A View from the College Sector November 22 2013 Defining Student Success Two ways of looking at student success Meeting Employer NeedsGraduate Employment Rates Educational and Social Development ID: 800474
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Slide1
Defining Student Success
A View from the College Sector
November 22, 2013
Slide2Defining Student Success
Two ways of looking at student success
Meeting Employer Needs/Graduate Employment Rates
Educational and Social Development
Slide3What are we doing to meet Employer Expectations?
Survey work to identify the key skills and attributes employers are looking for
Experiential Learning
Leveraging our Program Advisory Committees to inform curriculum and new program planning
Slide4What Do Employers Want?
In addition to the information collected from employers through the KPI process, George Brown decided to conduct a research project in order to dig a little deeper to try and understand exactly what skills Employers value in graduates.
The sample (n=705)
was collected via
telephone interviews with GTA employers
(Metro and GTA outside Metro) across a range of industries / sectors relevant to priority GBC
centres
/ program
areas
Representative
sample of GTA employers
sourced through industry-targeted business listings (as defined by SIC industry codes
).
Employers
screened to ensure they
have hired college and/or university graduates in the past two years and/or would consider hiring college and/or university graduates in the next year
.
Respondents
are a
mix of HR (gatekeepers responsible for screening applicants) and line managers (those who actually do the hiring);
split of 40% and 60%
respectively.
Mix
of small, medium, large size companies
in the sample, reflective of the mix of companies where college graduates go to work (79% small/medium).
Slide5Employers
say industry credentials, relevant work experience & field placements, and soft skills are most important when evaluating recent grads as a potential hire
S3Q2:
Now I would like to ask you about what attributes are important to you, as an employer, when evaluating the attractiveness of a recent college or University graduate as a potential hire. For each statement I read you, please rate it on a scale from 1 to 10, where 10 means this attribute is “very important” in making a graduate highly attractive to me, and 1 means this attribute is “not at all important” when evaluating the attractiveness of a graduate. Let’s begin with the statement…
Importance of Graduate Attributes When Evaluating Recent
Graduates
Has industry credentials that relate to work your company does
Relevant work experience through field/co-op/internships
Has field/co-op/internship experience w/ known sector employer
Relevant work experience through part-time work while at school
Highly developed soft skills
Has taken mandatory communications coursesGained multi-disciplinary learning experiencesEvidence of soft skills development documented in a transcriptHigh academic grades, documented with a transcriptInvolved in hands-on research projects with industry partnersParticipated in industry competitions while in college or UniversityHas a strong understanding of “green” issuesGained global workplace experience through international work Has taken courses that emphasize international and global issues
Slide6Customer service, teamwork, and productivity are the most important skills needed of new hires, along with multi-cultural & oral
communication
S1Q2:
Please tell me how important this specific skill and ability is to performing the type of work that most new college or university hires would typically do at your [company/organization].
Importance of Skills/Abilities for New Hires
Customer Service skills
Teamwork
Productivity
Able to communicate w/ different cultures
Oral communication
Interpersonal skillsEnglish language literacy skillsAdaptableCritical thinkingSpecific job-related technical skillsGoal-oriented self-starterWritten communicationCreative & innovative
Slide7Developing Soft Skills
The employer survey data tells us that technical skills are table stakes
Soft skills such as customer service, team work, critical thinking, cross-cultural communication are highly valued by
employers
How do we support student development in these areas?
Developing a mandatory Soft Skills course in our Centre for Business will launch 2014
Slide8Experiential Learning
Currently approximately 70% of our programs hav
e a field education
component
George Brown College has made a commitment that by 2020, 100% of eligible programs will have a field education
component
Successful experiential learning
can start
with failure
Slide9Call
: 416-415-2260
Email
:
chefshouse@georgebrown.ca
Reserve online
:
http://
www.thechefshouse.com
Hours
The Chefs' House is open to the public for lunch and dinner, Monday to Friday. Lunch: 11:30 a.m. to 1:30 p.m.Dinner: 6 p.m. with last seating at 8 p.m. We are located at
215 King Street East, Toronto, ON.
Slide10So How are We Doing?
Slide112013 Key Performance Indicators
Source:
2012-13 KPI files, GBC Office
of Institutional
Research & Planning
GTA college
average
= George
Brown, Centennial, Humber, Seneca, Sheridan
Slide12Employer Input to Ensure Student Success
Program Advisory Committees – mandated by province
Direct input from Industry to create the program and graduates that they need
Bachelor of Technology in Construction Management
Slide13Student Success Story
http://www.accc.ca/xp/index.php/en/programs/accc-awards
Slide14Are Employment Metrics the Best Measures of Student Success?
Not for all students and not for all programs
Employment is always dependent on the economy and to expansion and contraction in specific areas
While colleges are very responsive to
labour
market needs, it still takes 18 months-2 years to move a certificate program from concept to first intake of students
We are still predicting employment needs 2 to 5 years out or longer
Slide15Student Success and Social Development
Colleges have a broad access mandate and provide opportunities for a diverse range of students
Academic upgrading and pre-programs do not have obvious employment outcomes. The more successful students in these programs tend to go on to further education
Many of the students we serve come to us with complicated histories and disadvantaged backgrounds.
Slide16Social Development
The Ontario Colleges of Applied Arts and Technology Act, 2002 states that one of the purposes of the college is to support “the
economic and social
development
of their local and diverse
communities”
Social development cannot be measured by employment rates or employer satisfaction rates
Slide172013 KPIs
Institutional Research & Planning
Slide18Next Steps
Full implementation of the Ontario Education Number
Protect and promote the value of the social development function of education
Continue to work with employers to ensure that we are equipping students with the skills they need to be successful
Recognize that success comes in many forms and celebrate it
Slide192013 KPIs: GTA Colleges
Institutional Research & Planning