Colleges are rewarded for enrollment numbers and there is increasing attention on graduation rates, yet very little if any attention is paid to student placement and earnings. Considering the massive investment required for higher education, aren't these valuable measures as well? In this session, Michael Bettersworth makes the case why degrees increasingly matter less, competencies are the real currency, and student success is about much more than enrollment numbers or graduation rates. It's also about getting a job. Michael Bettersworth is the associate vice chancellor for technology advancement at the Texas State Technical College System. Shortly after joining TSTC in 2002, Michael founded TSTC Forecasting to identify and analyze new technical competencies needed by employers. The core purpose of this work is to improve student employability through curriculum alignment with market demand. TSTC Forecasting has published over 28 studies on emerging technologies and occupations leading to new college curriculum in nanotechnology, biotechnology, energy, video games, manufacturing, healthcare among other topics. New studies are currently underway in big data, unmanned aerial systems, and social media. Michael's current work focuses on the development of a new higher education funding model based on exiter earnings, the use of real-time labor market data for curriculum alignment, college program evaluations using placement and earnings data, and curriculum development through a common skills language in partnership with the Texas Workforce Commission. Michael is an unconventional thinker, an informed speaker, and a staunch advocate for the important role of education in our nation's shared prosperity. Visit www.forecasting.tstc.edu for Forecasts and follow Michael @bettersworth

1. The Employability Gap
Five Ways to Improve Employability Outcomes in Higher Ed
Michael A. Bettersworth
Associate Vice Chancellor for Technology Advancement
Texas State Technical College
Follow @bettersworth
Presented to the Division of Continuing and Innovative Education at
The University of Texas at Austin
July 18, 2012

2. Class of 2012
Sources:Yen, H. “Half of new grads are jobless or underemployed.” MSNBC. April 24, 2012; Clark, K.
“Help free your grad from debt.” CNN Money, May 23, 2012; Shierholz, Sabadish, and Wething. “The
Class of 2012: Labor market for young graduates remains grim.” Economic Policy Institute. May 3, 2012

3. Class of 2012
/Undere mployed
r Grads Jobless
54% of 4-Y
Sources:Yen, H. “Half of new grads are jobless or underemployed.” MSNBC. April 24, 2012; Clark, K.
“Help free your grad from debt.” CNN Money, May 23, 2012; Shierholz, Sabadish, and Wething. “The
Class of 2012: Labor market for young graduates remains grim.” Economic Policy Institute. May 3, 2012

4. Class of 2012
/Undere mployed
r Grads Jobless
54 % of 4-Y n Wages
Year Low Media
10-
Sources:Yen, H. “Half of new grads are jobless or underemployed.” MSNBC. April 24, 2012; Clark, K.
“Help free your grad from debt.” CNN Money, May 23, 2012; Shierholz, Sabadish, and Wething. “The
Class of 2012: Labor market for young graduates remains grim.” Economic Policy Institute. May 3, 2012

5. Class of 2012
/Undere mployed
r Grads Jobless
54 % of 4-Y n Wages
Year Low Media n Debt
10-
age Stud ent Loa
$28,700 Aver
Sources:Yen, H. “Half of new grads are jobless or underemployed.” MSNBC. April 24, 2012; Clark, K.
“Help free your grad from debt.” CNN Money, May 23, 2012; Shierholz, Sabadish, and Wething. “The
Class of 2012: Labor market for young graduates remains grim.” Economic Policy Institute. May 3, 2012

6. Student Loan Debt Now Exceeds Credit Card Debt
Source: “What Caused the Student Loan Bubble”

7. “There is a growing sense among the public that
higher education might be overpriced and
under-delivering.”
Source: Cronin, Joseph & Horton, Howard. Will higher education be the next bubble to burst? The Chronicle of Higher Education. May 22, 2009.

8. The Employability Gap
Five Ways Improve Employability Outcomes in Higher Ed
Context: The Higher Ed Bubble
Awareness: Market Analysis
Product: Curriculum Alignment
Process: Talent Pipeline (example)
Scorecard: Performance Metrics
Incentive: Value-Based Funding
Discussion

9. The Employability Gap
Five Ways Improve Employability Outcomes in Higher Ed
Context: The Higher Ed Bubble
Awareness: Market Analysis
Product: Curriculum Alignment
Process: Talent Pipeline (example)
Scorecard: Performance Metrics
Incentive: Value-Based Funding
Discussion

10. The Soaring Cost of Higher Ed Tuition
Source: Berry. “How bad is the student loan situation?” CollegView. Web May 2012. Data from inflationdata.com

11. Tuition Rising Faster Than Other Indices
Source: MyBudget360

12. College Costs Expected to Continue Increase
The cost of one year in college
if your child begins…
Source: College Board

13. Appropriations Down, Tuition Up
Annual Percentage Changes in State Appropriations for Higher
Education per Full-Time Equivalent (FTE) Student and Changes in
Inflation-Adjusted Tuition and Fees at Public Four-Year Institutions,
1980 81 to 2010 11
Source: College Board, Trends in College Pricing 2011, Figure 10A

14. May 8, 2012: Student Loan Debt Reaches $1 Trillion
Student Loan Debt Increased
$663,000,000,000 Over 10 Years
Source: “Fed: Student loans soar 275% over past decade.” CNN Money. Web May 31, 2012.

15. Funded by Unprecedented Gov’t Student Loan Lending
Source: Federal Reserve Data

16. Consumer Credit Growth Largely in Student Loans
Source: Federal Reserve Bank of New York Consumer Panel/Equifax. Credit: Weakonomics.com

17. Consumer Credit Growth Largely in Student Loans
Rolling 12-Month Change
Source: “The consumer is back…consumer credit positive.” AdvisorAnalyst.com Web May 29, 2012.

18. Student Loan Delinquencies Also Increasing Steadily
Source: New York Federal Reserve, Quarterly Report on Household Debt & Credit, August 2011

19. Student Loan Delinquencies Also Increasing Steadily
Source: New York Federal Reserve, Quarterly Report on Household Debt & Credit, August 2011

20. “Official” Student Loan Default Rates from DOE
“The cohort default rate is the percentage of borrowers who enter
repayment in a fiscal year and default by the end of the next fiscal year.”
Source: US Department of Education. OSFAP

21. Lifetime Student Loan Default Rates—Much, Much Higher
“According to unpublished data obtained by The Chronicle,
one in every five government loans that entered
repayment in 1995 has gone into default.”
Source: Kelly Field. Chronicle of Higher Education. “Government Vastly Undercounts Defaults”. July 11, 2010

22. You Can Run, But You Can’t Hide
The Government Can:
• Garnish up to 15% of take-home pay.
• Intercept income tax refunds and lottery winnings.
• Offset 15% of Social Security benefit payments.
• Place liens on back accounts and property.
• Charge collection fees up to 30% of balance.
• Revoke state-issued licenses.
• No statute of limitations.

23. You Can Run, But You Can’t Hide
The Government Can:
• Garnish up to 15% of take-home pay.
• Intercept income tax refunds and lottery winnings.
• Offset 15% of Social Security benefit payments.
• Place liens on back accounts and property.
• Charge collection fees up to 30% of balance.
• Revoke state-issued licenses.
• No statute of limitations.
FACTOID
~72,000 federal student loan borrowers filed for
bankruptcy in 2008. Only 29 (.04%) succeeded in
obtaining a full or partial discharge of their loans.

24. 17 Million Underemployed in US
Over 317,000 waiters and waitresses have college degrees
(over 8,000 of them have doctoral or professional degrees),
along with over 80,000 bartenders, and over 18,000 parking
lot attendants. All told, some 17,000,000 Americans with
college degrees are doing jobs that the BLS says require less
than the skill levels associated with a bachelor’s degree.
Source: Richard Vedder. Chronicle of Higher Education. “Why did 17 million students go to college”. October 20, 2010

25. The Higher Ed Bubble
Since 2000, in real terms college costs are now up by 23%
Since 2000, in real terms real pay for college graduates is down by 11%
Ratio

27. The colleges that most students
attend "need to streamline
their programs, so they
emphasize employability.”
Anthony P. Carnevale
Director, Georgetown Center
Georgetown University

28. “At the post-secondary level,
we need a concerted effort to
link work and learning by
providing far more
opportunities for work-based
learning.”
William C. Symonds
Director, Pathways to Prosperity
Harvard Graduate School of Education

29. “I believe that our
education system
should make a shift
to one that is
market-driven and
takes into account
the skills needed by
employers.”
Tom Pauken
Commissioner
Texas Workforce Commission

30. “Today, a serious
imbalance is
emerging between
the demand for
skilled workers
and the state’s
ability to supply
them.”
Susan Combs
Texas Comptroller

31. Role of Texas Two-Year Colleges Continues Move Towards Academic Prep
Texas'Community'&'Technical'College'Contact'Hour'Distribu9on'
Academic" Technical"
250"
Millions'
200"
150"
100"
50"
0"
FY99" FY00" FY01" FY02" FY03" FY04" FY05" FY06" FY07" FY08" FY09" FY10"

32. The Employability Gap
Five Ways Improve Employability Outcomes in Higher Ed
Context: The Higher Ed Bubble
Awareness: Market Analysis
Product: Curriculum Alignment
Process: Talent Pipeline (example)
Scorecard: Performance Metrics
Incentive: Value-Based Funding
Discussion

33. The Employability Gap
Five Ways Improve Employability Outcomes in Higher Ed
Context: The Higher Ed Bubble
Awareness: Market Analysis
Product: Curriculum Alignment
Process: Talent Pipeline (example)
Scorecard: Performance Metrics
Incentive: Value-Based Funding
Discussion

34. Awareness: Market Analysis
Real-Time Labor Market Analysis

35. Awareness: Market Analysis
Real-Time Labor Market Analysis
Student*Labor*Market*Outcomes**
Tradi&onal*LMI* Data0driven*
Decisions*
Real0&me*LMI*

36. Awareness: Market Analysis
Real-Time Labor Market Analysis
Student*Labor*Market*Outcomes**
Tradi&onal*LMI* Data0driven*
Decisions*
Real0&me*LMI*
Demand*
• Educa'on*enrollees* • Qualified*job*referrals*
• Educa'on*completers* • Improved*placements*
• Unemployed* • New*hires** • Improved*employer*
• Employed* • Replacement*hires** rela'onships*
• Improved*counseling*
tools*
Supply* Strategic*
Alignment*

37. Awareness: Market Analysis
Applications of Real-Time Labor Market Analysis Tools
PLACEMENT) CURRICULUM) FORECASTING)
• Iden/fy)Hiring)Employers) • Iden/fy)Current)Skills) • Iden/fy)Emerging)Skill)&)
• Find)Job)Openings) Needed)by)Industry) Occupa/ons)
• Connect)Students)to)Jobs) • Compare)to)Exis/ng)TSTC) • Find)Hiring)Employers)
• Analyze)Regional) Offerings) For)Interviews)
Demand) • Setup)New)Employer) • Form)Recommenda/ons)
• Engage)Ac/ve)Employers) Capstones) Based)on)Market)
• Recruit)Hiring) Demand)
• Setup)Internships)
Companies)to)Advisory) • Drive)New)Curriculum)
• Obtain)Scholarships)
CommiNees) Investments)

38. Awareness: Market Analysis
Example: Real-Time Labor Market Analysis

39. Awareness: Market Analysis
Emerging Skills Research available at www.forecasting.tstc.edu

40. Awareness: Market Analysis
Emerging Skills Research available at www.forecasting.tstc.edu

41. Awareness: Market Analysis
Real-Time Labor Market Analysis Vendors

42. Awareness: Market Analysis
Real-Time Labor Market Analysis Vendors
Labor/Insight™

43. The Employability Gap
Five Ways Improve Employability Outcomes in Higher Ed
Context: The Higher Ed Bubble
Awareness: Market Analysis
Product: Curriculum Alignment
Process: Talent Pipeline (example)
Scorecard: Performance Metrics
Incentive: Value-Based Funding
Discussion

44. The Employability Gap
Five Ways Improve Employability Outcomes in Higher Ed
Context: The Higher Ed Bubble
Awareness: Market Analysis
Product: Curriculum Alignment
Process: Talent Pipeline (example)
Scorecard: Performance Metrics
Incentive: Value-Based Funding
Discussion

45. Product: Curriculum Alignment
Common Skills Language through Detailed Work Activities
The Problem with “Skills”
• hard technical skills
• workplace basics or soft skills
• worker talents, characteristics or behaviors
• learning objectives within curriculum
Source: Froeschle, Richard. “Detailed work activities common language project: developing a skills-based talent management system.”
Texas Workforce Commission. July 2012.

46. Product: Curriculum Alignment
Common Skills Language through Detailed Work Activities
The Problem with “Skills”
• hard technical skills
• workplace basics or soft skills
• worker talents, characteristics or behaviors
• learning objectives within curriculum
Source: Froeschle, Richard. “Detailed work activities common language project: developing a skills-based talent management system.”
Texas Workforce Commission. July 2012.

47. Product: Curriculum Alignment
Common Skills Language through Detailed Work Activities
The Problem with “Skills” Detailed Work
• hard technical skills Activities:
• workplace basics or soft skills • A classification in O*Net
• worker talents, characteristics or behaviors • Broader than a task
• learning objectives within curriculum • More specific than a
competency
• A common structure for skills
Source: Froeschle, Richard. “Detailed work activities common language project: developing a skills-based talent management system.”
Texas Workforce Commission. July 2012.

48. Product: Curriculum Alignment
Common Skills Language through Detailed Work Activities
The Problem with “Skills” Detailed Work
• hard technical skills Activities:
• workplace basics or soft skills • A classification in O*Net
• worker talents, characteristics or behaviors • Broader than a task
• learning objectives within curriculum • More specific than a
competency
• A common structure for skills
Analyze engineering problems in electronics
manufacturing.
Source: Froeschle, Richard. “Detailed work activities common language project: developing a skills-based talent management system.”
Texas Workforce Commission. July 2012.

49. Product: Curriculum Alignment
Common Skills Language through Detailed Work Activities
The Problem with “Skills” Detailed Work
• hard technical skills Activities:
• workplace basics or soft skills • A classification in O*Net
• worker talents, characteristics or behaviors • Broader than a task
• learning objectives within curriculum • More specific than a
competency
• A common structure for skills
Analyze engineering problems in electronics
manufacturing.
Action
Source: Froeschle, Richard. “Detailed work activities common language project: developing a skills-based talent management system.”
Texas Workforce Commission. July 2012.

50. Product: Curriculum Alignment
Common Skills Language through Detailed Work Activities
The Problem with “Skills” Detailed Work
• hard technical skills Activities:
• workplace basics or soft skills • A classification in O*Net
• worker talents, characteristics or behaviors • Broader than a task
• learning objectives within curriculum • More specific than a
competency
• A common structure for skills
Analyze engineering problems in electronics
manufacturing.
Object
Action Modifier
Source: Froeschle, Richard. “Detailed work activities common language project: developing a skills-based talent management system.”
Texas Workforce Commission. July 2012.

51. Product: Curriculum Alignment
Common Skills Language through Detailed Work Activities
The Problem with “Skills” Detailed Work
• hard technical skills Activities:
• workplace basics or soft skills • A classification in O*Net
• worker talents, characteristics or behaviors • Broader than a task
• learning objectives within curriculum • More specific than a
competency
• A common structure for skills
Analyze engineering problems in electronics
manufacturing.
Object
Action Object
Modifier
Source: Froeschle, Richard. “Detailed work activities common language project: developing a skills-based talent management system.”
Texas Workforce Commission. July 2012.

52. Product: Curriculum Alignment
Common Skills Language through Detailed Work Activities
The Problem with “Skills” Detailed Work
• hard technical skills Activities:
• workplace basics or soft skills • A classification in O*Net
• worker talents, characteristics or behaviors • Broader than a task
• learning objectives within curriculum • More specific than a
competency
• A common structure for skills
Analyze engineering problems in electronics
manufacturing.
Object
Action Object Statement Modifier
Modifier
Source: Froeschle, Richard. “Detailed work activities common language project: developing a skills-based talent management system.”
Texas Workforce Commission. July 2012.

53. Product: Curriculum Alignment
Common Skills Language through Detailed Work Activities
Go to www.skillspass.org

54. Product: Curriculum Alignment
Common Skills Language through Detailed Work Activities

55. Product: Curriculum Alignment
Common Skills Language through Detailed Work Activities
Program) Occupa&on)
(CIP)) (SOC))

56. Product: Curriculum Alignment
Common Skills Language through Detailed Work Activities
Program) Occupa&on)
(CIP)) (SOC))
Program$ Program$ Program$ Program$ Job$Title$ Job$Title$ Job$Title$ Job$Title$

57. Product: Curriculum Alignment
Common Skills Language through Detailed Work Activities
Program) Occupa&on)
(CIP)) (SOC))
Program$ Program$ Program$ Program$ Job$Title$ Job$Title$ Job$Title$ Job$Title$
Learning( Learning( Learning( Learning(
DWA(Skills( DWA(Skills( DWA(Skills( DWA(Skills(
Outcome( Outcome( Outcome( Outcome(
Learning( Learning( Learning( Learning(
DWA(Skills( DWA(Skills( DWA(Skills( DWA(Skills(
Outcome( Outcome( Outcome( Outcome(
Learning( Learning( Learning( Learning(
DWA(Skills( DWA(Skills( DWA(Skills( DWA(Skills(
Outcome( Outcome( Outcome( Outcome(

58. The Employability Gap
Five Ways Improve Employability Outcomes in Higher Ed
Context: The Higher Ed Bubble
Awareness: Market Analysis
Product: Curriculum Alignment
Process: Talent Pipeline (example)
Scorecard: Performance Metrics
Incentive: Value-Based Funding
Discussion

59. The Employability Gap
Five Ways Improve Employability Outcomes in Higher Ed
Context: The Higher Ed Bubble
Awareness: Market Analysis
Product: Curriculum Alignment
Process: Talent Pipeline (example)
Scorecard: Performance Metrics
Incentive: Value-Based Funding
Discussion

60. Process: Talent Pipeline Development (one example)
Standard Talent Pipeline
Hire
Position Full Time
Interview
Enroll College Career

61. Process: Talent Pipeline Development (one example)
Standard Talent Pipeline
Hire
Position Full Time
Interview
Enroll College Career
Quality assurance of new hire is limited.
Retention can suffer if bad fit.
Time to full productivity delayed.
Stronger candidates have been cherry picked.
Insufficient volume of candidates.

62. Process: Talent Pipeline Development (one example)
Improved Talent Pipeline
Early
Advisory Position Interview Hire Full Time
Look
Enroll College Career
Quality assurance of new hire is limited.
Retention can suffer if bad fit.
Time to full productivity delayed.
Stronger candidates have been cherry picked.
Insufficient volume of candidates.

63. Process: Talent Pipeline Development (one example)
Extended Talent Pipeline
Early Scholar-
Advisory Intern Position Interview Hire Full Time
Look ship
Enroll College Career
Quality assurance of new hire is limited.
Retention can suffer if bad fit.
Time to full productivity delayed.
Stronger candidates have been cherry picked.
Insufficient volume of candidates.

64. Process: Talent Pipeline Development (one example)
Advanced Talent Pipeline
Scholar- Hire
ship
Early
Advisory Intern Position Co-Op Interview Full Time
Look
Enroll College Career
Quality assurance of new hire is limited.
Retention can suffer if bad fit.
Time to full productivity delayed.
Stronger candidates have been cherry picked.
Insufficient volume of candidates.

65. Process: Talent Pipeline Development (one example)
Sponsorship Model Talent Pipeline
Scholar-
ship
Advisory Position Sponsor Co-Op Interview Hire Full Time
Intern
Enroll College Career
Visits Part Time Employment Reimbursed Tuition
Employment
Pay Remaining Tuition
Benefits, etc.
Candidate Pays Tuition
Performance
2 Year Contract
Stronger candidates have been cherry picked.
Insufficient volume of candidates.

66. Process: Talent Pipeline Development (one example)
Capacity Building Talent Pipeline
College
Advisory Intern Sponsor Co-Op Interview Hire Full Time
College Career
Secondary
Dual
Career Tours Camps Enroll Credit
Compete Certs Position Interview Scholar-
ship
Middle School High School

67. The Employability Gap
Five Ways Improve Employability Outcomes in Higher Ed
Context: The Higher Ed Bubble
Awareness: Market Analysis
Product: Curriculum Alignment
Process: Talent Pipeline (example)
Scorecard: Performance Metrics
Incentive: Value-Based Funding
Discussion

68. The Employability Gap
Five Ways Improve Employability Outcomes in Higher Ed
Context: The Higher Ed Bubble
Awareness: Market Analysis
Product: Curriculum Alignment
Process: Talent Pipeline (example)
Scorecard: Performance Metrics
Incentive: Value-Based Funding
Discussion

70. What’s Measured
Enrollments
Demographics
Contact Hours
Course Completion
Graduates
Numbers of Awards
Award Levels
National Benchmarks
Activity

71. What’s Measured What Counts
Enrollments Placement Rate
Demographics Earnings
Contact Hours Student Satisfaction
Course Completion Employer Satisfaction
Graduates New Companies
Numbers of Awards Return on Investment
Award Levels Value to Taxpayer
National Benchmarks Efficiency
Activity Performance

72. Scorecard: Performance Metrics
Gainful Employment Disclosures (still in effect)
As of July 11, 2011, each program that falls
under these regulations is required to report:
• Occupations, SOC codes, links to occupational
profiles on O*NET
• Costs – tuition/fees and books/supplies (may include
additional costs)
• On-time graduation (completion) rate for each
program
• Job placement rate for students completing each
program (if currently required by state or accrediting
body)
• Median loan debt incurred by students as provided
by ED (identified separately as Title IV loan debt and
private educational loan debt)

73. Scorecard: Performance Metrics
TSTC System 2005-2006 Cohort Top 15 AAS Degrees, 4-Year Average Earnings
TSTC$System$2005-06$Cohort$Top$15$4-Year$Average$AAS$Earnings$
$70,000" 100"
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74. Scorecard: Performance Metrics
TSTC$System$2005-06$Cohort$Top$15$4-Year$Average$CERT$Earnings$
TSTC System 2005-2006 Cohort Top 15 Certificates, 4-Year Average Earnings
$70,000" 300"
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CONFIDENTIAL DRAFT. INCOMPLETE DATA. FOR INTERNAL USE ONLY.

75. Scorecard: Performance Metrics
Higher Education Performance Business Analytics (Powered by Tableau)
CONFIDENTIAL DRAFT. INCOMPLETE DATA. FOR INTERNAL USE ONLY.

76. Scorecard: Performance Metrics
Top Earning 2011 UT Austin Bachelors Degrees and TSTC Associate and Certificates
CONFIDENTIAL DRAFT. INCOMPLETE DATA. FOR INTERNAL USE ONLY.

77. Scorecard: Performance Metrics
Tableau Live Demo (Time Permitting)
CONFIDENTIAL DRAFT. INCOMPLETE DATA. FOR INTERNAL USE ONLY.

78. The Employability Gap
Five Ways Improve Employability Outcomes in Higher Ed
Context: The Higher Ed Bubble
Awareness: Market Analysis
Product: Curriculum Alignment
Process: Talent Pipeline (example)
Scorecard: Performance Metrics
Incentive: Value-Based Funding
Discussion

79. The Employability Gap
Five Ways Improve Employability Outcomes in Higher Ed
Context: The Higher Ed Bubble
Awareness: Market Analysis
Product: Curriculum Alignment
Process: Talent Pipeline (example)
Scorecard: Performance Metrics
Incentive: Value-Based Funding
Discussion

80. It’s not about getting students in...

82. Incentive: Value-Based Funding
Attributes of Value-Based Funding Model
• Rewards activity through contact hour funding.
• Rewards recruitment and retention over
placement.
• Encourages traditional (lengthy) programs.
• One-sized fits all approach serves few well.
• Performance metrics pay little attention to
earnings.
• On the positive side, it’s easy to count.

83. Incentive: Value-Based Funding
Attributes of Value0-Based Funding Model
• Rewards output not activity.
• Incentivizes innovative training delivery strategies.
• Central to the vested interests of the student.
• Requires more thoughtful and engaged counseling.
• Strengthens returns on taxpayer investment
• Institution mission is centrally focused.
• On the downside...

84. $
HS AAS BA MA

85. $
------------
HS AAS BA MA

86. $ STEM
------------
HS AAS BA MA

87. $ STEM
------------
HS AAS BA MA

88. $ Value STEM
Add
------------
HS AAS BA MA

89. Funding Based on Return
45% of TSTC’s state funding will be based on
earnings of TSTC exiters--not seat time.

90. Funding Based on Return
45% of TSTC’s state funding will be based on
earnings of TSTC exiters--not seat time.

91. Funding Based on Return
45% of TSTC’s state funding will be based on
earnings of TSTC exiters--not seat time.
More
Skilled
Talent

92. Funding Based on Return
45% of TSTC’s state funding will be based on
earnings of TSTC exiters--not seat time.
Placed in
More High-
Skilled Demand
Talent Careers

93. Funding Based on Return
45% of TSTC’s state funding will be based on
earnings of TSTC exiters--not seat time.
Placed in
More Earning
High-
Skilled Premium
Demand
Talent Wages
Careers

94. Funding Based on Return
45% of TSTC’s state funding will be based on
earnings of TSTC exiters--not seat time.
Placed in Generates
More Earning
High- More
Skilled Premium
Demand Tax
Talent Wages
Careers Revenue

95. “If you can't make
people employable,
they are not going
to participate fully
in the life of their
times in this
system.”
Anthony P. Carnevale
Director, Georgetown Center
Georgetown University

97. HIRED
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98. The Employability Gap
Five Ways Improve Employability Outcomes in Higher Ed
Context: The Higher Ed Bubble
Awareness: Market Analysis
Product: Curriculum Alignment
Process: Talent Pipeline (example)
Scorecard: Performance Metrics
Incentive: Value-Based Funding
Discussion

99. The Employability Gap
Five Ways to Improve Employability Outcomes in Higher Ed
Michael A. Bettersworth
Associate Vice Chancellor for Technology Advancement
Texas State Technical College
Follow @bettersworth
Presented to the Division of Continuing and Innovative Education at
The University of Texas at Austin
July 18, 2012