7 Steps Colleges Can Take To Restore Confidence In Higher Ed

Declining confidence in higher education is tied to a number of factors, but none are more important and actionable than improving the work readiness of graduates. In order to make higher education more relevant in the eyes of the American public, colleges should ensure that the education they deliver is relevant for students seeking a good job: the majority of students identify work outcomes as their primary reason to attend. Although political polarization is among the major factors behind declining confidence, the steps that colleges can take toward mitigating it are less obvious. With regard to work readiness, however, there are clear actions colleges can take to restore confidence in higher education.

Doubts about the work readiness of college graduates run rampant in the U.S. Coupled with rising costs and growing college alternatives, these work readiness doubts have undoubtedly contributed to declines in both enrollments and public confidence. But with a clear evidence base behind ‘what works’ toward improving graduate work readiness, higher education institutions can and should create intentional and tangible plans to turn the confidence tide.

Here are seven immediate steps college and university leaders can take:

1. Provide academic credit for internships and require that all students have at least one internship or co-op experience as a graduation requirement. The requirement could be satisfied by a variety of internship formats (in-person or virtual; micro-internships or longer-term engagements). As part of this effort, establish internship scholarship funds to support students who are unable to take lower paid internships in expensive areas where summer internships are concentrated (e.g., New York, Washington D.C., and Silicon Valley).

2. Offer students the ability to add an industry-recognized credential to their degree. This helps them become the ideal graduate that employers are looking for: one that is both broadly educated and specifically skilled.

3. Ensure that work-study programs are academically integrated. Although intended as a mechanism to help underserved students afford college, work-study has rarely been woven thoughtfully into the academic core of higher education.

4. Enable faculty to explore professional development opportunities outside of academia. Given a chance to engage in modern workplaces and work challenges, faculty will find innovative and creative ways to weave more work-integrated learning into their curriculum.

5. Ensure every student completes at least one long-term project or industry-immersive program. These long-term projects and industry-immersive programs mimic and expose students to the kind of work they will be engaged in after graduation.

6. Establish an office or role dedicated to building local/regional employer partnerships to create more internship programs and long-term projects for students. Institutions such as Northeastern, Drexel and University of Cincinnati have done this for a century, proving it can be done effectively and at scale.

7. Provide industry- and role-specific career advising in addition to generalized career advice (resume reviews, building LinkedIn profiles, mock interviews, etc.) so students can gain a deeper understanding of specific roles, industries, and career pathways.