Webster University...HIST 1320 20th Century History CRI LATN 1090 Introduction to Latin Elementar INTC PHIL 1100 Intru to Philosophy CRI PHIL 2110 Intro to Ethics ETHC RELG 1080 Thinking

GCP Courses Online

FRSH 1200 Needs to be developed currently have SOCI 2375, Social Problems, as approved sub

Keystone Seminar KEYS 4008 Leading from Where I Am Micahel Williams in developmentKEYS 4011Crossing Borders: Language and Sebastian Mahfood in developmentKEYS 4014 Social Movements and TechnoloRalph Olliges in developmentKEYS 4012 City Life: Ho Chi Minh City Roy Tamashiro in developmentKEYS 4015 Food for Thought Kit Jenkins liveKEYS 4016 Business, Behavior, Health and SSarah Tetley in developmentKEYS 4020 Future Human AD 2100 Martha Kneib in developmentKEYS 4012 City Life: Ancient Athens Kyle Lincoln live

A&S Language Requirement LATN 1090: Introductory LatinSPAN 1090: Introductory Spanish in development

Roots of Culture ANTH 1100 Intro to Cultural Anthropology INTC2 courses, must have different prefixes ENGL 1030 Intro to Literature WCOM

HIST 1320 20th Century History CRILATN 1090 Introduction to Latin Elementar INTCPHIL 1100 Intru to Philosophy CRIPHIL 2110 Intro to Ethics ETHCRELG 1080 Thinking Through Religions ETHCRELG 2085 Into to Judaism INTC

Social Systems & Human Behavior AUDI 1061 Steal this Music ETHC2 courses, must have different prefixes AUDI 1062 Songs of Protest WCOM

EDUC 2800 Foundations of Education CRIHRTS 1100 Intro to Human Rights ETHCINTM 1600 Into to Interactive Digital Medi CRIMEDC 1630 Media Literacy CRIMEDC 2800 Cultural Diversity in the MediaINTCPHIL 2340 Bioethics ETCHPSCY 1100 Intro to Psychology CRISOCI 1100 Intro to Sociology WCOMSOCI 2375 Social Problems INTCSPCM 1280 Interpersonal CommunciationsWCOM

Physical and Natural World BIOL 1050 Bio of Disease WCOMBIOL 1040 Human Genetics ETHCPHIL 2360 Enviromental Ethics ETHCSCIN 1030 Science in the News ETHCSCIN 1450 Nanotechnology CRISCIN 1800 Living On vs Off the Grid INTCSCIN 2530 Global Ecologies & Sustainable LCRI

Global Understanding EDUC 3180 Children's Literature INTCEDUC 4250 Economics fand Geography for ETHCILC 2150 Topics in Culture INTCINTL 1500 The World System Since 1500 CRIISTL Intro to International Studies INTCMEDC 3260 International CommunicationsINTC

Qauntitative Literacy MATH 1360 Basic AlgebraMATH 1430 College AlgebraPSYC 2750 Intro to Measurement & Stats

Arts Appreciation ANTH 2510 World Musics INTCSPCM 1040 Public Speaking OCOM

Sample Student Plan, General Studies, Fully OnlineGCP/Gen ed

Semester 1 Course Number Title Credit Hours Notes MajorSOCI 2375 Social Problems 3 Approved sub for FRSH 1200GNST 1101 Online Learning Strategies 3 Major RequirementANTH 1100 Cultural Anthropology 3 GCP Roots of Culture and INTCPSYC 1100 Intro to Psychology 3 Major RequirementSCIN 1800 Living off the Grid 3 Elective

Semester 2 SPAN 1090 Introductory Spanish 4 A&S Language RequirementPHIL 1100 Critical Thinking 3 GCP Roots of Culture and CRIMATH 1360 Basic Algebra 3 GCP Quant LiteracyRELG 1060 World Religions 3 Major RequirementANTH 2000 Issues in Contemporary An 3 Elective

Semester 3 GNST 2100 Integrative Studies 3 Major RequirementAUDI 1061 Steal This Music 3 GCP Social System and ETHCRELG 2031 Violence in the Name of Go 3 Major RequirementSOCI 1100 Sociology 3 ElectiveWGST 2000 Issues in Women's Studies 3 ElectiveLATN 1090 Intro to Latin 3 Elective

Semester 4 BIOL 1050 Biology of Disease 3 GCP Phys/Nat and WCOMSPCM 1040 Public Speaking 3 GCP Arts App and OCOMEDUC 3180 Childrens Literature 3 GCP Global Understanding and INTCRELG 3051 Religion and Human Rights 3 Major RequirementPSYC 2300 Lifespan Development 3 Elective

Semester 5 GNST 3100 Methods of Inquiry 3 Major RequirementHRTS 1100 Intro to Human Rights 3 GCP Social System and ETHCPSYC 2825 Research Methods 3 Major RequirementBIOL 1040 Human Genetics 3 ElectiveCOAP 2000 Intro to Web Programming 3 Elective

Semester 6 KEYS 4012 City Life: Ancient Athens 3 GCP KeystoneRELG 4550 Advanced Study in Religion 3 Major RequirementPSYC 3600 Social Psychology 3 Major RequirementCSIS 1500 Intro to Business Technolog 3 ElectiveEDUC 2800 Foundations in Education 3 ElectiveMEDC 1050 Intro to Media Writing 3 Elective

Semester 7 GNST 4700 Capstone 3 Major RequirementECON 2020 Principles of Macro Econom 3 ElectiveENGL 1030 Intro to Literature 3 ElectiveEPMD 1000 Intro to Media Production 3 ElectiveISTL 1000 Intro to International Studi 3 ElectiveMEDC 1630 Media Literacy 3 Elective

Semester 8 PSYC 4400 Human Sexuality 3 Major RequirementECON 2030 Principles of Micro Econom 3 ElectiveRELG 1050 Experience and Values 3 ElectiveFLST 3160 Topics in Film Studies 3 ElectiveHRTS 3200 Human Rights Area Studies 2 Elective

Total Hours 129

©2015 The Advisory Board Company 1 eab.com

Analysis of Marketing Populations and Employer Demand

Market Demand for

Bachelor’s in General Studies Programs

COE Forum

MARKET RESEARCH BRIEF


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COE Forum

Hawa Ahmed

Market Research Associate

Lauren Edmonds

Market Research Manager


Table of Contents

1) Research Methodology ................................................................................................. 4

Project Challenge .............................................................................................................. 4

Methodology and Definitions ............................................................................................... 4

Burning Glass Labor/Insight™ ............................................................................................. 4

Project Sources ................................................................................................................. 5

Profiled Institutions ............................................................................................................ 5

2) Executive Overview ..................................................................................................... 6

Key Observations .............................................................................................................. 6

3) Program Recruitment .................................................................................................. 7

Marketing Strategies .......................................................................................................... 7

Degree Naming ................................................................................................................. 9

4) Geographic Recruitment Priorities ............................................................................. 11

Educational Attainment Data ............................................................................................. 11

Metropolitan Areas with the Most Job Openings ................................................................... 13

5) Employer Demand ..................................................................................................... 16

Demand over Time .......................................................................................................... 16

Industries and Titles with the Most Job Openings ................................................................. 16

Skills Requested by Employers .......................................................................................... 21

Capstone Experiences ...................................................................................................... 22

Appendix A: Networking Contacts .................................................................................. 24


1) Research Methodology

Leadership at Webster University approached the Forum to determine the market

demand for general studies degrees. Through a combination of qualitative interviews

with administrators of competitor programs and quantitative data analytics, the

Forum sought to assess the market viability of bachelor’s degrees in general studies.

The Education Advisory Board’s market research function provides insights which

guide strategic programmatic decisions at member institutions. The Forum combines

qualitative and quantitative data to help administrators identify opportunities for new

program development, assess job market trends, and align curriculum with employer

and student demand.

EAB reports rely primarily on labor market data from the Burning Glass

Labor/InsightTM tool (description below). Reports occasionally use data from the

United States Census Bureau and United States Bureau of Labor Statistics data to

explore occupation and job trends. Market research reports may also incorporate

Integrated Postsecondary Education Data System (IPEDS) data to assess student

enrollment, demographics, and completion rates across competitor programs.

Methodology: Unless stated otherwise, this report includes data from online job

postings from December 2014 to November 2015. The Forum identified the top 200

titles, skills, industries, and cities for the Midwest and states of California, Texas,

Florida, and South Carolina.

Definitions: “Regional data” and “the Midwest” refer to Illinois, Indiana, Iowa,

Kansas, Michigan, Minnesota, Missouri, Nebraska, North Dakota, Ohio, South Dakota,

and Wisconsin. “Regional data” also refers to Florida, California, South Carolina, and

Texas (states requested by the University).

Annual growth in job postings is measured in the change between January 2010 and

January 2015 by six-month halves (i.e., 2012 H2 is July 2012 to December 2012).

2012 H2-2013 H1 represents year one and 2013 H2-2014 H1 represents year two,

which gives the most recent two complete years of data.

The Education Advisory Board’s Partner for Real-Time Labor Market Data

This report includes data made available through EAB’s partnership with Burning

Glass Technologies, a Boston-based leader in human capital data analytics. Burning

Glass Technologies specializes in the use of web spidering technology to mine more

than 80 million online job postings and analyze real-time employer demand. Under

this partnership, EAB may use Burning Glass’s proprietary Labor/Insight™ tool to

answer member questions about employer demand for educational requirements, job

titles, and competencies over time, as well as by geography. The tool considers job

postings “unspecified” for a skill, industry, employer, geography, certification, or

educational requirement when the job posting did not advertise for one of these

particular job characteristics. Unspecified postings represent null values and should

be excluded from the total number (n value) of job postings analyzed in the query. A

more complete description of the tool is available at http://www.burning-

glass.com/products/laborinsight-market-analysis/.

Project Challenge

Methodology and

Definitions

Burning Glass Labor/Insight™

http://www.burning-glass.com/products/laborinsight-market-analysis/

http://www.burning-glass.com/products/laborinsight-market-analysis/


For more information about the Labor/Insight™ tool, please contact Kelly Bailey,

Business Development Manager, at [email protected] or 732-800-2484.

The Forum consulted the following sources for this report:

• EAB’s internal and online research libraries (eab.com)

• National Center for Education Statistics (NCES) (nces.ed.gov)

• United State Census Bureau, American Community Survey (census.gov)

The Forum interviewed general studies program directors at the following institutions:

A Guide to Institutions Profiled in this Brief1

Institution Location

Approximate Institutional Enrollment (Undergraduate / Total) Classification

Beloit College Midwest 1,500 / 1,500 Baccalaureate Colleges (Arts & Sciences)

Bloomsburg University of Pennsylvania

East

9,000 / 10,000 Master’s Colleges and Universities (Larger Programs)

Millersville University of Pennsylvania

East

7,500 / 8,000 Master’s Colleges and Universities (Larger Programs)

1) National Center for Education Statistics.

Project Sources

Profiled

Institutions

mailto:[email protected]

http://www.eab.com/

http://nces.ed.gov/)

http://census.gov/


2) Executive Overview

Consider prioritization of recruitment of students in North and South Dakota,

Minnesota, and Nebraska. The highest percentages of adults 25 years and over

with associate’s degrees and some college credit but no degree live in the states of

North and South Dakota, Minnesota, and Nebraska. These populations tend to enroll

in general studies and related programs to complete flexible programs with maximum

transferred credits.

Emphasize general studies degree flexibility to recruit adult learners; create

institutional partnerships to recruit community college students. Adult

learners, community college students, and transfer students often pursue general

studies and related degrees. Administrators appeal to adult learners by emphasizing

degree flexibility, essential for working adults returning to school. Leadership recruits

community college students through partnerships and articulation agreements with

local two-year institutions.

The public demonstrates greater awareness of general studies degrees than

liberal and interdisciplinary studies degrees, online search engine data

indicates. General studies and related programs use degree titles that reflect

program requirements and align with institutional mission. Common degree titles

include general studies, interdisciplinary studies, and multidisciplinary studies. Of

those titles, Americans most often search online for general studies degrees.

Offer courses in business and quantitative analysis to fulfill employer

demand. Employers of general studies graduates demonstrate high demand for

business analysts and account consultants. Business administration, accounting, and

economics appear in many job postings as required skills for general studies

graduates. Employers also seek candidates for roles as technical writers, admissions

counselors, and academic advisors. Directors of general studies programs report no

trends in graduates’ employment placement; degrees prepare graduates for a wide

variety of jobs as portrayed in the employer demand data.

Key

Observations


3) Program Recruitment

Differentiate Marketing to Suit Adult Learners,

Community College Students, and Transfer Students

Program directors focus general studies and related program recruitment on specific

student populations (e.g., community college students), to ensure external transfer

and adult learner enrollments. Programs appeal to nontraditional students due to the

degree flexibility. Contacts at Bloomsburg University also report high internal

transfer enrollment from university students across diverse disciplines. These

students often cannot complete their intended major, or may have transferred from

another institution with credits unaligned to other degree programs, and thus enroll in

the general studies program to complete a bachelor’s degree.

Marketing Strategies for General Studies and Related Programs by

Population

Administrators at Beloit College present the program on the College’s main website,

as many students report interest in general studies during the admissions process.

Returning adult learners with college credit

Advertise general studies program’s flexibility on webpage

Transfer students with college credit

Partner with local community colleges to create pathways for transfer students

University students unable to complete current majors

Communicate general studies degree program to college advisors and admissions counselors

Marketing

Strategies

Topics to Include on Program Webpages

• Admissions requirements

• Tuition and financial aid

• Curriculum and course descriptions

• Skills taught and applicability of skills toward careers

• Differentiation of program offerings

• Detailed employment outcomes

• Alumni satisfaction survey data and testimonials


Assign Enrollment Coaches to Facilitate Application

Process for Adult Learners and Community College Students

Administrators at Webster University should assign enrollment coaches to help adult

learners and community college students near the end of their community college

education. Enrollment coaches (e.g., dedicated advisors, enrollment advisors) answer

application and enrollment questions and help students through every step of the

application and enrollment process. Once enrolled, general studies students may also

require dedicated advisors trained to help students overcome personal, financial, and

academic challenges that often arise for adult degree completion students. Advisors

familiar with degree completion students’ challenges can better direct students to

other dedicated staff members who can serve their needs (e.g., financial advisors,

academic tutors).

Program Recruitment and Enrollment Process for Nontraditional

Students

Recruit Local Community College Students through Early Advising Intervention

Administrators at Webster University should provide early advising to community

college students to recruit them for the general studies program. Early advising and

automated credit articulation allow students to plan degree pathing toward bachelor’s

degrees.

The University of Central Florida, which recruits heavily from the Florida

community college system, hosts a program called "DirectConnect.” University

advisors share advising caseloads with community college staff during students’

sophomore year. Advisors also present financial aid and transfer admissions

workshops at community college orientation, which encourages students to consider

transfer options. Through DirectConnect, students know which courses qualify for

their major of choice, but also receive paperwork reminders and check-ups from two

sources, which help students stay on track. Additionally, DirectConnect students must

complete associate’s degree requirements and apply for graduation, making the

partnership appealing to community college administrators.

1. Information Request

Marketing materials drive traffic to the degree program website, where

prospective students can fill out Request for Information forms. The forms consist of basic identification questions (e.g., name, phone number).

2. Personalized Contact

Prospects immediately receive an automated

response from an admissions administrator greeting them and explaining next steps. The administrator schedules phone conversations with prospects, during which the administrator gathers information for advisors.

3. Advising

Advisors meet with prospective students though Skype, phone, or

in person. Advisors walk prospective students through the application process.

4. Enrollment

Advisors guide students through the registration

process, including support in course selection and registration.


Wrap-Around Advising Keeps Two-Year Students on Track

Select a Degree Title That Reflects Program Requirements and Aligns with Institutional Mission

Administrators at Webster University should name the general studies degree based

on departmental and institutional strengths. Administrators at profiled institutions

emphasize department deliberation on degree title to ensure titles reflect the

program’s nature and mission. Leaders at Beloit College chose the title

‘Interdisciplinary Studies’ to reflect the interdisciplinary focus of the degree and to

align the program with Beloit College’s larger institutional interdisciplinary emphasis.

Leadership at Millersville University chose the title ‘Multidisciplinary Studies’ to

reflect the degree requirement that students complete courses from multiple separate

subjects without a concerted interdisciplinary focus outside of their capstone

requirement.

The American public seldom searches for degrees in liberal studies or interdisciplinary

studies, Google Trends data indicates. Search volume for general studies degrees

exceeds related programs by up to four times.

Traditional Transfer Model

Student must take initiative to see an advisor and ensure progress to transfer

Second Year at CC

Advisors begin sharing advising caseload after 30 credits; students receive consistent communication through a customer relationship management (CRM) system

Reduce Staffing Load

Student unsure of four-year financial aid and degree requirements

University enrollment staff

lead financial aid workshops during community college orientation, and sign students up to advising mailing list

Subscribe Students Early

First Year at CC

Student fails to complete paperwork, delaying admission or limiting credit transfer and financial aid

Shared transcripts and test scores between institutions limit student obligations; advisors provide consistent reminders and reliable support

Limit Student Obligations

Transfer

Degree Naming

Local Community Colleges with High 2014 Associate’s Degree Completions:

• Saint Louis Community College, 2,092 degree completions

• Ranken Technical College, 426

• Hickey College, 160

• Sanford-Brown College, 105

• Missouri College, 68

• St. Louis College of Health Careers, 60

• National American University, 48

• Vatterott College, 42


Relative Search Volume for General Studies and Related Programs

National Data, October 2010 – October 20152

2) Google Trends Data

0

10

20

30

40

50

60

70

80

90

100

110

"general studies degree"

"liberal studies degree"

"interdisciplinary studies degree"

Offer Bachelor of Arts and Bachelor of Science Degree Options

Program directors in general studies express increasing interest in offering Bachelor of Science degrees to better communicate the breadth of opportunities and further tailor degrees to student goals.


4) Geographic Recruitment Priorities

Recruit Student Populations in North and South Dakota,

Minnesota, and Nebraska

North and South Dakota, Minnesota, and Nebraska offer the highest recruitment

potential for Webster University within the profiled region (i.e., the Midwest,

California, Florida, South Carolina, and Texas). These states have the highest

percentages of adults 25 years and over with some college experience or associate’s

degrees, populations that often enroll in general studies programs.

Percentage of Population 25 and Over with Associate’s Degrees and

Some College Credit but No Degree in Profiled States

Regional Data, 2013 3-Year Estimates

Educational

Attainment

Data

Percentage of Population with Some College Credit but No Degree

Low Medium High

Percen

tag

e o

f P

op

ula

tion

wit

h a

n A

sso

cia

te’s

Deg

ree

Low

M

ediu

m

Hig

h

TX

IL

MO

OH

IN

CA

SC MI

KS

WI

IA

FL

MN

NE

ND

SD

Presents high recruitment potential for Webster University


High Concentrations of Prospective Students Live in

Western and Midwestern States

Most states with high percentages of Americans 25 years old and older with some

college credit but no degree exist in the West. Twenty-seven and a half percent of

adults in Utah and Idaho have some college credit but no degree. Other top states

include Wyoming, Oregon, Nevada, Arizona, and Montana. Lower percentages of

Americans with some college credit but no degree live in the Northeast.

Percentage of Population 25 Years and Over with Some College

Credit but No Degree3

National Data, 2013 3-Year Estimates

The Midwest Hosts the Greatest Concentrations of

Associate’s Degree Graduates

Administrators at Webster University should prioritize the Midwest for early student

recruitment, and expand to Western states as the program grows. North Dakota and

Iowa house the highest percentages of adults with associate’s degrees, 13 percent

and 11 percent, respectively. Other states with high percentages of adults with

associate’s degree include Minnesota, South Dakota, and Wisconsin. Many Americans

with associate’s degrees live in the states adjacent to Webster University’s home

state of Missouri. Prioritizing Midwestern states enables the general studies program

to offer fewer courses online to begin, and to add coursework appropriate for

someone without an associate’s degree as the program expands.

3) US Census Bureau, American Community Survey


Percentage of Population 25 Years and Over with an Associate’s

Degree4

National Data, 2013 3-Year Estimates

Employers in Chicago and Minneapolis-St. Paul Offer the

Most Job Openings for General Studies Graduates in the Midwest

Employers of bachelor’s-level general studies graduates overwhelmingly serve the

cities of Chicago, Minneapolis and St. Paul, and Detroit. Other top Midwestern cities

include Indianapolis, Cincinnati, and Cleveland. Employers in Kansas offer few job

openings.

North Dakota, though offering a large potential student population, does not offer

many job openings for general studies graduates.

4) US Census Bureau, American Community Survey

Metropolitan Areas with the

Most Job

Openings


Midwestern Metropolitan Areas with the Most Job Openings for

Bachelor’s in General Studies Graduates

Regional Data, December 2014 – November 20155

n = 2,628, 635 unspecified postings

Employers in California and Texas Offer Many Job Openings for Bachelor’s in General Studies Graduates

Among employers of general studies graduates in California, Texas, Florida, and

South Carolina, nearly half serve California. Over a third of employers serve Texas.

South Carolina employers offer the fewest postings for general studies graduates, at

107 job openings in the past year. Top metropolitan areas for job openings include

Los Angeles, San Francisco, Dallas, and Houston. Employers in Miami and Tampa also

post many job openings.

5) Burning-Glass Labor/Insight™

MSA Job Postings

Chicago-Joliet-Naperville, IL-IN-WI 539

Minneapolis-St. Paul-Bloomington, MN-WI 353

Detroit-Warren-Livonia, MI 191

Indianapolis-Carmel, IN 97

Cincinnati-Middletown, OH-KY-IN 95

Cleveland-Elyria-Mentor, OH 88

St. Louis, MO-IL 73

Iowa City, IA 56

Milwaukee-Waukesha-West Allis, WI 51

Des Moines-West Des Moines, IA 40

Ann Arbor, MI 37

Champaign-Urbana, IL 36

Dayton, IL 30

Madison. WI 28

Sioux Falls, SD 27

Toledo, OH 25

Holland-Grand Haven, MI 21

Duluth, MN-WI 21


Metropolitan Areas with the Most Job Openings for Bachelor’s in

General Studies Graduates in California, Florida, South Carolina, and

Texas




491

375

330

211

140

118

85

72

67

64

63

42

41

38

38

35

31

28

22

25

19

19

18

18

14

Los Angeles-Long Beach-Santa Ana

San Francisco-Fremont

Dallas-Fort Worth-Arlington

Houston-Sugar Land-Baytown

Miami-Fort Lauderdale-Pompano Beach

Austin-Round Rock-San Marcos

Tampa-St. Petersburg-Clearwater

Longview

San Jose-Sunnyvale-Santa Clara

San Diego-Carlsbad-San Marcos

San Antonio-New Braunfels

Riverside-San Bernardino-Ontario

Sacramento-Arden-Arcade-Roseville

Jacksonville

Modesto

San Luis Obispo-Paso Robles

Orlando-Kissimmee-Sanford

Columbia

Lakeland-Winter Haven

Greenville-Mauldin-Easley

Charleston-Summerville

Oxnard-Thousand Oaks

Santa Cruz-Watsonville

El Paso

Spartanburg

California

Texas

Florida

South Carolina


5) Employer Demand

Employer Demand in California, Texas, Florida, and South

Carolina Grew 17 Percentage Points Faster than

Midwestern Demand

Employer demand for bachelor’s in general studies graduates increased in all profiled

regions since June 2014. While Midwestern employer demand increased by 20

percent, employer demand in California, Florida, South Carolina, and Texas increased

by 37 percent. National demand increased by 30 percent during this time.

Profiled Regions’ Employer Demand for Bachelor’s in General Studies

Graduates


Colleges and Universities Offer the Most Positions for General Studies Graduates in the Midwest

Most Midwestern employers of general studies graduates serve higher education

institutions, accounting firms, and insurance carriers. Human resource programs and

hospitals also offer many job openings.


494

744

656 704

923

665

1,049

1,139

1,048 1,073

1,254

434

734 706

582

667

525

820

991

869

954

1,195

0

200

400

600

800

1,000

1,200

1,400

2010H1

2010H2

2011H1

2011H2

2012H1

2012H2

2013H1

2013H2

2014H1

2014H2

2015H1

Jo

b P

osti

ng

s

Midwest

CA, FL, SC, TX

Demand over

Time

Industries and

Titles with the Most Job

Openings


Midwestern Industries with the Most Job Openings for Bachelor’s in

General Studies Graduates



Midwestern Employers Overwhelmingly Post Positions for Business Analysts

Over 55 percent of job postings for regional general studies graduates advertise

positions for business analysts in accounting services. Other top titles include

communications specialists and account consultants. Employers also post positions

seeking academic advisors and development officers.


30

38

55

65

102

137

168

864

Restaurants and Other EatingPlaces

Management, Scientific, andTechnical Consulting Services

Executive, Legislative, and OtherGeneral Government Support

General Medical and SurgicalHospitals

Administration of Human ResourcePrograms

Insurance Carriers

Accounting, Tax Preparation andPayroll Services

Colleges, Universities, andProfessional Schools


Top Titles in Industries with the Most Job Openings for Bachelor’s-

Level General Studies Graduates in the Midwest

National Data, December 2014 – November 20159



24

21

12

10

9

7

7

7

6

6

6

Admissions Officer

Academic Advisor

Administrative Assistant

Development Officer

Librarian

Communications Coordinator

Residence Hall Director

Communications Director

Director of Human Resources

Academic Coordinator

Reporter

Top Higher Education Titles

128

21

15

2

1

Business Analyst

Consulting Analyst

Actuary Specialist

Assitant Editor

Content Strategist

14

10

4

4

3

Claims Representative

Account Representative

Business Analyst

Community OutreachSpecialist

Disability Examiner

Top Accounting Titles Top Insurance Carrier Titles

28

6

5

5

4

Veterans ServiceRepresentative

Human ResourceSpecialist

Information TechnologySpecialist

Accountant

Loan Specialist

8

7

5

4

4

Veterans ServiceRepresentative

Major Gifts Officer

CommunicationsSpecialist

Secretary

Community OutreachSpecialist

Top Human Resource Titles Top Hospital Titles

Graduates Qualify for a Varied Job Market

Contacts verify these top titles and report no general

employment outcome trends due to the broad nature of

general studies and related programs. Contacts note that

students who enroll in programs often already possess baseline

skills, such as organizational skills and creative problem

solving, which serve them well in job searches.


Higher Education Institutions Offer the Most Job

Openings for General Studies Graduates outside of the Midwest

Over twenty percent of employers in profiled states serve colleges, universities, and

professional schools. Other top industries include accounting and tax preparation

services and advertising and public relations companies.

Industries with the Most Job Openings for Bachelor’s in General

Studies Graduates in California, Florida, South Carolina, and Texas



Business Analysts and Technical Writers Offer the Most

Job Openings

Outside the Midwest, employers of general studies graduates seek business analysts

for nearly ten percent of all roles. Business analyst positions serve accounting and tax

preparations companies. Technical writers for insurance carriers and legal services

also provide opportunities to graduates.


42

44

48

69

81

125

227

579

Wired Telecommunications Carriers

General Medical and Surgical Hospitals

Administration of Human ResourcePrograms

Executive, Legislative, and Other GeneralGovernment Support

Insurance Carriers

Advertising, Public Relations, and RelatedServices

Accounting, Tax Preparation and PayrollServices

Colleges, Universities, and ProfessionalSchools


Titles with the Most Job Openings for Bachelor’s-Level General

Studies Graduates in California, Florida, South Carolina, and Texas



O


21

18

16

16

7

7

6

5

5

4

Administrative Assistant

Development Officer

Academic Advisor

Admissions Counselor

Engineering Lecturer

Accounting Assistant

Assistant Dean

Adjunct Instructor

Librarian

Communications Coordinator

Top Higher Education Titles

187

17

22

1

Business Analyst

Consulting Analyst

Actuarial Analyst

Economic OpportunityCoordinator

27

11

3

3

Customer ServiceRepresentative

CommunicationsSpecialist

Project Manager

Event Coordinator

Top Accounting Titles Top Advertising Titles

9

8

7

6

Claims Representative

Recruitment Manager

Technical Writer

Contract Analyst

11

10

7

3

Program Specialist

AdminsitrativeAssistant

Librarian

City Clerk

Top Insurance Carrier Titles Top Government Titles


Offer Courses in Business Administration and Data

Management to Satisfy Midwestern Employer Demand

Many regional employers of general studies graduates require business skills such as

accounting and business analysis. Other top skills include mathematics and

quantitative analytics. Employers also demonstrate demand for graduates with

written and online communication skills.

Skills Requested by Midwestern Employers of Bachelor’s in General

Studies Graduates



Courses in Business and Quantitative Analysis Satisfy Non-Midwestern Employer Demand

Employers of general studies graduates exhibit high demand for candidates with skills

in business administration and economics. Other top requested skills include

accounting, business analysis, and journalism.


369

335

265

248

229

214

181

180

153

144

140

138

125

108

101

98

91

91

78

74

Business Administration

Economics

Spreadsheets

Psychology

Social Media

Word Processing

Mathematics

Accounting

Business Analysis

Fundraising

Academic Advisement

Event Planning

Data Entry

Journalism

Data Management

Business Development

Sales

Administrative Support

Contract Management

Newsletters

Skills

Requested by Employers

Business

Quantitative Analysis

Writing and Media



Skills Requested by Employers of Bachelor’s in General Studies

Graduates in California, Florida, South Carolina, and Texas



Require a Capstone Project or Work Experience to Ensure Students Develop Professional Skills

Administrators of general studies programs require students to complete capstone

projects to gain relevant professional experience.

General Studies Capstone Projects

Administrators at Millersville University report 90 to 95 percent of students elect to

complete an internship. Faculty members and students collaborate to identify

internship placements in corporate, nonprofit, and government settings. At

Bloomsburg University, general studies students complete 30 service hours

through internships at non-profit organizations or on-campus volunteering. Students

then complete a project that synthesizes their service experiences.


497

467

425

349

310

233

232

211

199

156

154

145

141

140

122

109

108

100

Business Administration

Psychology

Economics

Spreadsheets

Word Processing

Accounting

Business Analysis

Journalism

Social Media

Event Planning

Mathematics


Data Entry

Purchasing

Telecommunications

Business Development

Fundraising

Adobe Photoshop

Research Seminars

Internship Experiences

Final Portfolios

Business

Quantitative Analysis

Writing and Communications


Capstone

Experiences


Program directors at Beloit College require students to complete final portfolios.

Contacts note portfolios may be used as individual evaluation tools, but prove more

useful as mechanisms for program assessment. Faculty members do not grade

portfolios; students at Beloit College create portfolios to reflect on educational

progress and program feedback. Program portfolios also include a list of all courses

each student completes.

Program Internship Benefits

Millersville University

Engage students

in experiential

learning

opportunities that

integrate

multiple fields

of study

Introduce

students to

local

employers to

potentially lead

to future

employment

Respond to community

needs both in the short

term (i.e., student

support during

internships) and the

long-term (i.e., train

students in fields with

local demand)

Improve

community

partnerships


Appendix A: Networking Contacts

Beloit College

Dr. Matt Tedesco

Chair of the Interdisciplinary Studies Program

(608) 363-2146

[email protected]

Bloomsburg University

Dr. Scott C. Lowe

Director of the Interdisciplinary Studies Program

(570) 389-4784

[email protected]

Millersville University

Dr. Dennis B. Downey

Director of Multidisciplinary Studies Program

(717) 872-3672

[email protected]




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