It’s never too late

To address situations like these, schools such as NYU are now using Symplicity’s employer-generated data—along with more traditional employer feedback—to foster coursework changes at the freshman, sophomore, and junior levels.

“No longer can you just say, ‘We’re going to have our academic program and it’s not going to be tied to anything going on in the external world,'” said Steinfeld, who recently briefed two schools’ faculty about employer expectations. “There are conversations with faculty going on: How do we change the curriculum? How do we encourage more of our students to pursue studies outside their majors that will give them the skill sets they need?”

According to Steinfeld, NYU curriculum committees ask Wasserman Center staffers to brief them a couple of times a year on what employers are saying. “We know faculty are serious about this because they are asking for this type of information,” she added.

Skills the job down the road

Given the rapid pace of change in industries across the board, though, it’s problematic for schools to spend their time constantly chasing the next big thing. “Which job do we prepare students for?” asked Steinfeld. “The job right after graduation? Or the job they’re going to have five years down the road, which could be their third job?”

To that end, NYU is also working to develop students who have the intellectual flexibility and breadth to tackle a wide range of challenges—many of them yet unknown. “What do employers really want at the end of the day?” said Steinfeld. “They want GSPs—Good Smart People. Good smart people have a really strong foundation in a very broad sense in terms of what higher education has to offer. Companies want employees to be passionate about what they do, but they also need them to be smart and be able to turn on a dime.”

Don’t dismiss Liberal Arts

While recognizing the need to keep university curricula in sync with industry developments, Steinfeld feels that reports of the demise of liberal arts programs in higher education are overblown. “I think that there’s pressure in certain public institutions to deliver more professionally or vocationally linked majors, but I’m not so sure that that’s totally what’s happening,” she said, adding that this year’s applicant pool for liberal arts students was the highest in NYU’s history.

Even so, she does believe that schools, whether professionally focused or liberal arts, can and must do more to support employer needs—and that today’s students are not always fully prepared for the workplace.

“We think there’s a gap in what might be considered soft skills,” said Steinfeld. “A lot of it has to do with students not being able to write, speak, and change gears quickly; analyze situations; and problem solve.”

NYU’s College of Arts & Science is addressing these issues through changes in its courses, as well as through an initiative that the school calls its Professional Edge Program, where juniors and seniors with high GPAs can take courses in a wide range of professional fields ranging from magazine and website publishing to financial analysis. Students who complete these free courses, which are hosted by NYU’s School of Continuing and Professional Studies, receive a certificate.

Underlying NYU’s decisions about how to prepare students for tomorrow’s jobs lies data. “We have data on everything at this point,” said Steinfeld. “We could not do our jobs effectively without a really robust technology solution. Not a day goes by that I don’t get a request for data about the kind of students we have, majors, placement outcomes, number of job listings, or how many applications we’ve received. It has changed the way we do business.”

Andrew Barbour is an editorial freelancer with eCampus News.


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