forbes.com
Work Experience Trumps College Degrees in New Hiring Trend
Kathleen deLaski's new book, "Who Needs College Anymore?", argues that relevant work experience is the key hiring factor, proposing an "experience-first" college model integrating work experience with traditional education to address the skills gap and declining college enrollment.
- What is the most significant factor influencing employer hiring decisions, and how does this impact the value of traditional college degrees?
- A new book, "Who Needs College Anymore?", argues that practical work experience, not college degrees, is the most crucial factor for employers when hiring. The author proposes an "experience-first" college model integrating work experience with traditional education, allowing students to gain relevant skills and credentials.
- How do the five proposed models for "experience-first" colleges address the skills gap between education and employment, and what are their respective strengths?
- This model addresses the growing disconnect between college degrees and job market needs, evidenced by declining college enrollment and rising alternative credential programs. The book supports this with 150 interviews across various educational and employment sectors.
- What are the long-term implications of shifting from a degree-centric to an experience-centric education model on college enrollment, curriculum design, and the overall job market?
- The "experience-first" approach, detailed through five distinct models, offers a flexible, stepladder approach to education, enabling students to gain skills, earn income, and pursue further education incrementally. This contrasts with the traditional, rigid "elevator" model of a four-year degree.
Cognitive Concepts
Framing Bias
The article is strongly framed to promote the author's book and the 'experience-first' college model. The headline and introduction immediately highlight the author's argument and solution. Positive examples of the model are prominently featured, while potential drawbacks or criticisms are largely absent. The positive language and emphasis throughout reinforce the desirability of the new approach. The author's extensive credentials and affiliations are repeatedly mentioned, lending credibility to her perspective.
Language Bias
The language used is generally positive and enthusiastic about the 'experience-first' model. Terms like 'stepladder approach,' 'family-sustaining wage,' and 'opening their eyes to their possibilities' carry positive connotations. While not overtly biased, the consistently optimistic tone could be seen as subtly promoting the model over others. For example, instead of "The typical college degree does not provide graduates with the experience they need," a more neutral phrasing could be "Many graduates lack work experience relevant to their degrees.
Bias by Omission
The article focuses heavily on the author's perspective and proposed solutions, potentially omitting counterarguments or alternative models for college education reform. While acknowledging enrollment shifts, it doesn't deeply explore the reasons behind declining traditional college enrollment beyond mentioning the pandemic and rising alternative credentials. The limitations of relying on interviews with specific stakeholders (K-12, postsecondary, community) are not fully addressed; other perspectives, such as those from students themselves or critics of the experience-first model, might offer a more balanced view. The positive portrayal of specific colleges and their programs could be seen as an omission of potential drawbacks or challenges these models face.
False Dichotomy
The article presents a somewhat false dichotomy between the traditional 'elevator' approach to college and the proposed 'stepladder' approach. While acknowledging that the traditional model faces challenges, it doesn't fully explore the potential benefits of a traditional degree or the possibility of combining aspects of both models. The framing implies that the experience-first model is the superior solution without adequately acknowledging complexities and nuanced considerations.
Sustainable Development Goals
The article discusses a new approach to higher education that prioritizes work experience alongside traditional learning. This "experience-first" model aims to better equip students with practical skills and knowledge relevant to the job market, directly addressing the goal of providing quality education and reducing the skills gap. The emphasis on flexible pathways, stackable credentials, and re-entry options promotes lifelong learning and accessibility.