Two weeks ago, I shared the results of a recent study by the Pew Charitable Trust entitled, “How Much Protection Does a College Degree Afford? The Impact of the Recession on Recent College Graduates.” This study focuses on the practical issues of finding a job and earning money.

It is not an opinion piece.  Rather, the study provides a series of analyses drawn from the data collected in the Current Population Survey (CPS) from 2003-2011.  The CPS is administered monthly and sponsored jointly by the U.S. Census Bureau and the U.S. Bureau of Labor Statistics (BLS).

The Pew study focused on recent college graduates (aged 21 to 24).  And the data is clear … a college degree is still the best investment for career opportunity and the best protection from a downturn in the economy.  It is clear that all young workers were impacted by the recession with fewer jobs and lower wages.  But what this study reveals is that the declines for college graduates were far less severe than those without this level of education.

Here are some of the conclusions taken from the report:

Before the recession, just over half (55 percent) of young adults with a high school degree (HS) were employed, compared with almost two-thirds (64 percent) of those with an associate's degree (AA) and 7 in 10 (69 percent) of those with a bachelor’s degree (BA).

Job losses during the recession made existing employment gaps even worse.  The employment declines for those with HS and AA degrees were 16 and 11 percent, respectively, compared with seven percent for those with BA degrees.

Before the recession, BA graduates had more than twice as many college-level jobs as AA graduates and more than four times as many college-level jobs as HS graduates. This advantage did not deteriorate during the recession.  Six percent of the HS and AA groups lost college-level jobs compared with only three percent of BA graduates.

Although wages decreased for all education groups, the decrease was less pronounced for recent four-year college graduates. The decline in weekly wages was only five percent for BA graduates, whereas the corresponding declines were as high as 12 and 10 percent for AA and HS graduates, respectively.

During the recession, the non-working population increased in size for all three education groups, but the share of that population attending school did not increase.  Approximately two-thirds of all non-working graduates were attending school, a proportion that did not differ much by degree type.

The proportion of BA degree-holders who made the transition from being excluded from the labor market (i.e., not working or in school) to employment barely changed during the recession.

By contrast, the proportions of HS and AA graduates who found employment declined significantly with the recession—by approximately 10 percent for those with AA degrees and eight percent for those with HS degrees.

The findings show that the deteriorating market situation of recent college graduates, while real and troubling, is nonetheless less extreme than that experienced by less-educated groups.

There is no doubt that the end of the recession and economic growth will benefit everyone.  But this study provides some good news for those working on their degrees.

(As always, your comments and questions are welcome.)

Today the nation celebrates Martin Luther King, Jr. Day.  In past years, I have shared some of my own views about this great American and extraordinary peacemaker.  His life and his teachings have greatly influenced my beliefs, my values and my career.  I thought it was worth sharing some of these ideas again.  Next week, I will return to the topic of the investment in a college education.  Happy Martin Luther King, Jr. Day … celebrate it through an act of service to the community!

For most of our traditional-age students, the celebration of Martin Luther King, Jr. Day has been a part of their entire lives. Sadly, it took 15 years from the year of King’s assassination to establish this federal holiday.

The original legislation to commemorate Dr. King was introduced by Congressman John Conyers from Michigan just four days after the assassination.  When the original bill was not passed, petitions were signed by six million people endorsing the holiday.  The bill finally passed and was signed into law by President Reagan in 1983.

The original proposal was to celebrate the holiday on January 15^th, the date of Dr. King’s birth.  Because of a concern about the proximity to Christmas and New Year’s, the date of the holiday was set for the third Monday of January.  This year we will celebrate this special day on January 21^st .

Martin Luther King, Jr.’s life and teachings have had a significant influence on the beliefs, values and philosophy of leadership of many people.  Some who hold Dr. King in high esteem are chagrined that in the over 40 years since his death, we continue to confront serious issues of racism, poverty, injustice and violence.

But Dr. King’s contributions to the overall quality of our lives and the improvement of our society are immeasurable.  And it is extraordinary in so many ways that as we celebrate Dr. King, the country is, in fact, led by its first African-American president, who is being inaugurated for his second term on this very day.  Regardless of your politics, the election and re-election of Barak Obama provide evidence that Dr. King’s mission and message have taken root in this country.  While there continue to be bumps on the road towards equity, tolerance and civility, we are making progress.

When I teach a course on leadership, the life of Martin Luther King, Jr. is always part of the curriculum.  My students always read Letter From A Birmingham Jail and often watch a video of the “I Have A Dream” speech. I am always amazed that for many students, this is the first time they have seen this speech and read any of Dr. King’s writings.  He was an extraordinary speaker, but an equally powerful writer.  While the videotapes of his speeches lack the technological qualities of today, his writings will still inspire any reader.

Today is a day to reflect on the life and the message of Dr. Martin Luther King, Jr.  At the end of this blog entry, I have listed some of my favorite quotes from Dr. King’s writings and speeches that I have used repeatedly over the years.  I would urge you to read some of Dr. King’s speeches and books.  Take the time to read (or reread) Letter From A Birmingham Jail, and find the “I Have A Dream Speech” on the Internet and just listen.  Hopefully, the quotes that follow will also help capture the core of his message.

But even more important, Martin Luther King, Jr. Day is a good time to reflect upon our own lives… to think about our values, our commitment to service and the Common Good, our willingness to speak out and act for justice.  Martin Luther King, Jr. Day is more than a holiday; it is a call to action. The best way to celebrate Dr. King’s life and contributions is to turn his teachings into action.  I encourage you to read and reflect upon the words of Dr. King.  I encourage you to work for justice and equality.

And sadly, we still face overwhelming challenges and threats to peace and equality in this country and throughout the world.  How you act for justice and equality is a personal decision … but you must act.  Helping at a social service agency, donating to support food and energy programs, tutoring, getting involved in political action, etc. … all are consistent with Dr. King’s vision.

But speaking out is as important and sometimes harder.  When we are silent to injustice we indirectly condone this behavior and these actions.  Our voices are powerful weapons of peace and justice.  Keep Dr. King’s dream alive today and every day!

Martin Luther King, Jr. Quotations

“In the end, we will remember not the words of our enemies, but the silence of our friends.”

“Our lives begin to end the day we become silent about things that matter.”

“Injustice anywhere is a threat to justice everywhere.”

 “I submit to you that if a man hasn't discovered something he will die for, he isn't fit to live.”

“If a man is called to be a streetsweeper, he should sweep streets even as Michelangelo painted, or Beethoven composed music, or Shakespeare wrote poetry.  He should sweep streets so well that all the host of heaven and earth will pause to say, here lived a great streetsweeper who did his job well."

“A lie cannot live.”

“He who passively accepts evil is as much involved in it as he who helps to perpetrate it.  He who accepts evil without protesting against it is really cooperating with it.”

“Life's most urgent question is: what are you doing for others?”

“The time is always right to do what is right.”

(As always, your comments and questions are welcome.)

Last week I attended the annual CIC (Council of Independent Colleges) Meeting.  I serve on the Board of Directors of this international organization.  CIC is an association of nonprofit independent colleges and universities that has worked since 1956  "to support college and university leadership; advance institutional excellence; and enhance public understanding of private higher education’s contributions to society.”  There are over 600 member institutions.

This annual meeting is for presidents only. And while the sessions and presentations are valuable, the real benefit is in the time spent speaking with my colleagues and learning about strategies and successes that may help our institution.  A central refrain during this meeting was the concern about the consistent questioning of the value of a college degree … especially at a private, independent college where tuition is relatively high.  There have been media stories and anecdotes galore regarding the challenges of the current recession and job market and the waste of time and money in attending college.

At the CIC Meeting, our focus was a discussion of the inherent value of education, and especially a liberal arts education, which is at the center of the educational experience at most independent colleges.  I agree with this and have written about liberal education many times.  But upon my return to the office, I was pleased to find a new report released by the Pew Charitable Trusts.  This report, entitled, “How Much Protection Does A College Degree Afford? The Impact of the Recession on Recent College Graduates,” focuses on the practical issues of finding a job and earning money.

Historically, study after study has demonstrated clearly that a college degree “not only increases the chances of upward mobility” (job opportunity, higher pay, career advancement), “but also reduces the chances of downward mobility” (unemployment, job loss, stagnant income).  However, in these challenging economic times, there is a perception that the “labor market is beginning to unravel for recent graduates.”  And these perceptions have led to a number of featured articles and stories (not research) about the high levels of debt, the limited job opportunity, and the lack of value of a college degree (in other words, why do you need a college degree if you are going to end up living in your parents’ basement!).

The Pew study focused on recent college graduates (aged 21 to 24). And the data is clear … a college degree is still the best investment for career opportunity and the best protection from a downturn in the economy.

The study provides a series of analyses drawn from the data collected in the Current Population Survey (CPS) from 2003-2011. The CPS is administered monthly and sponsored jointly by the U.S. Census Bureau and the U.S. Bureau of Labor Statistics (BLS). It is “the primary source of labor force statistics for the population of the United States.  The CPS is the source of numerous high-profile economic statistics, including the national unemployment rate, and provides data on a wide range of issues relating to employment and earnings.  The CPS also collects extensive demographic data that complement and enhance our understanding of labor market conditions in the nation overall, among many different population groups, in the states and in sub-state areas.”

The samples analyzed included graduates between the ages of 21 and 24 in the pre-recession period, the time of recession, and in the post-recession period (as defined by the Bureau of Labor).  The analyses compared those with a high school degree, a two-year degree, and a four-year degree.  Next week I will share a more detailed summary of the results.

But in the meantime, let’s get our children back to campus … it really is a good investment!

(As always, your comments and questions are welcome.)

During the late Fall, I devoted a number of blogs to the ideas generated through a series in The Chronicle of Higher Education that suggested ways to reinvent college.  I shared and commented on some of the ideas proposed by writers for The Chronicle, and shared some of my own ideas as well.

As I described then, readers were invited to formally propose their own ideas … and a winner was chosen in late December.  There were a number of finalists identified:

      Costco University – Faculty own the institution, and administrators work for the faculty.

      Let's Go Monk! The 21st-Century Monastery, Reinvented – Move higher ed back 800 years and everyone is a monk.

      The Mobile University – College is not a specific place, but every student has four mentors.

      Reinvention Poem – Multiple ideas put to rhyme.

But the best idea, according to The Chronicle, was described as “The College of the Global Village.”  Here’s the concept: “With an emphasis on experiential learning through a multidisciplinary investigation of varied meanings and practices of the good life; an immersion into the experience of new languages, including those of literature, the visual and performing arts, and the STEM disciplines; and the acquisition of an additional spoken and written language through living and learning in a culture where that language is primary, it is the objective of the College of the Global Village, through disciplined engagement, to strive to refocus learning on depth of experience rather than breadth of knowledge.”

Specifically, students would participate during the first year in “four immersive blocks of study,” each block lasting eight weeks. Blocks would include the arts and the humanities or a STEM discipline, Science and Ecology, “the great books,” and language immersion. Emphasis would be on research and writing.

During the second and third years, students would participate in eight additional learning blocks, which are multidisciplinary in their approach.  Examples would include blocks like, "A Guided Inquiry into the Role of Museums and Concert Halls in Civil Society" and "The Transformation of the World from Nation-States to Global Networks.”

The final year provides the opportunity for a “guided internship.”  Students would also participate in “a weekly integrative seminar” in which they would share their various learning experiences.

I must admit that none of these final proposals, including the winning entry, are especially impressive to me.  While both the “Global Village” and the “Mobile University” ideas address current issues in pedagogy, neither seems particularly innovative.  In fact, many of these ideas are already being used in various ways and date back to the educational philosophies of Maria Montessori and John Dewey.

While we can always improve the educational experience … and should … these ideas provide little new thinking regarding access and affordability.  Hopefully, the higher ed community will be even more creative in these areas.  And we can do it in prose and without a visit to the monastery.

(As always, your comments and questions are welcome.)

This will be my last blog entry for 2012.  I plan to take the next two weeks off from writing, but will return in January 2013.  I want to wish each and every one of you a Merry Christmas, a Happy Hanukkah and a special holiday season.  I hope that we will all have a wonderful and peace-filled 2013.

I also want to thank you for taking the time to read this blog and to engage in both reflection and dialogue about the issues that are raised.  People regularly ask me the same questions about this blog.  Here are some answers: 

Question: Who writes your blog?

Answer: I write the blog each and every week by myself.  From time to time, people suggest topics.  But in the end, I choose           topics that relate to higher education and society, and topics that I believe will be of interest to you, as well as to me.  I do have people who help with the editing process.  But for better or worse, the blog is all mine.

Question: Why do you write a weekly blog?

Answer: I write it for you … but I also write it for me.  For you, I hope the blog provides information, as well as ideas that are thought-provoking.  I am amazed at how many people regularly read the blog and take the time to respond either by e-mail or in person.  But I also write the blog for me.  The commitment to write a weekly blog requires me to take time every week to read, reflect and write.  Like all of us, schedules become ever-demanding.  As a member of the academic community, I value my own scholarship, research and writing.  The blog helps me to be true to my profession.

Question: Do readers respond to your blog?

        Answer: I receive many responses each week.  For some reason, very few people want their comments posted on the website. More typically, I receive e-mails, phone calls or direct comments from people at the events and meetings I attend on and off campus. Responses to the blog fall into three general categories.  There are some people who seem to agree with almost everything I write and regularly express appreciation and support.  Thank you!  There is a second group who assess each blog entry individually.  These readers sometimes agree, sometimes disagree, but almost always add ideas or information to the conversation.  Thank you as well! Finally, there are readers who only contact me when they disagree with what I write.  While sometimes painful, these responses are particularly valuable when their criticism includes a different perspective or analysis.  I value and appreciate the intellectual dialogue and learn a great deal from these readers!

Finally, let me share a few somewhat random thoughts about higher education.  The challenges for the future are enormous.  I have written repeatedly about the issues of access, affordability, quality improvement, assessment, integrity, performance, global competitiveness, etc.  At times it is at best ironic and at worst extremely frustrating that the very storehouses of so much intellectual capital and ability are so resistant to and slow to respond to the necessary changes of the future.  Higher education needs a radical transformation.  There is some evidence of innovative curriculum models, but still too little willingness to examine ways to collaborate and create economic efficiencies.  And these changes need to come from within higher ed, not from Washington, DC or external groups.  I hope that in 2013, we, the higher education community, will show more evidence and increased progress in reforming higher ed to meet the needs of our current and future generations of students.

And to understand why this is so important, one needs only to spend some time with today’s students.  In the past two weeks, I have concluded my Fall semester conversations with every freshman, and joined our students at multiple celebrations (Kwanzaa, Christmas Concert, Christmas Dinner).  These experiences provide graphic and palpable evidence of the potential, the hopes, and the dreams of these women and men.  And the key to all of this is a great education.

Long ago I stopped making New Year’s resolutions.  Rather, the transition to a new year is an opportunity to reaffirm some long standing values and commitments.  For me, providing quality higher education for first generation college students and students/families of limited means is a noble cause.  I hope to do it better in 2013.  And I thank you for your continued interest in and support of higher education.

(As always, your comments and questions are welcome.)