What Employers Are Looking for in Degrees and Credentials

Some are arguing that it is possible to get a good job without a college degree.  It’s true.  It is possible.  But the fact is, having the right credentials vastly increases your chances to have the future you desire.  This blog post gives you  facts about why this is the case and what you need to do about it.  Buzz TodaySource:  CollegeMeasures.org     Higher education is one of the most important investments that people make. And most students make this investment because they want a better chance to land a good career and higher earnings. Because college credentials are usually associated with higher earnings, taking on reasonable debt or paying high tuition are not necessarily bad choices. But as they enter the labor market, some graduates earn far more than others. Graduates with the same major but from different schools can take home substantially different amounts of money. And earnings vary widely among graduates from the same school who have chosen different majors.

In BUZZ Today we see what researchers show us about careers, majors and schools.  The CollegeMeasures.org site is full of valuable salary information from thousands of jobs and tens of thousands of college graduates in five different states.  The data is well worth the effort to understand it.

But CollegeMeasures.org looks at actual market data for degrees and careers.  What we want to do here is look at the issues from the employer’s perspective.

For better or worse, this is a JOB market.  Markets are the connection of buyers and sellers.  Employers are hard nosed decision makers and you are a seller and employers are buyers.  To get a sense of the employer perspective as a buyer think about the situations where you are the buyer and someone else is the seller.  An example might be when you are buying a house or a car. What you want as a buyer is a quality product that fits your needs, a competitive price and some assurance that what you are buying has some staying power.  Employers want the same things you do as a buyer.

So what do employers want when they hire you?  They want to have some assurance that you can actually do what they are hiring you to do.  That is what your major is all about.  It is extremely unlikely that they will hire a biology major for a $125,000 a year petroleum engineering position.  Because our world of work is becoming ever more specialized and complex, what you are qualified to do becomes more important every year.  The difference in pay reflects the growing need for skills and knowledge.  The market salaries on CollegeMeasures document the demand for such skills and knowledge in the job market.

A degree communicates more than merely skills.  To an employer, someone with a degree is a person who has demonstrated behaviors that employers value.  Earning a degree is a long term commitment and someone with that degree has proven to be up to the challenge of such a long term commitment. Employers value that.

So, for better or worse, the resume software that will screen your resume with your job application will be screening for the credentials valued by the employer.  A large number of those job postings will have something like:  “Bachelor’s degree required and 3-5 years experience”.   It may not be fair but it is a reality.  In a world where each job opening can get thousands of applications resume screening software is a reality of today’s job market.  Without the credentials job applicants never even get the interview needed to prove themselves.

In the end, degrees and credentials are the price of entry to  many attractive job opportunities.  Winning the lottery is a possibility but having the credentials employers are looking for produces a much higher probability of success.

Three Reasons a Degree is Important

“Is a College Degree Worth It?” There are three important reasons the answer is almost always Yes.

A degree is a credential, it communicates important information to the external world. The first reason credentials are important is because employers screen and select new employees based on the credential. Automated resume screening software screens job candidates before an interview. The second reason is one we have explored before. On average, each progression of  accredited degree (Associate’s, Bachelor’s, Master’s, Professional/Ph.D.) produces more life time income than the degree immediately below it. This is true even though some associate’s degrees produce higher income than some bachelor’s degrees.  The third important reason has to do with the motivation of the learner. This last one is about you – as in Your Future is Calling. This is the reason we will explore in depth here in what I call the lessons of CS50/CS50x at Harvard University.

Buzz TodaySource:  David J. Malan CS50 blog: I am a Senior Lecturer on Computer Science at Harvard University I received my A.B., S.M., and Ph.D. in Computer Science from the same in 1999, 2004, and 2007, respectively. I teach Harvard College’s introductory course, Computer Science 50 otherwise known as CS50. In October 2012 Harvard launched a MOOC called CS50x. 150,349 students registered to take the course online. 1,388 or .9% of the original registrants received a certificate of completion for taking the course.

The data in the BUZZ Today documents the level of completion of the MOOC number CS50x offered starting in October, 2012 from Harvard University. The percentage of enrollment that received a certificate of completion was .9%. CS50 is the core course offered on the Harvard campus to students enrolled in degree seeking programs at this prestigious University. During the fall of 2012 there were 706 Harvard students enrolled in CS50. Of those 706 originally enrolled, 703 or 99.6% completed the course.

With so many nines floating around it may be confusing. The results for completion are .9% vs. 99.6%. Just to be totally clear, this is something under one percent vs. nearly one hundred percent for the same course from the most famous University in America. What does it mean?

Clearly it is not about the commonly referenced issues of course content, college reputation, faculty status/capability or time of the year. It is the same course, the same university at the same time. I will assert that what is different is the student doing the learning and more specifically the motivation of the students enrolled in the MOOC CS50x versus the motivation of the on campus student enrolled in CS50.

Here is the specific conclusion relative to the headline that the degree is important. The most important distinction between the students enrolled in CS50x, the online MOOC and CS50, the Harvard University campus course, is that all of the students on campus were students enrolled in a degree program. They were degree seeking students. In contrast, none of the students enrolled in CS50x, the online MOOC were degree seeking students. CS50x does not award college credit. By design, completion of CS50x online does not qualify for credit toward an accredited degree. There is one other important distinction between CS50x and CS50. The campus based CS50 students actually paid thousands of dollars of tuition to be enrolled while the CS50x MOOC students enrolled for free.

So the key comparisons are:

CS50x – Free MOOCM .9% completion
CS50 – Tuition paying and degree seeking 99.6% completion

This is the same course from the same institution taught by the same faculty member. One is online and one is on campus. All of those who enrolled in CS50x knew it was online before they registered.

It’s clearly not about the cost, the content, the fame of the faculty member, nor the reputation of the institution. These are all factors frequently cited as differentiators. I assert that it isn’t even about the quality of the students attending even though Harvard’s highly selective admission policies are designed to assure high quality students. On a pure random basis, with 150,349 registrations for a Harvard course there had to be tens of thousands with the intellectual capacity of those attending CS50 on the Harvard campus.

There is only one defensible inference to be drawn from this gigantic .9% vs. 99.6% gap. The implication has to be that the campus based students were motivated to complete while the online CS50x students had no comparable compelling purpose to complete the course. The investment of the campus students represented a step toward an important credential – in this case, an accredited Harvard University degree. For the online MOOC students this was just another course out of thousands available.

And it is with this evidence that I share the third important reason for earning a degree.  This third reason is about you, the learner. The credential, that is, the degree itself is a powerful motivator to do the work to learn and prosper from the effort.

Oh, by the way, I think this data has important implications for the outlook of MOOCs as the disruptive force in higher education. I will let you draw your own inferences about this issue. My belief is that MOOCs as they are constituted today will not displace the higher education as we know it.

How to Avoid the Worst Outcome: “I Hate My Job”

If you hate your job you’re not alone. Seventy percent of Americans actively dislike their job or are not excited about what they are doing with their lives. That is pretty sad. Many solutions today focus on fixing the job with such things as access to catered meals, a ping pong table or free massages.

Buzz Today Source: CNBC/Gallup: Just 30 percent of employees are engaged and inspired at work, according to Gallup’s 2013 State of the American Workplace Report, which surveyed more than 150,000 full- and part-time workers during 2012. A little more than half of workers (52 percent) have a perpetual case of the Mondays—they’re present, but not particularly excited about their job. The remaining 18 percent are actively disengaged, roaming the halls spreading discontent.

Google is often cited as the icon for the happy work environment. 84 percent of the Google workforce has a high level of job satisfaction, one of the highest percentages in the Fortune 500. It helps that the average salary at Google is $107,000 per year. But money, free gourmet food, kindergartens and gyms and free time to work on personal projects is not the only story at Google. Google invests lots of effort to make sure that they hire right people in the first place.

Unless you already work for Google their work place solution is not available to you. But that doesn’t mean that you don’t have good options available. You have to change what you do at the beginning, not after you have a degree and begin to look for a job. The forty five year old with a college education who ends up with a degree and a job they (you) hate, most often takes the traditional path to education.

That traditional path begins with the way education decisions are made in our society today. The example here does not describe 100% of the cases but it is true for the majority. And it is likely it will be true for you unless you do something about it before enrolling in a degree program. The first education decision is typically the selection of a college/university to attend. The assumption is: “If I enroll in the most selective university possible I will have the best chance for career success”. This critical assumption is wrong. When it comes to your pay, what you study in college is more important than where you go to school.

Once enrolled in the university of choice, enrolled students try to figure out what to study – a sequence I call Major – Major – Major in my book “Your Future is Calling.” And it is here where the “I Hate My Job” trap begins to snap shut. Desperate and running out of student loans, the typical student will feel an urge to just get a degree and then look for a job. The last question being asked is whether the degree/job fits what I call “who they are”. The result is the forty five year old with a big mortgage, auto loans, kids in school, family obligations and a decreasing number of options to deal with the sad fact that they hate the job they ended up taking.

It’s no wonder so many hate their jobs. Often the job taken is the desperation decision at the end of a string of choices that started at the wrong point in the first place. To avoid this sad state of affairs you need to reverse the sequence.

Rather than beginning with the decision to attend a specific college or university, a better path is to begin with understanding “who you are” in the first place. From there, the best sequence is to select a career based on the match between “who you are” and future career prospects. The selection of a major to prepare you for the career that fits “who you are” is next. Last comes the choice of the university with the best major – tuition cost combination.

In the end, your goal is to immensely improve the odds that as a forty-five year old your state of mind is not “I hate my job”. You want to be able to say what the vast majority of employees at Google say, namely “I love my job”. There are actually people in the world who say that everyday. Your main goal should be to become one of them.

Oh, by the way, there’s an outcome at least tied for worst with “I hate my job”. It’s having huge student debt, a worthless degree and no job at all. My advice is to avoid this outcome at all costs. Work conditions at Google cannot help you here. Only you, and the decisions you make today, can produce the better outcome. GO FOR IT!

Online Courses – Five Important Things About MOOCs

Higher education is changing.  MOOCs are a recent innovation.  MOOCs are new. They represent a different model for learning. Here are important things you need to know about a MOOC.     Buzz TodaySource:  Wikipedia   A massive open online course (MOOC) is an online course aimed at large-scale interactive participation and open access via the web. In addition to traditional course materials such as videos, readings, and problem sets, MOOCs provide interactive user forums that help build a community for the students.

Important Item #1   MOOC offerings are exploding.  Dozens of universities have jumped on the MOOC band wagon and are offering new courses at a feverish pace.  Many colleges are loading content from courses they developed earlier.  Others are creating new course content especially for MOOCs.  MIT, Stanford, UC Berkeley, Harvard, Yale are among the prestigious universities offering courses in the MOOC format.

Important Item #2   There can be as many as a hundred thousand “classmates” in a given MOOC course.  While this might seem like a vary large class, it  is.  There is a reason they are called massively open online courses.  Your fellow MOOC classmates might include a ten year old kid and/or someone from Russia.  All are welcome.

Important Item #3   The graduation rate for MOOCs is very low.  The average graduation rate for traditional colleges and universities in America is close to 50% with prestigious Ivy League graduation rates over 90%.  The current completion rate for MOOCs today is less than 10% of those enrolled.  There is a reason.  While MOOCs have some support services they are largely self study in format.  The online delivery and format requires intense personal discipline.  Not everyone has the self discipline to complete the work.

Important Item #4  There are emerging online catalogs that list the exploding offerings.  One source is MOOC List.  It is unclear how long the writers of this blog will be able to stay up with the exploding course offerings.  For now it is a full listing of offerings

Important Item #5  MOOCs are not necessarily just about getting credits toward a degree. While there is an emerging way to get college credit, the majority of American colleges and Universities will not accept the new credit assignment process from the American Council on Education (ACE). But college credit is not the only reason you should be considering MOOCs as a step in your Learn Prosper pathway.  Tens of thousands of students are enrolling in one or more MOOCs because they just want to learn more about a specific topic.  One resource that is especially convenient with lots of small courses is Khan Academy.

The opportunity to learn prosper has not been available to many in the past.  Some simply could not afford to go to a campus full time to earn a degree. The MOOC has exploded onto the higher education scene.   Ten years from now the MOOC will be an integral part of higher education.  For now this development is in its infancy.  If you have any interest at all in learning you should try a MOOC to see how it fits who you are.   As I outline in Your Future is Calling, finding out who you are and how the areas relate to the career of your choice is the place to start. From there, a MOOC may be a great learning option for you.  Explore it.