 percent of new corporate hires, an increase of five percentage points over the previous year.

Figure 22. Corporate Hiring Mix, 2006-2007

24%

28%

13%

12%

18% 45%

37%23%

0% 20% 40% 60% 80% 100%

2006

2007

Undergraduate

Other graduateschool

MBA or otherbusiness graduates

Experience directfrom industry

67 Graduate Management Admission Council “ Corporate Recruiters Survey” http://www.gmac.com/NR/rdonlyres/AAD5D577-E90E-4DBE-B2EE-34D76649B87E/0/CorpRecSurveyGeneralDataReport2006.pdf Accessed November 23, 2007





Salaries for MBA graduates have increased consistently in the past five years, at a substantial premium over other graduate programs and as compared to those possessing only undergraduate degrees.68 MBA graduates have attained salaries an average of nearly 29 percent higher than graduates from other graduate programs and 72 percent higher than those with only an undergraduate degree. The 2006 salary figure does not take into account additional compensation, such as benefits, moving allowances, performance-based bonuses, signing bonuses, year-end bonuses, tuition reimbursement, profit-sharing or stock purchase plans. In 2006, the average additional compensation for a starting MBA graduate hire was $18,928.

Figure 23. MBA Salaries Versus Other Graduate and Undergraduate Degree Programs

$73,859 $77,066 $78,040 $80,809$72,021

$65,780$60,865$62,371

$56,518$52,322$46,436$45,652$45,029$42,936$41,381

$0

$10,000

$20,000

$30,000

$40,000

$50,000

$60,000

$70,000

$80,000

$90,000

2002 2003 2004 2005 2006

MBAprograms

Othergraduateprograms

Undergraduateprograms

Ultimately, salary for MBA graduates depends on a variety of factors including but not limited to: industry of work, job function in new job, geographic region, pre-MBA professional experience, as well as if the MBA pursued was in the area of previous work experience. In 2006, MBA graduates with job offers in the healthcare industry received the largest compensation package relative to other industries.69 (Figure 24) The percentage change of new graduate student business hires in 2006-2007 in the health care or pharmaceutical industry increased by 47 percent, outpacing the next fast growing fields of consulting and finance/accounting, 24 percent and 15 percent, respectively.70

68 Graduate Management Admission Council “ Corporate Recruiters Survey” http://www.gmac.com/NR/rdonlyres/AAD5D577-E90E-4DBE-B2EE-34D76649B87E/0/CorpRecSurveyGeneralDataReport2007.pdf Accessed November 19, 200769 http://www.gmac.com/NR/rdonlyres/6838813E-4238-4B78-9C3D-F4AC11592BA6/0/CorpRecSurvey06SurveyReport.pdf70 Graduate Management Admission Council “ Corporate Recruiters Survey” http://www.gmac.com/NR/rdonlyres/AAD5D577-E90E-4DBE-B2EE-34D76649B87E/0/







Figure 24. Estimated 2006 Total Compensation for New MBA Graduates

$73,125

$94,558

$98,417

$98,621

$100,263

$101,736

$103,122

$111,477

$- $25,000 $50,000 $75,000 $100,000 $125,000

Nonprofit/ Government

Products/ Services

Manufacturing

High-tech

Energy/ Utility

Consulting

Finance

Healthcare

2. Demand DriversThe predominant reason many students and professionals pursue an MBA is the inherent return on investment in salary and benefits over the career of the individual. The trend towards part-time, distance learning and executive formats of the degree has contributed to fueling the growth of MBA applicants and graduates each year.

Salaries for MBA graduates have increased consistently in the past five years, at a substantial premium over other graduate programs and as compared to those possessing only undergraduate degrees.71 MBA graduates have attained salaries an average of nearly 29 percent higher than graduates from other graduate programs and 72 percent higher than those with only an undergraduate degree. The 2006 salary figure does not take into account additional compensation, such as benefits, moving allowances, performance-based bonuses, signing bonuses, year-end bonuses, tuition reimbursement, profit-sharing or stock purchase plans. In 2006, the average additional compensation for a starting MBA graduate hire was $18,928.

CorpRecSurveyGeneralDataReport2007.pdf Accessed November, 19, 200771 Graduate Management Admission Council “ Corporate Recruiters Survey” http://www.gmac.com/NR/rdonlyres/AAD5D577-E90E-4DBE-B2EE-34D76649B87E/0/CorpRecSurveyGeneralDataReport2006.pdf Accessed November 19, 2007







3. AccreditationInformation on specialty accreditation in business can be found in the BSBA section, above.

4. Competitive AnalysisThere are many fully online MBAs offered by institutions across the U.S., covering virtually any area of concentration or specialization imaginable. For-profits, public and private not-for-profits alike all are represented among the online MBA players. The following list is not entirely comprehensive of the online MBA market, but provides a sense for the number and type of institutions offering online MBAs. We identified just one CSU campus offering an online MBA, Dominguez Hills, which is also profiled below.

Table 20. Institutions offering online MBAsInstitutions

American Intercontinental Univ. Franklin University Saint Leo UniversityAmerican Sentinal University George Washington University Salve Regina UniversityAndrew Jackson University Golden Gate University South UniversityArgosy University Grand Canyon University Strayer UniversityArizona Universities Network Grantham University Suffolk UniversityAshford University Indiana University SUNY Institute of TechnologyBaker College Jones International University Tiffin UniversityBellevue University Kaplan University Touro University InternationalBenedictine University Kennedy-Western University University of Massachusetts OnlineBoston University Lehigh University Univ. of Colorado, Colorado SpringsBreneau University Liberty University University of FloridaCalifornia Coast University Marist College University of LiverpoolCalifornia Lutheran University Marylhurst University Univ. of Maryland, Univ. CollegeCSU Dominguez Hills Minnesota School of Business University of Michigan, FlintCapella University National American University University of PhoenixCity University of Seattle New York Institute of Tech. University of South AlabamaColorado State University Northcentral University University of Texas TeleCampusColorado Technical University Northeastern University University of TulsaDrexel University Northern Arizona University Upper Iowa UniversityEast Carolina University Norwich University Utica CollegeEllis College/NYIT Park University Virginia College OnlineEverglades University Penn State Online Walden UniversityExcelsior College Polytechnic University West Texas A&M UniversityFlorida Institute of Technology Regent University Western Governors UniversityFlorida Metropolitan University Regis University William Howard Taft UniversityFort Hays State University Saint Joseph’s College Worcester Polytechnic University

California State University, Dominguez Hillshttp://mbaonline.csudh.edu/

CSU Dominguez Hills’ online MBA is a 30-33 credit program that can be completed in 18 months. Up to 36 credits of prerequisite coursework and bridge courses may also be required of prospective students. Concentrations are offered in General Business, International Business,


http://mbaonline.csudh.edu/


Management, Finance, Marketing Management, Information Technology Management, and Human Resource Management. In spring 2008 a Global Logistics – Supply Chain Management concentration will also be launched. Tuition is $400 per credit, making the total tuition cost of the program $12,000 for a 30-credit concentration where a student does not have to complete any additional coursework.

G. MASTER OF HEALTHCARE ADMINISTRATION

1. Job Market Overview The healthcare industry is the largest industry in the United States, employing 13.5 million individuals in salaried positions in 2004, while an additional 411,000 individuals were self-employed. The Bureau of Labor and Statistics (BLS) projects an expected growth of 3.6 million additional jobs from 2004 to 2014, a 19 percent increase.72

The growing number of people employed in the healthcare industry represents a parallel growth in demand for skilled managers and policy makers. As of May 2005, there were 230,130 individuals employed as “medical and health services managers,” as defined by BLS, with a mean salary of $77,140. This number is expected to grow to 305,000 by 2014, a growth of nearly 23 percent.73

The largest industry concentration of medical and health services managers was in general medical and surgical hospitals, representing more than half of all employment in that occupation. Medical and health services managers tend to earn more in hospitals and physician's offices than they do in health care facilities and centers (Table 20).74

Table 21. Medical and Health Services Managers EmploymentIndustry Employment Salary

General Medical and Surgical Hospitals 85,290 $79,590Offices of Physicians 22,060 $76,980Nursing Care Facilities 17,420 $67,720Home Health Care Services 10,670 $71,660

Table 22. Employment Projections for Medical and Health Services Managers in California, 2004-2014

Occupation Total employment 2004-2014 Change

Annual Openings

Due to

2004 Median Annual

Education Level

72 Bureau of Labor Statistics “Health care” http://www.bls.gov/oco/cg/cgs035.htm Accessed November 19, 200773 Bureau of Labor Statistics http://www.bls.gov/emp/emptabapp.htm Accessed November 19, 200774 Bureau of Labor Statistics “Occupations Employment and Wages, May 2005 http://www.bls.gov/oes/current/oes119111.htm Accessed November 19, 2007


http://www.bls.gov/oes/current/oes119111.htm

http://www.bls.gov/emp/emptabapp.htm



Growth

Earnings2004 2014 Number % NumberMedical and Health Services Managers 19,000 22,700 3,700 19.5 370 $81,155

Master Degree

Salaries for MBA graduates with a specialization/focus in hospital administration differ depending on the employing company or institution, job type, as well as applicant qualifications. Graduates of middle tier business schools can earn $50,000 to $60,000 entry level, and can expect to be earning $80,000 or more in a few years. Pharmaceutical and device companies offer entry level salaries of $75,000 to $95,000 for MBA graduates while venture capitalist firms in the health field start salaries at $125,000 to $200,000 in addition to bonuses. More lucrative career options exist for MBA graduates in start-up bio-tech firms, with salaries ranging from $150,000 to $250,000 though they come at great risk to job security.75

2. Demand DriversEmployment of medical and health services managers is expected to grow faster than average through 2014, as the health care industry continues to expand and diversify. Job opportunities will be especially good in offices of health practitioners, general medical and surgical hospitals, home health care services, and outpatient care centers. Candidates with work experience in the health care field and strong business and management skills should have the best opportunities. Competition for jobs at the highest management levels will be keen because of the high pay and prestige. 76

One of the demand drivers for managers in this field is the need to improve quality and efficiency of health care while controlling costs, as insurance companies and Medicare demand higher levels of accountability. Additional demand for managers will stem from the need to recruit workers and increase employee retention, to comply with changing regulations, to implement new technology, and to help improve the health of their communities by emphasizing preventive care. 77

Employment will grow fastest in practitioners’ offices and in home health care agencies. Many services previously provided in hospitals will continue to shift to these sectors, especially as medical technologies improve. Demand in medical group practice management will grow as medical group practices become larger and more complex. Managers with specialized experience in a 75 MBAJungle.com , “Healthcare/Biotechnology”, http://www.mbajungle.com/main.cfm?chid=3&schid=7&WT=37&inc=inc_article.cfm&artid=98002&pg=1&template=4, Accessed November 23, 2007 76US Bureau of Labor Statistics, Occupational Outlook Handbook, http://www.bls.gov/oco/ocos014.htm, Accessed November 23, 2007 77US Bureau of Labor Statistics, Occupational Outlook Handbook, http://www.bls.gov/oco/ocos014.htm, Accessed November 23, 2007




http://www.mbajungle.com/main.cfm?chid=3&schid=7&WT=37&inc=inc_article.cfm&artid=98002&pg=1&template=4

http://www.mbajungle.com/main.cfm?chid=3&schid=7&WT=37&inc=inc_article.cfm&artid=98002&pg=1&template=4


particular field, such as reimbursement, should have good opportunities. Medical and health services managers also will be employed by health care management companies that provide management services to hospitals and other organizations, as well as to specific departments such as emergency, information management systems, managed care contract negotiations, and physician recruiting.78

3. AccreditationThe Commission on Accreditation Healthcare Management Education (CAHME) is an interdisciplinary group of educational, professional, clinical, and commercial organizations devoted to accountability and quality improvement in the education of healthcare management and administration professionals. CAHME serves the public good through promoting, evaluating, and improving the quality of graduate healthcare management education in the United States and Canada. CAHME is officially recognized by both the Department of Education and the Council for Higher Education Accreditation. CAHME is also a member of the Association of Specialized and Professional Accreditors (ASPA) and adheres to the ASPA Code of Good Practice. As of 2007, there are 71 accredited Healthcare Management programs.79

The Accrediting Commission on Education for Health Services Administration (ACEHSA) also accredits programs in health services administration. There are approximately 70 universities with ACEHSA accreditation nationwide.

4. Competitive AnalysisThere are many institutions that offer either an online Master of Health Administration (MHA) or a similar MBA with a concentration in Health Administration. Both types of degrees will compete with an online MHA developed by CSU East Bay.

78 US Bureau of Labor Statistics, Occupational Outlook Handbook, http://www.bls.gov/oco/ocos014.htm, Accessed November 23, 200779 The Commission on Accreditation Healthcare Management Education, http://www.cahme.org/, Accessed November 27, 2007


http://www.cahme.org/



Table 23. Institutions offering online MHAs or MBAs with concentrations in Healthcare Administration

Online MHAOnline MBA with Healthcare Admin

ConcentrationA.T. Still University American Intercontinental UniversityBellevue University Baker CollegeBenedictine University Bellevue UniversityCalifornia University of PA Benedictine UniversityCSU Long Beach Boston UniversityCapella University Breneau UniversityColorado Technical University Capella UniversityGraceland University Colorado Technical UniversityKennedy-Western University DeVry UniversityLoyola University New Orleans Ellis CollegeMercy College George Washington UniversityNew England College Grand Canyon UniversityRochester Institute of Technology Jones International UniversitySaint Joseph’s College Marylhurst UniversitySeton Hall University Northcentral UniversityStrayer University Northeastern UniversitySUNY Institute of Technology Park UniversityTouro University International Regis UniversityUniversity of Alabama Birmingham South UniversityUniversity of Delaware University of MaryUniv. of Maryland Univ. College University of Michigan, FlintUniversity of Missouri Columbia University of PhoenixUniversity of Phoenix Western Governors UniversityVanderbilt University William Howard Taft UniversityVirginia Commonwealth University

Three online MHA (or similar, non-MBA programs) programs are most relevant to CSU East Bay as they are offered by national or California competitors. These include:

CSU Long Beach Capella University University of Phoenix

Table 24. Institutions Offering an Online MHA



CSU Long Beach Hybrid Quarter 45 $9,296 ACEHSA

Capella University Online Quarter 48 $18,960

University of Phoenix Online Quarter 43 N/A



California State University Long Beachhttp://www.csulb.edu/colleges/chhs/departments/hca/programs/MasterofScienceinHealthCareAdministration-AcceleratedProgram.htm

CSU Long Beach offers a Master of Science in Health Care Administration in an accelerated hybrid format that allows students to complete the program in less than two years. Classes are taken online and on campus on Saturdays, and all courses are ten weeks long. The program uses cohorts which begin in late September annually. Students take two classes per quarter, one online and one that meets on five Saturdays. The program consists of 45 credits and the total registration fee for resident students is $1,162 per semester.

Capella Universityhttp://www.capella.edu/schools_programs/human_services/masters/health_care_administration.aspx

Capella University’s Master of Science in Human Services with a Health Care Administration specialization is offered fully online. It is a 48 quarter credit program that begins in cohorts at various times of the year. The cost per credit is $395, for a total cost of $18,960 for the program.

University of Phoenixhttp://www.phoenix.edu/online_and_campus_programs/degree_programs_description.aspx?progversion=53&locationid=0

The University of Phoenix offers a Master of Health Administration that is available fully online. The MHA program has a general curriculum and also has three specialized areas of concentration: Gerontology, Health Care Education, and Health Care Informatics. The general MHA is a 43-credit program. Tuition information was not available.

H. MASTER OF ARTS IN EARLY CHILDHOOD EDUCATION

1. Job Market OverviewCalifornia’s Early Childhood Education (ECE) workforce includes approximately 130,000 people, predominantly female, who educate and care for about 750,000 infants (birth to age 2) and/or preschoolers (ages 2-5, pre-kindergarten). This workforce includes about 37,500 providers and 18,500 paid assistants in licensed family child care homes, and 52,600 teachers, 23,000 assistant teachers and 7,000 directors in licensed child care centers.80

80 California Early Care and Education Workforce Study: Licensed Child Care Centers and Family Child Care Providers, 2006 Statewide Highlights, http://www.iir.berkeley.edu/cscce/pdf/statewide_highlights.pdf, Accessed November 27, 2007


http://www.iir.berkeley.edu/cscce/pdf/statewide_highlights.pdf

http://www.phoenix.edu/online_and_campus_programs/degree_programs_description.aspx?progversion=53&locationid=0


http://www.capella.edu/schools_programs/human_services/masters/health_care_administration.aspx

http://www.capella.edu/schools_programs/human_services/masters/health_care_administration.aspx

http://www.csulb.edu/colleges/chhs/departments/hca/programs/MasterofScienceinHealthCareAdministration-AcceleratedProgram.htm

http://www.csulb.edu/colleges/chhs/departments/hca/programs/MasterofScienceinHealthCareAdministration-AcceleratedProgram.htm


Average annual salary for centers’ highest-paid teachers with a BA or higher degree is $34,382, nearly $16,000 less than that of the average California public school kindergarten teacher, who typically works a shorter year and earns better benefits. Average wage for centers’ highest-paid assistant teachers ranges from $9.28 to $11.21 per hour. Annual ECE teacher turnover (22 percent) is twice that of California public school K-12 teachers (11 percent).81 ECE assistant teacher turnover is at 26 percent, and director turnover at 18 percent.82

Table 25. California ECE Workforce Summary

VariablePreschool Teachers

Child Care Workers

Preschool & Child Care

Administrators

2004 Total Employment 52,600 70,000 7,000

2004-2014 Growth Rate 22.4 % 6.5% 17.1%

2014 Projected Total Employment 64,400 74,550 8,200

2004-2014 Average Annual Openings 1,810 296 290

2004 Median Income $23,349 $19,361 $38,953

2. Early Childhood Education State ProgramsThe primary state-funded early childhood education program in California is the California State Preschool Program. Two additional initiatives also provide funding to early childhood education programs; First 5, and the School Readiness Initiative. In addition to these programs, California had 98,395 children served by Head Start programs in 2006, and received over $822 million in federal appropriations to fund the Head Start and Early Head Start programs.83

a. California State Preschool ProgramThe California State Preschool Program (CSP) was established in 1965 and provides child care and early childhood education programs for three- to five-year old children. The CSP program is targeted at disadvantaged children, with children from families at or below 230 percent of the federal poverty line eligible to receive services. CSP programs can be implemented by

81 Report: Teacher attrition: A costly loss to the nation and to the states, Alliance for Excellent Education Issue Brief, August 2005. Washington, DC: Alliance for Excellent Education.82 California Early Care and Education Workforce Study: Licensed Child Care Centers and Family Child Care Providers, 2006 Statewide Highlights, http://www.iir.berkeley.edu/cscce/pdf/statewide_highlights.pdf, Accessed November 27, 200783 U.S. Department of Health and Human Services Administration for Children and Families, Head Start Bureau, “Head Start Program Fact Sheet: Fiscal Year 2007.”


http://www.iir.berkeley.edu/cscce/pdf/statewide_highlights.pdf


public schools as well as by private child care providers and Head Start centers.84

CSP programs are half-day programs that must operate a minimum of three hours per day, 175 days per year. The Budget Act of 1997-1998 allowed providers to extend their half-day preschool program to a full day program under certain circumstances. There are no limitations on class size in CSP programs, but there must be one staff member for every eight children. In 2006 there were 79,621 children enrolled in CSP programs, and 95 percent of California’s school districts offered a CSP program.85 State Preschool Program budget for 2006-07 year was $413,644.86

Teachers in CSP programs, as well as directors, associate teachers and assistants must have a Child Development Permit appropriate for their position, the rules of which follow the requirements issued by the California Commission on Teacher Credentialing. These are discussed below.

b. First 5In 1998 California voters approved a ballot initiative, Proposition 10, which established the California Children and Families Program. This, in turn, led to the passage of the California Children and Families Act of 1998, which established the First 5 program. The First 5 program is designed to provide a comprehensive, integrated system of early childhood development services for children under the age of five. Comprehensive services include health care, child care, parent education and intervention programs.87 First 5 programs are funded through a special tax on tobacco.88

c. School Readiness InitiativeThe School Readiness Initiative (SRI) is actually an initiative of the First 5 program, implemented through the California Children and Families Commission. Passed in 2002, the School Readiness Initiative is providing $206.5 million between 2002 and 2006 to implement programs intended to “improve the transition from early care settings to elementary school and increase the schools’ and communities’ capacity to promote the success of young children.” SRI programs are targeted at low-performing schools and districts, and the local counties receiving funds must match each dollar provided by the SRI program. SRI programs are comprehensive and include

84 National Institute for Early Education Research, “The State of Preschool: 2006 State Preschool Yearbook.”, Accessed November 27, 200785 Ibid86 Child Care & Development Local Assistance Funding, http://www.cde.ca.gov/sp/cd/op/budget0607.asp, Accessed November 27, 200787 California Children and Families Commission, http://www.ccfc.ca.gov/, Accessed November 27, 2007 88 National Institute for Early Education Research, “The State of Preschool: 2006 State Preschool Yearbook.”


http://www.ccfc.ca.gov/

http://www.cde.ca.gov/sp/cd/op/budget0607.asp


early care and education, parenting and family support services and health and social services for children age birth through five.89

3. Education and Training RequirementsThe California Commission on Teacher Credentialing awards six levels of Child Development Permits (CDPs), each with different requirements. CDPs are required of personnel working in preschools and child care centers in California. Only Program Directors are required to have a bachelor’s degree, and only Site Supervisors are required to have an associate’s degree. The six different CDPs, and the requirements for each, include:

CDP Program Director – four options: bachelor’s degree with 24 credits in early childhood education or child development and six credits in administration or supervision; specialist credential with 12 credits in early childhood education or child development; elementary teaching credential with 12 credits in early childhood education or child development; master’s degree in early childhood education or child development

CDP Site Supervisor – four options: associate’s degree or higher with 24 credits in early childhood education or child development and six in administration or supervision, plus 350 days of experience; bachelor’s degree or higher with 12 credits in early childhood education or child development; specialist credential with 12 credits in early childhood education or child development; elementary education credential with 12 credits in early childhood education or child development

CDP Master Teacher – either 48 credits, including 24 credits in early childhood education or child development plus 350 days of experience, or a bachelor’s degree or higher with 12 credits in early childhood education or child development

CDP Teacher – either 40 credits including 24 in early childhood education or child development plus 175 days of experience, or associate’s degree or higher in early childhood education or child development

CDP Associate Teacher – either 12 credits in early childhood education or child development and 50 days of experience, or a CDA credential

CDP Assistant – either six credits in early childhood education or child development, or completion of an accredited program in child development.90

4. Demand DriversState regulations and requirements are very often considered to be demand drivers in teaching field as they determine the level of education the

89 California Children and Families Commission, “First 5 California School Readiness Initiative.” http://www.ccfc.ca.gov/SchoolReady1.htm, Accessed November 27, 200790 California Commission on teach Credentialing, “Child Development Permits and School-Age Emphasis.” http://www.ctc.ca.gov/credentials/leaflets/cl723a.pdf


http://www.ctc.ca.gov/credentials/leaflets/cl723a.pdf

http://www.ccfc.ca.gov/SchoolReady1.htm


candidate must have to be qualified to work with children. These qualifications usually determine the level of compensation.

Child care settings in California are divided into child care centers and family child care homes, each of which has different staffing requirements. The requirements for staff in child care centers follow the requirements for the Child Development Permits, discussed above.91 Personnel in family child care homes have no requirements for education or certification.92

5. Accreditation National Association for the Education of Young Children (NAEYC) Accreditation represents the mark of quality in early childhood education. To achieve NAEYC Accreditation, early childhood education programs volunteer to be measured against the national standards on education, health and safety. As of 2007, there are more than 11,000 NAEYC accredited early childhood education programs serve families around the nation. NAEYC reviews baccalaureate and graduate degree early childhood programs at NCATE-affiliated institutions, and, working with the National Council for Accreditation of Teacher Education (NCATE), grants national recognition to those programs that meet NAEYC's professional preparation standards. NCATE may accredit those institutions that are found to have high-quality education programs overall. The National Recognition process is a peer-review process, in which faculty from around the country, trained by NAEYC, review their colleagues' early childhood programs at other institutions of higher education. 93

6. Competitive AnalysisVery few Master’s degrees in Early Childhood Education are conferred on an annual basis in California. In 2005-2006 only 32 were awarded statewide, while only 44 and 20 were conferred in the previous two academic years, respectively. Six California institutions awarded Master’s in ECE degrees in the last three years: CSU Los Angeles, Mills College, Saint Mary’s College, San Diego State University, San Francisco State University, and San Jose State University (program is in Early Childhood Special Education rather than general ECE). None of the programs are offered online. Programs of the three institutions in the East Bay region are profiled below.

91 California Department of Social Services Manual, “Child Care Center General Licensing Requirements, Article 6”, http://www.dss.cahwnet.gov/getinfo/pdf/ccc4.PDF92 California Department of Social Services Manual, “Family Child Care Homes, Title 22, Division 12, Chapter 3,” http://www.dss.cahwnet.gov/getinfo/pdf/fcc.PDF93 National Association for the Education of Young Children, http://www.naeyc.org/faculty/degrees.asp, Accessed November 28, 2007


http://www.naeyc.org/faculty/degrees.asp

http://www.dss.cahwnet.gov/getinfo/pdf/fcc.PDF

http://www.dss.cahwnet.gov/getinfo/pdf/ccc4.PDF


Table 26. Institutions Offering an Online Master’s in Early Childhood Education



San Francisco State University Classroom Semester 33 $8,196 N/A

Mills College Classroom Semester 13 $45,584 N/A

St. Mary’s College Classroom Semester 30 $20,850 N/A

San Francisco State Universityhttp://www.sfsu.edu/~bulletin/current/programs/element.htm#619

FSU offers a Master of Education with a concentration in Early Childhood Education. The program requires 33 credits to complete. In-state resident tuition is $1,332 per semester for students taking 6 credits or less, or $2,049 per semester for students taking more than 6 credits. For a student who completes the program in four semesters, the total cost would be approximately $8,196.

Mills Collegehttp://www.mills.edu/academics/graduate/educ/programs/early_childhood.php#ece

Mills College offers a Master of Education with an emphasis in Early Childhood Education. The program requires 13 semester course credits and takes two years to complete. The cost per semester is $11,396 plus fees, for a total cost of $45,584 for the program.

St. Mary’s Collegehttp://www.stmarys-ca.edu/academics/schools/school-of-education/programs/early-childhood-education/index.html

St. Mary’s College offers two options at the master’s level in early childhood education: a Master of Arts in ECE and a Master of Education in ECE, each of which have three specialization options. The three MA specializations each require 30 credits to complete, and may qualify graduates for a California Child Development Permit. Tuition is $695 per credit hour, for a total cost of

I. MASTER OF LEISURE SERVICES ADMINISTRATION

1. Job Market Overview for Leisure Services ManagersAs leisure time and personal incomes have grown across the nation, so has the arts, entertainment, and recreation industry. This industry includes about 115,000 establishments, ranging from art museums to fitness centers. Practically any activity that occupies a person’s leisure time is part of the


http://www.stmarys-ca.edu/academics/schools/school-of-education/programs/early-childhood-education/index.html

http://www.stmarys-ca.edu/academics/schools/school-of-education/programs/early-childhood-education/index.html

http://www.mills.edu/academics/graduate/educ/programs/early_childhood.php#ece

http://www.mills.edu/academics/graduate/educ/programs/early_childhood.php#ece

http://www.sfsu.edu/~bulletin/current/programs/element.htm#619


arts, entertainment, and recreation industry. The diverse range of activities offered by this industry can be categorized into three broad groups—live performances or events; historical, cultural, or educational exhibits; and recreation or leisure-time activities.94

Hotels increasingly emphasize specialized training when hiring. Postsecondary training in hotel, restaurant, or hospitality management is preferred for most hotel management positions. New graduates often go through on-the-job training programs before being given much responsibility. Eventually, they may advance to a top management position in a hotel, a corporate management opportunity in a large chain operation, or an investment or financial analysis position in the financial services sector. Upper management positions, such as general manager, lodging manager, food service manager, or sales manager, generally require considerable formal training and job experience.

Table 27. Employment of workers in hotels and other accommodations by occupation, 2004 and projected change, 2004-14


in 1000’s, 2004% Change, 2004-2014

Management, business, and financial occupations 99 26.6%

Top executives 16 25.8%

Food service managers 10 16.2%

Lodging managers 28 27.4%

Meeting and convention planners 7 27.3%

Table 28. Employment of workers in arts, entertainment, and recreation by occupation, 2004 and projected change, 2004-14


in 1000’s, 2004% Change, 2004-2014

Management, business, and financial occupations 101 28.1%

Top executives 39 27.2%Agents and business managers of artists, performers, and athletes 7 20.0%

The leisure and hospitality industry in California employed 1,514,900 individuals in 2006, accounting for almost ten percent of all jobs in the state. 95 Total direct travel spending in California was $93.8 billion in 2006, surpassing 2005 spending impacts by six percent. Over the past three

94 US Bureau of Labor Statistics, Occupational Outlook Handbook, http://www.bls.gov/oco/cg/cgs031.htm , Accessed November 28, 200795 California Labor Market and Economic Analysis, 2007, Labor Market Information Division Employment Development Department, May 8, 2007, http://www.calmis.ca.gov/specialreports/Labor-Market-Economic-Analysis-2007.pdf, Accessed November, 28, 2007





years, travel spending has increased in California at an average annual rate of almost seven percent. This is the fourth straight year of positive growth and the greatest increase since 2000. California was the destination of 335 million domestic leisure and business travelers in 2005 and approximately14 million international travelers, making it the most visited state in America. 96

New travel and hospitality industry construction totaled $1.4 billion in 2005, 39 percent above 2004 levels, and represents about seven percent of all non-residential construction in California. During 2006, travel spending in California directly supported 928,700 jobs with earnings of $28.5 billion. Travel spending generated the greatest number of jobs in arts, entertainment and recreation sector (233,700 jobs), food service sector (274,700), and accommodations sector (203,700).97

Table 29. Employment Projections for Leisure Services Managers in California

Occupation

Total employment

2004-2014 Change

Annual Openings

Due to Growth

2004 Median Annual

Earnings2004 2014 Number % Number

Food Service Managers 55,400 63,400 8,000 14.4 800 $43,235

Lodging Managers 7,400 8,600 1,200 16.2 120 $42,300

Agents and Business Managers of artists, performers, and athletes 5,900 7,900 2,000 33.9 200 $49,000

2. Demand Drivers Employment in hotels and other accommodations sectors is expected to increase by 17 percent over the 2004-14 period. The growth can be explained by the resumed travel patterns of past years, rebounding from concerns over a weak economy and security matters of 2001. In addition, as more states legalize some form of gambling, the hotel industry will increasingly invest in gaming, further fueling job growth. Jobs in arts, entertainment, and recreation are projected to grow about 25 percent over the 2004-14 period, due to rising incomes. Leisure time and awareness of the health benefits of physical fitness will increase the demand for arts, entertainment, and recreation services. 98

96 Tourism Facts and Figures, California Fast Facts 2006, California Travel and Tourism Commission, Fall 2006, http://www.toolsforbusiness.info/California_Tourism_FastFacts-2006.pdf, Accessed November, 28, 200797 California Travel & Tourism Commission, http://gocalif.ca.gov/page.php?id=740, Accessed November, 28, 200798 US Bureau of Labor Statistics, Occupational Outlook Handbook, http://www.bls.gov/oco/cg/cgs031.htm , Accessed November 28, 2007



http://gocalif.ca.gov/page.php?id=740

http://www.toolsforbusiness.info/California_Tourism_FastFacts-2006.pdf

http://www.toolsforbusiness.info/California_Tourism_FastFacts-2006.pdf


Employment of lodging managers is expected to grow on average by 14 percent through 2014. Job opportunities are expected to be best for persons with college degrees in hotel or hospitality management. Renewed business travel and domestic and foreign tourism will drive employment growth of lodging managers in full-service hotels. The accommodation industry is expected to continue to consolidate as lodging chains acquire independently owned establishments or undertake their operation on a contract basis. The increasing number of extended-stay hotels will moderate growth of manager jobs. Additional demand for managers is expected in suite hotels, because some guests, such as business customers, are willing to pay higher prices for rooms with kitchens and suites that provide the space needed to conduct small meetings. 99

3. AccreditationThere is no accreditation body for graduate degrees in leisure and hospitality. The Accreditation Commission for Programs in Hospitality Administration (ACPHA), (http://www.acpha-cahm.org/) accredits undergraduate programs, but not graduate.

4. Competitive AnalysisHezel Associates identified no online master’s degrees in leisure services administration offered by California or national online institutions. None of the five institutions included in the benchmarking activity offer such a degree, nor do they offer a similar degree in Hospitality or Tourism Management, or Recreation Management, etc. A number of California institutions offer classroom-based master’s degree programs that are similar to a leisure services administration degree. These include:

CSU Chico (MA in Recreation Administration) CSU Long Beach (MS in Recreation Administration CSU Northridge (coming soon, does not currently offer master’s

degrees) CSU Sacramento (MS in Recreation and Leisure Studies) San Francisco State University (MS in Recreation) San Jose State University (MS in Recreation)

99 US Bureau of Labor Statistics, Occupational Outlook Handbook, http://www.bls.gov/oco/ocos015.htm , Accessed November 28, 2007


http://www.acpha-cahm.org/



Table 30. Institutions Offering an Online Master’s in Leisure Services Administration



CSU Chico Classroom Semester 30 $8,664 N/A

San Francisco State University Classroom Semester 34 $8,196 N/A

San Jose State University Classroom Semester 30

$9,900-$13,656 N/A

California State University Chicohttp://www.csuchico.edu/catalog/recr/RECRNONEMA.html

CSU Chico offers a Master of Arts in Recreation Administration, which is a 30-credit program. Tuition for California residents is $1,449 for part-time students taking six credits or fewer and $2,166 for students taking more than six credits. Assuming that a student could complete the program in four semesters of full-time study, the cost would be

San Francisco State Universityhttp://www.sfsu.edu/~bulletin/current/programs/recreat.htm#1360

SFSU offers a classroom-based Master of Science in Recreation. The program requires 34 credits for completion. Resident tuition is $2,049 per semester, so assuming a student completes the program in four semesters the total cost would be $8,196.

San Jose State Universityhttp://www.sjsu.edu/hrtm/students/index.htm#ms_recreation

San Jose State University offers a Master of Science in Recreation program. The classroom-based program requires 30 credits for completion and offers three areas of emphasis: Management, Therapeutic Recreation, or International Tourism. Full-time resident graduate tuition is $3,414 per semester, or $1,980 per semester for part-time study.

J. MASTER OF PUBLIC ADMINISTRATION

1. Job Market Overview Public administrators manage public services and programs to meet national, state, or community needs. They first analyze community problems with the help of special committees and public agencies and then prepare reports. Public administrators present their reports and recommendations to governing bodies such as the city council, state legislature, federal agencies,


http://www.sjsu.edu/hrtm/students/index.htm#ms_recreation

http://www.sfsu.edu/~bulletin/current/programs/recreat.htm#1360

http://www.csuchico.edu/catalog/recr/RECRNONEMA.html


and other administrators.

Advocacy, grantmaking, and civic organizations had 1.2 million wage and salary jobs in 2004, with 75 percent in civic and social organizations or professional and similar organizations. These establishments are found throughout the nation, but the greatest numbers of jobs are found in California and New York. 100

Most paid executive directors in such organizations have graduate degrees, often in business or public administration, some specifically in nonprofit management. Some executive directors start their careers in other positions, such as fundraiser or communications director. Others start on the program side of an organization, offering services directly to the public.101

Table 31. Median annual salary for selected executive and managerial occupations in local government, 2004

Occupation SalaryCity manager $88,695 Assistant chief administrative officer $80,232Information services director $75,582Chief financial officer $74,867Economic development director $70,668Public works director $70,135Human resources director $70,000Human services director $64,832Parks and recreation director $62,988Health officer $61,536Purchasing director $59,013Budget analysts $56,040Treasurer $52,053

Common occupations in public administration and management include: Executive Director or Officer of a Foundation, Charitable Organization,

or Industrial Foundation City Manager City Council Management Analysis Officer Program Administration Officer Financial Administration Budget Analyst Policy Analyst

Primary Employers: Local Government

100 US Bureau of Labor Statistics, Occupational Outlook Handbook, http://www.bls.gov/oco/cg/cgs054.htm, Accessed November 29, 2007101 US Bureau of Labor Statistics, Occupational Outlook Handbook, http://www.bls.gov/oco/cg/cgs054.htm, Accessed November 29, 2007





State Government Federal Government Nonprofit Organizations Public Sector Interest Groups

2. Education and Training RequirementsCity Managers

A master’s degree in public administration is widely recommended, but not required, for city managers. They may gain experience as management analysts or assistants in government departments, working with councils and mayors. After several years, they may be hired to manage a town or a small city and eventually become manager of larger cities. 102

Professional jobs in public sector For most professional jobs, a college degree is required. To obtain an

entry-level urban or regional planning position, most state and local government agencies require two years of graduate study in urban and regional planning or the equivalent in work experience.103

Budget analysts Although a bachelor’s degree generally is the minimum educational

requirement, many employers prefer or require a master’s degree. About 52 percent of all budget analysts work in federal, state, and local

governments. Candidates with a master’s degree should have the best job

opportunities. Familiarity with computer financial software packages also should enhance a jobseeker’s employment prospects.104

3. Demand DriversEmployment in state and local government is projected to increase 11 percent during the 2004-14 period, slower than the 14-percent growth projected for all sectors of the economy combined. Job growth will be dampened by budgetary constraints due to the rapidly increasing proportion of revenues devoted to the Medicaid program, reductions in Federal aid, especially at the county level, and public resistance to tax increases. Outsourcing of government jobs to the private sector will also limit employment in state and local government.105

Employment of management, business, and financial occupations is projected to grow at about the same rate as overall employment in state and

102 US Bureau of Labor Statistics, Occupational Outlook Handbook http://www.bls.gov/oco/cg/cgs042.htm, Accessed November 29, 2007103 Ibid104 US Bureau of Labor Statistics, Occupational Outlook Handbook, http://www.bls.gov/oco/ocos003.htm, Accessed November 29, 2007105US Bureau of Labor Statistics, Occupational Outlook Handbook http://www.bls.gov/oco/cg/cgs042.htm, Accessed November 29, 2007






local government. Employment in office and administrative support occupations in the government is expected to remain close to current levels as these functions are increasingly outsourced to the private sector.106

Employment of budget analysts is expected to grow on average 14 percent through 2014. The growth will be driven by the continuing demand for sound financial analysis in both the public and the private sectors. In addition to employment growth, many job openings will result from the need to replace experienced budget analysts who transfer to other occupations or leave the labor force.

The increasing efficiency of computer applications used in budget analysis has increased worker productivity by enabling analysts to process more data in less time. However, because budget analysts now have much more data available to them, their jobs are becoming more complicated. As businesses and other organizations become more complex and specialized, budget planning and financial control will demand greater attention.107

4. AccreditationThe National Association of Schools of Public Affairs and Administration (NASPAA), founded in 1970 and incorporated in 1977, serves as a national and international resource for the promotion of excellence in education and training for public service. Its institutional membership includes 253 U.S. university programs in public affairs, public policy, public administration, and public management. NASPAA Accreditation is the certification that a master’s program has met the standards for Professional Masters Degree Programs in Public Affairs, Policy and Administration established by NASPAA through a voluntary peer review process conducted by the Commission on Peer Review and Accreditation (COPRA). The process consists of a self study, an initial review by the Commission, a site visit from a team of academic and practitioner peers, and a final COPRA review and decision.108

5. Competitive AnalysisThere are many online MPA programs available nationwide, including a number offered by California institutions and national competitors. Institutions likely to be most competitive to CSU East Bay in this market include:

National University University of Phoenix Golden Gate University

106US Bureau of Labor Statistics, Occupational Outlook Handbook http://www.bls.gov/oco/cg/cgs042.htm, Accessed November 29, 2007107 US Bureau of Labor Statistics, Occupational Outlook Handbook, http://www.bls.gov/oco/ocos003.htm, Accessed November 29, 2007108 National Association of Schools of Public Affairs and Administration, http://www.naspaa.org/, Accessed November 29, 2007


http://www.naspaa.org/




Walden University CSU Dominguez Hills

In addition, CSU Long Beach offers a hybrid MPA that combines online classes with some on-campus classes.

Table 32. Institutions Offering an Online Graduate Degrees in Public Administration



National University Online Quarter 54 $14,580

University of Phoenix Online Quarter 45 N/A

Golden Gate University Online Semester 36 $15,840

Walden University Online Quarter 52 or 64

$21,060 or $25,920

CSU Dominguez Hills Online Semester 36 $14,400 NASPAA

National Universityhttp://www.nu.edu/Academics/Schools/COLS/ProfessionalStudies/Degrees/740-000.html

National University offers its Master of Public Administration program fully online. The 54 quarter-credit program includes 12 courses and four specializations are available: Alternative Dispute Resolution, Human Resource Management, Organizational Leadership, and Public Finance. The cost per quarter credit is $270, making the total cost of tuition $14,580.

University of Phoenixhttp://www.phoenix.edu/online_and_campus_programs/degree_programs_description.aspx?progversion=42&locationid=0

The University of Phoenix offers an online Master of Business Administration in Public Administration program. The program requires 45 credit hours to complete. Tuition information was not available.




http://www.nu.edu/Academics/Schools/COLS/ProfessionalStudies/Degrees/740-000.html

http://www.nu.edu/Academics/Schools/COLS/ProfessionalStudies/Degrees/740-000.html


Golden Gate Universityhttp://www.ggu.edu/academic_programs/public_administration/executive_mpa

Golden Gate University offers an online Executive Master of Public Administration program. The executive nature of the program assumes that students already have competence within a specific functional area, and instruction includes in-depth coursework in critical areas of executive and managerial focus common to middle and upper level management in public organizations. The 36 credit program requires nine courses. Each four-credit course costs $1,760, for a total cost of $15,840.

Walden Universityhttp://www.waldenu.edu/c/Schools/Schools_9232.htm

Walden University offers an online Master of Public Administration program with nine areas of specialization: Criminal Justice, Health Services, Homeland Security Policy and Coordination, International Nongovernmental Organizations, Knowledge Management, Nonprofit Management and Leadership, Public Management and Leadership, Public Policy, and Public Safety Management. The general program consists of 52 quarter credits of core courses, while each specialization consists of 12 quarter credits, plus a portfolio. Specializations are optional, so students can complete their degree with only the 52 quarter credit general program. Cost per quarter credit is $405, making the total cost $21,060 for the general program and $25,920 for students who complete a specialization.

California State University Dominguez Hillshttp://mpaonline.csudh.edu/

CSU Dominguez Hills offers a fully online Master of Public Administration, which is NASPAA accredited and follows a similar format to the online MBA program. The 36-credit program includes 27 credits of core courses and nine credits of electives. Up to eight credits of prerequisites may also be required. The program can be completed in as short as 18 months, and tuition is $400 per credit. The total cost of the program, therefore, is $14,400.

Statewide and Regional


http://mpaonline.csudh.edu/

http://www.waldenu.edu/c/Schools/Schools_9232.htm

http://www.ggu.edu/academic_programs/public_administration/executive_mpa

http://www.ggu.edu/academic_programs/public_administration/executive_mpa


RECOMMENDATIONS AND SUGGESTIONS FOR FUTURE RESEARCH

Based on the environmental and benchmarking scans and the secondary research regarding the 12 potential online degree programs, Hezel Associates offers these recommendations and suggestions for future research regarding the development of CSU East Bay’s Online Campus Initiative. Some of the 12 programs researched seem to be strong opportunities for development, while others may require future research before a conclusion can be drawn. The secondary research also yielded ideas for additional programs that should be considered in greater depth in the future. These, too, are included in the suggestions for future research, below.

Hezel Associates always recommends using primary research to verify market opportunities, but based on the secondary research collected we are reasonably satisfied that the following represent promising opportunities for CSU East Bay in its Online Campus Initiative:

Construction Management: The construction industry is projected to continue to grow in California, which will create strong demand for qualified managers. Hezel Associates identified only one competitive online program in Construction Management (National University), which does not have the accreditation of American Council for Construction Education. CSU East Bay should continue developing its bachelor’s in Construction Management program, and should actively pursue ACCE accreditation.

Software Engineering, Database Management and Network Systems: Software Engineering and Database Management are among the fastest growing occupations in California, and are projected to have shortages of qualified individuals. Demand comes not only from the IT industry but also from other fast growing industries such as Biotechnology and Geospatial. The IT industry as a whole continues to grow rapidly, particularly in California, and without much online competition from California institutions for any of the three programs, CSU East Bay seems to have a strong opportunity in each of the three markets.

Bachelor of Science in Business Administration: Hezel Associates did not identify any CSU campuses that offer an online BA or BS in Business Administration program. Although there are many online BSBA or similar programs available nationwide, the lack of any programs offered by a CSU or UC campus makes this a strong opportunity. A BSBA is often an ideal program for prospective students wishing to complete a baccalaureate degree, and all of the demand factors are positive in this market. CSU East Bay should include a BSBA in its initial Online Campus Initiative portfolio.



Health Care Administration: Health care is one of the largest and fastest growing industries in California. There are many competitors, but none online from California, which gives CSU East Bay an opportunity to capture part of the market. It may make sense to create a Health Care Administration specialization within an MBA program. Primary research could be used to identify which is the optimal program: an MHA or MBA with a specialization, but the overall market is strong.

The following programs seem to be good opportunities based on the secondary research, but future research and/or planning may be necessary to verify and/or capitalize on the opportunities.

Sustainable/Renewable/Green Energy Management: There are very few programs nationwide that addresses the issue of green/renewable energy management, and fewer online. The industry has become a priority for both the state and federal governments for a number of reasons, including rising gas prices, limited supply, and the political and economic risks that surround conventional energy resources. There has been a great deal of activity in this area in California, but with so few programs and even fewer online programs, it is unclear whether this is a good market for an online program. Additional research should be conducted, perhaps including interviews with experts in the field and possibly primary survey research.

Liberal Studies: Liberal Studies is a broad program, but one that is often a good option for students seeking a degree completion program that is not in business. The biggest obstacle for CSU East Bay in this market is the competition from CSU Chico. CSU Chico’s online program seems well established and is found easily using many search terms. Competing with CSU Chico in this market may not be wise, and further study is warranted to verify the market and/or to determine if there are ways to differentiate a new program. This degree should be included in potential future primary research.

Master of Business Administration: The online market for MBAs is very competitive to the point of possibly being saturated. On one hand, an MBA is often a cornerstone of any institution’s online portfolio. Also, only CSU Dominguez Hills currently has an online MBA, which could mean that there is ample opportunity for another CSU institution to develop an online degree. On the other hand, the online MBA market is defined by intensive marketing and recruitment efforts, making entry very expensive. CSU East Bay should strongly consider ways to differentiate its MBA should it include the program in the Online Campus Initiative. Primary research may be useful to identify possibilities for differentiation. CSU East Bay should also pursue specialty accreditation from AACSB and/or ACBSP for its online MBA, if it is included in the Online Campus Initiative.



Public Administration: Similar to the MBA market, although to a lesser extent, the online MPA market is competitive and perhaps saturated. Here again the only California public institution with an online program is CSU Dominguez Hills, which seemingly affords CSU East Bay an opportunity in this market. Also similar to the MBA, differentiation will be important in this market, and CSU East Bay may want to consider using primary research to inform development and marketing. Once again, specialty accreditation can be a key differentiator.

Leisure Services Administration: The leisure and recreation industry is growing very fast, particularly in California. Hezel Associates did not identify any California competitors offering a master’s degree online. Nationally it seems that there are more baccalaureate programs and specializations within an MBA program than fully online master’s programs in leisure or recreation. While the market seems promising, primary research to verify market demand may be warranted.

The only program of the 12 that does not appear to be a strong opportunity is the Master of Arts in Early Childhood Education. Although there is scant online competition, there are no real demand drivers that would encourage prospective students to pursue such a degree. Education-related degree markets are highly driven by state, and to a lesser extent federal policy, and barring any increase in the requirements of ECE teachers, a master’s degree program will not have broad appeal for the foreseeable future. Rather, CSU East Bay may want to consider studying a baccalaureate program that prepares students for a CDP, or even an associate’s degree program in the future.

The environmental scan and program-specific research also revealed additional program areas that CSU East Bay should research in the future for possible inclusion in the Online Campus Initiative. These include:

Allied health related degrees: Examples include Community Health Education and Environmental Health and Safety, among many other options. The health care industry is not only the fast growing industry in the U.S. and in California, but there are projected shortages of qualified personnel in many health-related occupations. A wide range of allied health related degree programs, both undergraduate and graduate, should be considered for future research.

Geospatial related degrees: In California, the occupations identified by the Department of Labor as “geospatial technology-related” are expected to grow much faster than average between 2004 and 2014, adding nearly 100,000 new jobs. Employment projections note the largest demand will be for computer software engineers, systems software and applications, as well as database administrators. CSU East Bay may want to consider researching the opportunity afforded



by developing a Geospatial specialization within one or more of the IT-related degrees studied in this report, or in a graduate or stand-alone degree.

Biotechnology degree options: Biotechnology is one of the fast growing new industries. In California alone this industry is projected to employ an estimated 250,000 people by 2015, an increase of 150,000 jobs from 2006. Most biotechnology jobs in California are located in the four major biotechnology regions: San Diego, Los Angeles/ Orange, the San Francisco Bay Area and Sacramento/Stockton. Some of the top growth occupations include medical scientists, veterinary technologists and technicians, biological technicians, and veterinary assistants and others. Similar to the possibilities related to the Geospatial industry, CSU East Bay should study the market opportunity of developing Biotechnology-related degree programs or specializations.


Hezel-CSUEB Online Programs Market Analysis Report.doc

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