Page 191 - Crisis in Higher Education

162 • Crisis in Higher Education

and professional faculty with inputs from potential employers. Ultimately,
students become graduates seeking jobs. Potential employers interact with
(1) applicants through their expectations, (2) students by offering advice
as well as opportunities for hands-on education, and (3) graduates at the
recruiting and hiring stage. This three-stage approach effectively links
applicants, students, and graduates to potential employers.
It is important to clarify that potential employers are not limited to
private-sector, for-profit firms. In fact, there are many good job opportu-
nities in government, foundations, and other not-for-profit organizations.
Also, many applicants-students-graduates seek admission to graduate
schools, which have roles that are similar to the roles of potential employ-
ers because they identify what students must learn to secure admission.
In addition, some professions such as engineering and nursing have certi-
fication processes and licensure exams, and the criteria for these must be
incorporated in the curricula.
Creating meaningful relationships with potential employers, graduate
schools, and entities that oversee certification and licensure requirements
demands (1) a commitment from universities that this is important for
educating students properly and (2) a structure that is capable of exchang-
ing ideas and using this to improve learning outcomes. The following
activities represent a good start. References to potential employers are
meant to include graduate schools and entities for certification and licen-
sure as appropriate.

1. Establish program advisory boards: Advisory boards bring potential
employers into the process. The time commitments by universities
and employers as well as a willingness by universities to share cur-
ricula design duties provide compelling evidence of the importance
of this activity.
2. Link admissions to degree programs to job placement: Applicants,
students, and graduates see benefits from interacting with employ-
ers. At the same time, potential employers see how they benefit by
having opportunities to recruit better prepared graduates. At each
stage, the following are needed to make this work.
a. Access to job opportunity and wage data: Applicants should
have current, four to six years, and long-term data about jobs
and wages, so they can select a program of study.
b. Build relationships between students and potential employers:
These relationships help students understand the value of what