As industries evolve and technology reshapes the job market, universities play a critical role in preparing a workforce that can meet future demands. To address this momentum, higher education institutions are adapting to evolving workforce needs by integrating emerging technologies, fostering lifelong learning, and strengthening industry partnerships.
Bridging the Skills Gap
Today, the skills needed to succeed in the professional arena change rapidly. Unsurprisingly, workers fear their expertise will become obsolete and that they’ll be replaced. A Global Labor Market Conference (GLMC) study found that most workers in large economies fear that their current job skills will become partially or fully obsolete in this decade. This situation is largely driven by tech developments.
However, employees and employers alike are seeking a balance between technical, industry-specific, and “soft” human-centric skills. With the increasing prevalence of tech-driven tools like AI—which aren’t always reliable and often require human knowledge for the output to be parsed—there’s a growing interest in developing the educational capacity for diverse upskilling. GLMC’s survey respondents identified three core areas they believe will be most critical, as follows:
- Cognitive skills, such as critical analysis and problem-solving
- Strategic planning, leadership, and cultural awareness
- Socio-emotional skills, like teamwork, empathy, and strong communication.
To address these needs, universities are refining curricula, leaning into cutting-edge technology, and creating experiential learning opportunities. For instance, Digital Command works with universities to tailor curricula aimed at the future, from “digital IQ” certifications to continuing education and partnerships with industry leaders, plus many more.
Experiential learning is also having a big moment. According to a study in the Journal of Experiential Education, students in experiential learning demonstrate a 70% increase in knowledge retention compared with traditional learning methods. Likewise, employees already in the workforce say they learn as much as 70% of their skills on the job and just 10% through formal training. This educational approach presents ways to better address real-world scenarios and hands-on skills development as opposed to more theoretical learning through presentations and lectures, etc.
The Rise of Alternative Credentials
Traditional and returning or non-traditional students alike are more interested than ever in alternative credentials, certifications, micro-credentials, and other unconventional methods of demonstrating their learning. These methods are especially appealing to those who are employed while pursuing higher education in parallel. In most cases, they can offer more flexibility and more obvious applicability to professional goals, which tends to appeal to students with a clear eye on their careers.
According to the National Student Clearinghouse Research Center, students aged 18 to 20 completed more certificates at higher education institutions in the 2022–23 academic year than any other age group. Nearly 154,000 young learners out of over 670,000 certificate earners across age groups earned certificates, marking an 11% increase year-over-year. However, the rise in popularity of these credentials means higher education institutions must clearly describe what sets them apart from the thousands of unregulated, unaccredited, or less-than-reliable organizations that claim to offer some kind of “credentials.”
There is major potential in offerings like micro-credentials, industry certificates, and even “stackable” credentials, in which students earn credits that could be applied to future degrees. However, the true earning potential of these items is very untested, especially for certifications offered by non-academic and unregulated providers. Higher education can expand its footprint here, pairing the convenience and career focus of popular credential programs with the reputable backing of established academic institutions.
Workforce Development and Readiness
Ongoing training and workforce development provide a continual advantage for companies competing for top talent for both recruiting/ retention and actual business operations. In one SHRM report, 76% of employees say they’re more likely to stay at a company that offers continuous training. In contrast, 46% say that training opportunities were a factor in selecting their current company.
Similarly, learning corresponds with happiness and productivity—two things any organization will want! Research from Josh Bersin found that employees who spend some of their time learning are 47% less likely to be stressed, 39% more likely to feel productive and successful, 23% more ready to take on additional responsibilities, and 21% more likely to feel confident and happy.
Strategic higher education leadership can help shape policies and programs that keep their institutions competitive, including workforce development partnerships with businesses or even government. These could include standard opportunities, like internship or mentorship programs, sponsoring student events or organizations, and offering guest lectures or workshops.
There are also more flexible, long-term considerations. In a 2021 podcast, Dr. Nathan D. Grawe, best known for coining the “enrollment cliff” concept, mused on how higher education institutions and companies seeking to upskill their workforce can mutually pull from each other’s perspectives, as follows:
“We have seen a movement toward corporate involvement in education. In [one] case, it’s a substitute. In other cases, we’ve seen corporate involvement, where they go to a neighboring institution and say, ‘We want to build a program within your institution, tailored just for us,’” he says.
“If we can’t figure out a way to partner, then we will be competitors. I think there is a real pressure to try to figure out how we can be the solution rather than be the competitor.” Grawe also reflects on the possibility of conferring micro-credentials serving as a mutually beneficial “gateway” to a more traditional education with short-term credentialing partnerships that, formally or informally, might lead to more traditional educational outcomes.
It’s all about flexibility in envisioning the future connection between education and professional development, and having the right higher education leaders in place makes all the difference! In this fast-changing landscape, institutions need leaders who can innovate ways of demonstrating the real-world value of education, particularly in a professional landscape that is more skills-focused and results-oriented than ever.
By Dr. Jacquelyn D. Elliott, CRO & HE Practice Leader, Blue Rock Search
About the Author
Dr. Elliott is a Higher Education subject matter expert across multiple functions, including Strategic Enrollment Management, Financial Aid, Institutional Advancement, Student Life and Retention, and Academic Affairs. Dr. Elliott brings to the table a unique understanding of an institution’s need for specialized talent and the candidate’s desire to affect positive change. She has worked with more than 200 schools across the globe in a consulting capacity and has coached countless cabinet-level executives on strategy, job placement, meeting enrollment, net tuition, fundraising goals, and faculty development and training.