Higher education has finally come around to the idea that college should better help prepare students for careers.
It’s about time: Recognizing that students do not always understand the connection between their coursework and potential careers is a long-standing problem that must be addressed.
Over 20 years ago, I co-authored the best-selling “Quarterlife Crisis,” one of the first books to explore the transition from college to the workforce. We found, anecdotally, that recent college graduates felt inadequately prepared to choose a career or transition to life in the workforce. At that time, liberal arts institutions in particular did not view career preparation as part of their role.
While some progress has been made since then, institutions can still do a better job connecting their educational and economic mobility missions; recent research indicates that college graduates are having a hard time putting their degrees to work.
Importantly, improving career preparation can help not only with employment but also with student retention and completion.
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I believe that if students have a career plan in mind, and if they better understand how coursework will help them succeed in the workforce, they will be more likely to complete that coursework, persist, graduate and succeed in their job search.
First-generation students, in particular, whose parents often lack college experience, may not understand why they need to take a course such as calculus, which, on the surface, does not appear to help prepare them for most jobs in the workforce.
They will benefit deeply from a clearer understanding of how such required courses connect to their career choices and skills.
Acknowledging the need for higher education to better demonstrate course-to-career linkages — and its role in workforce preparation — is an important first step.
Taking action to improve these connections will better position students and institutions. Better preparing students for the workforce will increase their success rates and, in turn, will improve college rankings on student success measures.
This might require a cultural shift in some cases, but given the soaring cost of tuition, it is necessary for institutions to think about return on investment for students and their parents, not only in intellectual terms but also monetarily.
Such a shift could help facilitate much-needed social and economic mobility, particularly for students who borrow money to attend college.
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Recent articles and research about low job placement rates for college graduates often posit that internships provide the needed connection between college and careers. Real-world experience is important, but there are other ways to make a college degree more career relevant.
1. Spell out the connections for students. The class syllabus is one opportunity to make this connection for students. Faculty can explain how different coursework topics and texts translate to career skills and provide real-life examples of those skills at work. In some cases, however, this might be a tough sell for faculty who have spent their careers in the academy and do not see career counseling as part of their job.
But providing this additional information for students does not need to be a big lift and can be done in partnership with campus staff, such as career services counselors. These connections can also be made in course catalogs, on department websites and through student seminars.
2. Raise awareness of realistic careers. Many students start college with the goal of entering a commonly known profession — doctor, lawyer or teacher, to name a few. However, there are hundreds of jobs, such as public policy research and advocacy, with which students may not be as familiar. Colleges should provide more detailed information on a wide range of careers that students may never have thought of — and how coursework can help them enter those fields. Experiential learning can provide good opportunities to sample careers that match students’ interests, to help further determine the right fit.
Increased awareness of job options can also serve as motivation for students as they formulate their goals and plans. Jobs can be described through the same information avenues as the career-coursework connections listed above, along with examples of how coursework is used in each job.
3. Make coursework-career connections a campuswide priority. College leaders must stress to faculty the importance of better preparing students for careers. Economic mobility is of increasing importance to institutions and the general public, and consumers now rely on information about employment outcomes when selecting colleges (e.g., see College Scorecard).
Faculty can be assured that adding career preparation to a college degree does not diminish its educational value — quite the contrary; critical thinking and analytical skills, for example, are of utmost importance to liberal arts programs and prospective employers. Simply demonstrating those links does not change coursework content or objectives.
4. Help students translate their coursework for the job market. Beyond understanding the coursework-to-career linkages, students must know how to articulate them. Job interviews are unnatural for anyone, especially for students new to the workforce — and even more so for those who are the first in their families to graduate from college.
Career centers often provide interview tips to students — again, if the students seek out that help — but special emphasis should be placed on helping students reflect on their coursework and translate the skills and knowledge they have gained for employers.
A portfolio can help them accomplish this, and it can be developed at regular intervals throughout a student’s time on campus, since reflecting on several years of coursework all at once can be challenging. A Senior Year Seminar can further promote workforce readiness and tie together the career skills gained throughout one’s time on campus.
By making these simple changes, institutions can take the lead in making students and the public more aware of the benefits of higher education.
Abby Miller, founding partner at ASA Research, has been researching higher education and workforce development for over 20 years.
This story about college and careers was produced by The Hechinger Report, a nonprofit, independent news organization focused on inequality and innovation in education. Sign up for Hechinger’s newsletter.
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Higher education has finally come around to the idea that college should better help prepare students for careers. It’s about time: Recognizing that students do not always understand the connection between their coursework and potential careers is a long-standing problem that must be addressed. Over 20 years ago, I co-authored the best-selling “Quarterlife Crisis,” one
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