M.S.

Educational Leadership
Alternative Plan Paper
Jessica Franta

Jessica Franta, 1

Introduction
Private Liberal Arts colleges are often linked to stronger career outcomes due to
perceived reputation and perception of educating the whole self rather than just a student
(AACU, 2015). The majority of private colleges follow the liberal arts education model which
centers on various learning methods. As defined by the American Association of Colleges and
Universities, A liberal education helps students develop a sense of social responsibility, as well
as strong and transferable intellectual and practical skills such as communication, analytical and
problem-solving skills, and a demonstrated ability to apply knowledge and skills in real-world
settings. This can mean a variety of teaching styles, engagement methods and student
initiatives are utilized to formulate a college education. To put it simply, ...a liberal education
usually includes a general education curriculum that provides broad learning in multiple
disciplines and ways of knowing, along with more in-depth study in a major (AACU, 2015).
While I will not continue to strengthen the definition of what a liberal arts education means, I
would state that little has been done to ensure the effectiveness of this model for graduate
outcomes. Expansive information is shared by private liberal arts institutions elaborating on the
benefits of a liberal arts degree. Employers are often cited by these same universities, as direct
resources in support of these notions. According to the National Association of Colleges and
Employers, students of liberal arts institutions develop stronger communication skills, critical
thinking abilities and collaborative process that make them ideal applicants for todays job
market in a variety of roles, functions and industries (NACE, 2014). It is still unclear whether
employers prefer experience, or hands-on learning applications, compared to well-rounded
applicants from liberal arts programs. However, there are several factors that relay the success of

Jessica Franta, 2

employment for liberal arts graduates. According to the National Center for Higher Education
Management Systems, a report on earnings and long-term career paths for college graduates
stated liberal arts majors earn more than professional majors at peak earning ages of 56-60 years
of age. Unemployment rates are relatively low, or 0.04 percent higher than that of professional
degree holders. Lastly, STEM degree holders have the highest earnings across all fields
(NCHEMS, 2014). Career and earning potential continues to be a key measurement of success
with college programs, but academic success should also be considered.
Literature Review
In a recent study completed by Georgetown, the requirements for education or training
beyond that of high school will more than triple by 2020, 65 percent of jobs will require at
least some education or training beyond high school. That number was less than 30 percent in
1973. In addition, in 2012 only 53 percent of the young adults (ages 26-30) with just a high
school diploma were employed full-time, in contrast to 70 percent of college graduates
(Georgetown University, 2013 p.7). The concern with this drastic increase in the need for
educated individuals, beyond that of a high school degree, is not quantity, but quality.
Liberal arts curriculums across universities can differ greatly. Most continue to uphold
the importance of foreign language, art, English and math, but the formats can vary. A common
theme within liberal arts education is the struggle to clearly define what a liberal arts degree must
contain, or how to measure academic and ability-based success within a university, let alone
across higher education as a whole. The Liberal Education and Americas Promise, or LEAP
program, supports collaboration between academic state programs, The initiative works with
the LEAP framework, advancing essential learning outcomes, high-impact practices, and
assessment for general and liberal education (LEAP, 2014). Although the initiative is only

Jessica Franta, 3

active in 20% of the United States, it follows the trend of other universities and programs with
outlining clear objectives for their academic programs and establishing metrics for learning and
skill development. LEAP follows suit with other universities by outlining key areas for
development, such as: knowledge of human cultures and the natural world, intellectual and
practical skills, social responsibility, and applied learning (LEAP, 2014). This does raise concern
for the lack of emphasis on professional skill development, as applied learning is the least
emphasized within the initiative. Additionally, Wabash College, a small, private, liberal arts
college for men, outlined a concerning emphasis of a liberal arts education that will focus ...
greater value on developing a set of intellectual arts than on developing professional or
vocational skills (Blaich, Bost, Chan, & Lynch, 2014). This too is evidence of promotion for the
intellectual personal development and less towards support of specialized skill development.
College graduates who scored the highest on standardized tests geared toward measuring
reasoning and writing abilities, skills emphasized within a liberal arts education, were three times
less likely to be unemployed, and far more financially stable than their lower scoring
counterparts (Marklein, 2012). The intellectual development carries through with higher grades,
and test scores associated with success in adulthood. Conversely, while the liberal arts degrees
seem to cast a wider net on skill development, those with specialized degrees tend to limit their
professional and developmental opportunities. A liberal arts education supports the importance
of transferable skills in the job market and how to apply their academic learning in the real
world.
Transferable skills reflect the key attributes of a liberal arts education and enforce the
need for applicants to sell themselves during an interview, while referencing skills that may not

Jessica Franta, 4

directly relate to the role at hand. College graduates must pull from group projects, volunteer
positions and even athletic endeavors to display their abilities of success in a professional setting.
The value of a liberal arts degree continues to support the theory that careers do not pull from
one specific skill set. As the Huffington Post states,
Clearly, all successful careers require critical thinking, teamwork, sensitivity to cultural,
demographic, economic and societal differences and political perspectives. A liberal arts
education provides this grounding. Most people will have six to 10 jobs during their
careers, and liberal arts majors are the most adaptable to new circumstances (Ray, 2014).
There are clear statements in support of liberal arts education platforms, but what still is unclear
is the success and progress of students within these programs. Private liberal arts schools tend to
have higher standards or admissions requirements than those of state or community education
institutions. Caliber of student and success likely go hand in hand as we think of long term
achievement beyond college.
As previously stated, private, liberal arts institutions have higher admission standards,
specifically in relation to standardized test scores, grade point average and civic and academic
involvement. Success of higher caliber students carries on long after graduation, Graduates of
colleges with tougher admissions standards tended to have fewer debts and were less likely to
live with their parents (Marklein, 2012). Success in college is also something employers look
for when hiring. In a survey completed by NACE of more than 200 employers, 67% of
companies said they screened candidates by their GPA (NACE, 2014). Consulting and financial
institutions are the key contributors to emphasizing grade point average when hiring (Ma, 2014).
The importance for employers rests on proven results when experience is lacking. Grade point
average is a representation of prior success or dedication. Private liberal arts institutions are also
known for their reputation. This is clearly seen with business school rankings and employers
making top business schools their key schools to hire from (Schmitt, 2014). Employers follow

Jessica Franta, 5

the mindset that a liberal arts education strenuously prepares its graduates for the working world
and in most cases grade point average is enough to translate to on the job success.
Graduate success, in most cases, can be measured by obtaining employment or admission
into graduate school. These factors are clearly displayed on many of the liberal arts institutions
here in Minnesota, including the University of St. Thomas the College of St. Benedict and St.
Johns University, as well as Concordia College. There are several different reporting metrics
that universities display to the public. Some are more open to sharing than others, as is the case
with the aforementioned. Carleton College, the leader in Minnesota private based education
does not advertise their graduate outcomes. There is much that can be done to create uniformity
between these universities and report measurements. As I analyze the information behind liberal
arts education and its successes or lack thereof, there can be far better resources and analysis
dedicated to the outcomes and reporting dedicated to private liberal arts education methods.
In the past 15 years, the number of liberal arts colleges has shrunk by over 50%
(Rueteman, 2011). Overall, there is little evidence to support the success and preparedness of a
liberal arts graduate in regards to employment, early career success, and ability to perform career
related tasks. More information should be provided that examines the employers point of view
for on the job success of new college graduates as well as graduate career related outcomes. All
secondary institutions provide the opportunity to develop new skills and abilities. What is still
uncertain is whether one form of academic learning is better than the others. Hands on and
vocational learning provide clear objectives and practices for developing real world professional
competencies. Liberal arts education combines several learning objectives to develop an
individuals ability to problem solve, communicate and function as a competent team member

Jessica Franta, 6

and leader. There is no clear evidence to support how strongly a liberal arts education develops
these capabilities or to what extent the individual was already competent.
Methods
There is no consistency for accountability with gainful employment for higher education
institutions as a whole. My focus will place accountability on Liberal Arts institutions and what
actions should be taken to ensure gainful employment is achieved by graduates. I explored
colleges with in the Minnesota Intercollegiate Athletic Conference or MIAC, which included:
Augsburg, Bethel, Carleton, Concordia, Gustavus, Hamline, Macalester, St. Johns, St. Marys,
St. Olaf, and St. Thomas (mica-online.org, 2.21.15). Thorough examination of current
measurement tools that institutions utilize was performed. These measurement tools include an
annual survey sent to all graduates. The graduates are asked, not required, to report back on their
current employment status. This status can be one of the following: pursuing additional degrees
(ie. graduate program, professional program), volunteering (unpaid), employed (full or part time,
related or unrelated to the graduates academic program), and currently not seeking employment.
Graduates are sent this survey 90 days after graduation, thus supposedly providing enough time
for all graduates to have found related employment. This analysis reviewed such as the surveys
previously described, it was clear those measurements lack any direct accountability for the
institutions and what should be improved. These measurement tools are listed on each colleges
website, as previously mentioned as the annual survey sent to all graduates. Additionally,
analysis of the liberal arts methods was assessed through academic research of online academic
journals, reports and labor market trends. Lastly, through data benchmarking of employment
requirements from current job postings on Indeed, the largest employment search engine, the

Jessica Franta, 7

needs of employers were analyzed in comparison to the role requirements which included work
experience, academic degree completion and necessary abilities to perform the occupation.
Findings
Through my analysis, there are many factors that contribute to the concerning fate for
liberal arts graduates and their employable future. The current job market does not readily seek a
graduate, who only has a college education. The skill set of the MIAC bachelors degree
graduate most likely will not match that of an entry level occupation, nor would its salary
support his or her student loan debt. Overall readiness of the graduate is also questionable as are
the reports MIAC institutions advertise to prospective students from their annual graduates
career outcomes.
Findings: Job Market Analysis
Through my benchmarking study completed in October of 2016 on Indeed.com using the
key words entry level,100 positions required a bachelors degree. Entry level positions are
deemed acceptable for undergraduate students to pursue because these typically require little
prior work experience and do not restrict candidates with extensive occupational abilities that a
recent college graduate would not have. What is not included in either of the job descriptions or
the aforementioned survey is the actual college debt to income each of these applicants will take
on as a college graduate hoping to find employment. Through my own analysis and search
utilizing Indeed.com. I searched the keywords entry level and viewed 100 job descriptions,
the requirement breakdown resulted in 47 percent requiring a degree beyond high school, 20
percent preferred a degree beyond high school, and 33 percent required no additional education
beyond high school. The analysis of a similar review of management level job descriptions
resulted in 100 reviewed and a breakdown of 72 percent requiring additional education, 22

Jessica Franta, 8

percent preferring additional education, and only 6 percent requiring a GED or high school
diploma. College students may be overqualified for a third of the resulting figures for entry-level
employment, but nearly three-fourths of all management level positions require additional
training and education, but with this requirement I have yet to see accountability measurements
put in place towards gainful employment or career readiness for liberal arts students. An article
from USNEWS, Matt Sigelman, Chief Executive Officer of Burning Glass a job mining
company which sources the key requirements from thousands of positions every day, stated that,
"Clearly what we see here is that employers put a good deal of premium on college grads and in
fact, a lot of jobs simply aren't going to be open to people who dont have a college
degree"(Bidwell, 2014). This places the pressure on employers to find candidates with degrees
but as the article continues to say, "The demand for college-educated workers exceeds the
number of current workers with a college degree. In some occupations, the gap is as large as 20,
30 or 40 percentage points. Unfortunately, the need for college graduates is great, but the
measurement that colleges place on their own career readiness is faltering.
Georgetown University examined the fearful situation many of our recent graduates
currently face in their The Failure to Launch study.
The result of these trends, in combination with the Great Recession, has been a lost
decade for young people, marked by declining access to full-time jobs. Between 2000
and 2012, the employment rate for young fell from 84 percent to 72 percent. It has been
especially difficult for young adults with no education past high school, whose
employment fell from 66 percent to 53 percent (Georgetown University, 2013 p.5).
While there may be great encouragement to attend college with a great need of college degree
holding applicants, the burdening debt these applicants hold may far outreach their earning
potential. The National Association of Colleges and Employers April 2013 Salary Survey
reviewed the starting salaries for the Class of 2013, they found that the average starting salary for

Jessica Franta, 9

these college graduates stands at $44,928, up from the 2012 average salary of $42,666 (NACE,
2015). Fox Business reported that, Most financial aid calculators estimate that a graduate will
need to pull down at least $43,000 to make the $360 a month payments. This doesnt include
rent, utilities, and other necessary items so-called working professionals need to survive
("Drowning in Debt: Liberal Arts Graduates | Fox Business," 2013). Sadly, there are no current
measurements that accurately depict the readiness of each graduate who enters the workforce;
this is especially true for liberal arts universities. Most employers state that they desire soft skills
such as strong communication skills, the ability to get along with others, but under further review
of the 200 job descriptions, over 70% required at least one year of experience, and 90 percent of
the management level positions required three to five years of experience. This experience
cannot be obtained through college sports teams, student senate roles or even summer
internships.
Findings: Career Readiness
Typical college interaction prepares graduates for the world of water-cooler discourse,
most students do not feel prepared to network with other professionals, from my interactions
with MBA recruiters, this interaction is the most important interaction for career growth let alone
obtaining a job as it focuses on the 'soft skills' that cannot be learned in a text book. The Carlson
School of Management annually surveys its full time Master of Business Administration students
on their overall readiness to complete the tasks required to find an internship and full time
employment in the competitive professional job market. These tasks include: writing a targeting
resume, competently interviewing, and networking. In its 2016 survey 70% of students said they
needed assistance with networking (Incoming Class Survey, 2016). Not only has this pool of
students already graduated from undergraduate school, but in most cases already had two or

Jessica Franta, 10

more occupations, an average of more than four years working in the business sector, and have
displayed leadership through employment or extracurricular activities. Sadly, these finding are
similar to that of a bachelor degree student, who has less relatable work experience, and a far less
impressive resume. The MIAC graduate surveys reported many graduates did not feel
adequately prepared to enter the job market.
Findings: Success Standards of Institutions
There are several types of formal education programs an eager student could choose upon
graduating high school. Vocational institutions dedicate coursework to technical training and
practicum situated within real world settings that will expose each student to potential situations
that may occur while on the job. This arena of employment training institutions also includes forprofit universities that have created quite the negative image for themselves, such as the recent
ruling Globe University suffered to no longer receive federal military education benefits
("Pentagon puts Globe University and the Minnesota School of Business on probation | Star
Tribune," 2014). As a former employee of Globe University, I witnessed firsthand what gainful
employment meant during an accreditation process at the campus I worked at. For-profit
institutions clearly cost more than most state schools but their measurements of employment in
relation to completed degree far precede the measurements at other institutions. For example, in
order for a graduated associates degree medical assistant to count as gainfully employed, the
obtained occupation must directly relate to 70% of the coursework he or she completed, and the
graduate must remain employed there for more than 90 days. A follow up phone call to his or her
supervisor must also be completed to ensure the job description matched the academic program
and that the graduate was actually employed within said occupation. These standards are far
more rigorous than my alma mater the College of Saint Benedict and Saint Johns University

Jessica Franta, 11

which simply sends a survey to each student six months after graduation. Their success is
determined by three categories a placed graduate can fall under: the graduate is employed, as
either a barista at Starbucks or a consultant for Deloitte, the graduate is volunteering, or the
graduate is attending an academic institution to further his or her studies. The University of
Minnesotas College of Liberal Arts does not openly list employment success for their program
except for this messaging:
Everyone wants to know: Do CLA Grads Get Good Jobs? The answer, quite frankly, is
yes. There seems to be a consensus among alumni, regardless of major, that there is a
clear connection between skills acquired from their experience in CLA and the skills
needed afterwards: creative and critical thinking, communication, adaptability, teamwork,
and preparation for a lifetime of continuous learning ("Liberal Arts & Your Career |
College of Liberal Arts | University of Minnesota," 2015).
Typical four year institutions do not have success measurements other than the surveys recently
mentioned, this is a great disservice to their graduates and false advertising to hopeful high
school graduates and enrolled students. Business Schools are under a more watchful eye,
especially MBA programs that are dedicated to Business Week and US News rankings, but there
are ways to fudge those numbers such as universities that create positions for unemployed
graduates. With all of these options, and several other institutional models not included, I would
like to explore the lack of accountability measurements for liberal arts colleges towards gainful
employment. These students typically take on the most debt, next to for-profit institutions. The
Wall Street Journal analyzed 3,500 schools stating that, graduates of research universities
tend to carry less debt than those of liberal-arts colleges. Median debt loads average $19,445 for
liberal-arts schools, versus $18,100 for research universities ("Arts-Focused Colleges Rack Up
Most Student Debt - WSJ," 2013). Although students of liberal arts institutions are provided with
a wider academic spectrum of learning, I am concerned this learning does not accurately prepare
them for the work force. These students incur more debt to explore the forced teachings of a

Jessica Franta, 12

liberal arts education; their professional skill set will not have advanced to meet the needs of
todays workforce.
The current situation for private liberal arts institutions is that of little transparency
towards accountability and even less dedication towards gainful employment measures.
Currently most, if not all, MIAC institutions complete an annual survey for their graduates that
requests graduates to complete information involving employment status, or if he or she is
situated meaning they fall into the following categories: military duty, graduate school,
volunteering, working part time, or not seeking. There is no required response rate an institution
must hit overall, or for a specific academic program. Salary information is not reported in most
cases and employment specifics are also not listed for incoming students to be aware of.
Financial return on each graduates tuition should be at the forefront of the graduate but also the
institution. The resident tuition average for these universities is $34,991 which does not include
books, supplies, and personal expenses or even housing, this is depicted in figure 1, which I will
refer to frequently. Most, if not all, liberal arts institutions rely on donations from alumni to
continue operations. The services provided to a current student and future alumni could greatly
serve to increase donations but these donations will not be given if a student or alumni feels
ripped off to some extent from their university. I cant help but feel compelled to demand each
university provide a stronger service to students who choose to pay more than double the average
public university tuition rate as well as increase or overhaul the efforts for career-readiness for
current students of a liberal arts education.
Findings: Liberal Arts Institutions Lacking
Liberal arts education systems are said to be student focused, provide low student to
faculty ratios, deliver great preparation for graduate school and employers truly value a liberal

Jessica Franta, 13

arts education (O'Shaugnessy, 2010). Over seventy-five percent of liberal arts college graduates
stated their college experience greatly prepared them for their first job, which is only ten percent
higher than that of students who attended public flagship universities (Glotzback, 2011). My
concern is that while the class delivery may provide an enriched learning environment through
more opportunities to engage with faculty and staff, the tradeoff for that individualized attention
may not be worth it. A ten percent difference does not dictate a proven method for allowing
uneducated decisions from adolescents that could ultimately affect earnings and financial
situations of graduates for the rest of their lives. Liberal arts institutions are known to provide
learning for the student as a whole, but employers typically pay less says Tom Snyder, president
of Ivy Tech Community College in Indiana the typical job [in that area] is going to pay
$35,000 a year, and a [college] debt load equal to that will be a long burden if not a lifetime one
(Comas, 2013). This should be a contributing factor towards attendance decisions with
academic universities.
Private Liberal arts institutions, as displayed in Figure One, have similar four-year
graduation rates as public institutions, increased or even doubled tuition costs, lack of ability to
transfer credits leading to extending graduation rates and lack of acknowledging increased loan
to income ratios upon graduation for those lucky enough to obtain employment. As stated
previously, I would recommend that private liberal arts institutions within the MIAC sector
increase their readily available data on employment rankings for incoming students to view that
goes well beyond the measurements of Situated to key in the true components that truly matter
when a student is nearing graduation such as full time employment within a field relating to each
students major as well as loan to debt ratio upon graduation and lastly, debt to income ratio for
those employed. This would assist parents and incoming students with having a better

Jessica Franta, 14

understanding of the possible outcomes and loans facing each graduate. Through my research
within each institution, I found that many of these institutions do not require a career readiness
class in which students create a well-formulated resume, craft interview responses and begin the
job search. The MIAC institutions have optional services available to students to explore career
options, research fields and begin preparing for the job market. The optional surveys, similar to
the optional career services, is simply not enough. The figure below (Figure 1) depicts the
analysis of the aforementioned MIAC schools and their responses to the annual graduate survey.

Figure 1
School

Tuition (Resident)

Response Rate 2013

Employed FT

Augsburg
Bethel
Carleton
Concordia
Gustavus(2012)
Hamline
Macalester
St. Johns
St. Marys
St. Olaf
St. Thomas

34,416
32,990
47,736
34,114
40,587
36,266
47,195
38,704
30,315
41,700
35,872

NA
NA **
82%
NA
68.87%
NA
NA
96%
NA
90%
50.85%,

Na
NA
70%
NA
43.32%
NA
51%
68%
NA
73% (PT&FT)
65.54%

Situated
*
NA
NA
100+%
98%
99.47%
NA
93%
99%
NA
96%
94.81

4yr Grad rate

47%
62%
90%
65% 91%***
81%
60%
85%
71%
44%
83%
63%

*Situated: Full-time, Part-time, Volunteer, Military, Not seeking, Graduate School

**Bethel had information of Gainful employment but was not required to list due to program size under 10 students.
*** Concordias website states 91% of students graduate in 4 years, compared to U.S> News reports

Findings: Recommendations
Across the board, Carleton, Gustavus, Macalaster and St. Benedict College with St.
Johns University had the most informative analysis displayed on their website. Each analysis
also included a specific breakdown to placement based on major that included career titles,
company names and in some cases starting salary. I would recommend that each institution
publicize, with respect to student and graduate anonymity:

Jessica Franta, 15

Placement outcomes by academic program, featuring employment title, company and starting
salary, or an average starting salary
Income to loan ratio for academic program
Length of time for employment based on academic program
Support provided by academic institution for career guidance and overall involvement for
finding a career
The purpose behind being transparent with employment, career support and overall loan
outcomes will allow each applicant to outweigh tuition beyond the monetary amount to also
consider how supportive and prepared a graduate is to enter a field of work of their choosing.
Liberal arts education institutions provide an atmosphere to successfully communicate and
innovatively solve problems, as Tonia Edwards, an investment firm recruiter states, We can
train you on how to do the hard skills, but what we have a more difficult time training people for
is critical thinking and communication (Comas, 2013). This atmosphere is needed for students
and graduates to succeed in the workforce, but the costs incurred through this learning process
should be carefully outweighed with careful consideration put forth towards gainful employment
and overall career goals.
Implications
Accountability in accordance for gainful employment of college graduates should not be
the Universitys concern. Universities, specifically private, four-year liberal arts Universities are
outlined to provide academic advancement, enhance critical thinking and are not synonymous
with technical, occupational programs. The implications on academic leadership for liberal arts
graduate employment accountability can be summarized in for reasons as to why liberal arts
educational universities cannot be held accountable for the achievement gap of their graduates in
terms of income or employment outcome. Liberal arts universities should not be held liable to
gainful employment because they do not make the same promises towards career focused

Jessica Franta, 16

education but on individual enrichment of leadership, morality and analytical ability, which can
be obtained through the liberal arts education model.
First, potential students and associated families should be responsible for obtaining all
relevant information regarding academic outcome and cost associated with attendance for the
institutions and universities chosen. As previously mentioned, private, four-year institutions
typically have the highest tuition costs compared to traditional public, vocational and for-profit
institutions. Accountability for gainful employment cannot be placed upon private institutions
because there is no promise for designated careers after graduation. Private, Liberal Arts
institutions arent promising placement rates but they typically do promote small classrooms, low
student to teacher ratios leading to a student focused education enabling discussion, analytical
reasoning and enhanced leadership offerings (OShaunessy, 2010). Parents and students must be
accountable for cost and knowledge of career path from each desired major. With lower
classroom sizes comes additional costs and since private colleges do not receive governmental
funding, tuition takes a hike. Parents, guidance counselors and students themselves to realize the
potential costs incurred for smaller classes, and analysis for value added must be completed to
anticipate the potential pay out in the long run.
Secondly, students and parents must be honest with themselves about career potential, as
well as earning potential for a chosen major or desired occupation, but Universities cannot be
held accountable for a troubled economy or changing occupation requirements. A deeper analysis
must be taken into consideration for determining an academic major in accordance with an
appropriate career path. Sixty percent of 2012 college freshman were deemed not adequately
prepared for college (Sheehy, 2012). College freshmen enter with unclear expectations of
academic rigor, course scheduling for on time graduation and little to no prior exploration or

Jessica Franta, 17

preparation for deciding upon an academic major or its importance for his or her career path.
High schools should be held accountable for college costs and research, academic and career
exploration and educational preparation to promote college readiness and future classroom
success.
Thirdly, liberal arts education systems, specifically private universities that were
previously examined as top cost contenders, do not receive governmental funding or taxpayer
funding as other liberal arts or four-year universities will receive and cannot be regulated the
same. A universal measurement of accountability and gainful employment cannot be placed upon
institutions until it is clear how gainful employment is defined or until funding will be provided
to all institutions. Funding for Liberal Arts Colleges does not come from government and thus
cannot be mandated to uphold the same standards as state funded schools. Accountability
measurements have not been defined across all institutions, and cannot be forced upon
institutions that do not benefit from the financial gains of other institutions who receive
governmental funding. Far greater changes need to be made towards measurement of gainful
employment before it can become a precedent. For instance, Only 40 percent of the 55,000
programs covered by the rule were projected to meet the standards, with about 5 percent losing
eligibility for aid and the other 55 percent forced to limit enrollments or make other changes
(Sheehy, 2012). Accountability for educational success within occupational employment should
be measured across all institutions but there are far too many variables to create a singular
measurement tool for State, For-Profit, Liberal Arts and Vocational institutions. The
aforementioned academic institutions excluding vocational and in some instances, For-Profit,
could benefit from a universal measurement tool.
Kevin Carey, policy director at Education Sector, a Washington think tank agrees,

Jessica Franta, 18

that doesn't mean that the same tools would be appropriate to use for all institutions, or
that these are the right outcomes to be thinking about. It's a little clearer [for these
vocational programs] that the intended benefits of programs are supposed to be
monetary" than it would be for many liberal arts or other programs at traditional
institutions (Lederman, 2011).
Liberal arts education institutions do not promote technical classroom learning and thus,
technical and practical on-the-job or occupational training must come from outside the
classroom. Institutions should place precedence on individual growth and needs beyond
classroom learning to support experiential learning and skill development through internships,
apprenticeships and career exploration programs. These experiential learning opportunities will
provide hands on training to build field experience as well as strengthen experience gaps
required from entry level occupations that require 1-3 years of experience. Donald E. Heller
professor of education and director of the Center for the Study of Higher Education at
Pennsylvania State University, agrees that,
Holding liberal arts or other traditional college programs accountable for the labor market
outcomes of their graduates doesn't necessarily make sense, given that "for a lot of
programs out there, there just isn't a tight linkage between the program and the expected
jobs (Lederman, 2011).
This linkage between classroom learning and skill development can be strengthened and has
become a requirement of many academic programs for numerous private colleges including the
College of St. Benedict and St. Johns University. This traction follows that of a vocational
training program and would do all academic institutions a great service if implemented instead of
a universal gainful employment measurement.
All academic institutions can place far greater importance towards the success of their
students in relation to occupational outcomes but there are several other contributing factors that
must also be placed under the microscope. College readiness both from an academic and

Jessica Franta, 19

realistic career expectation must be examined in a manner that also considers the financial
stipulations between tuition costs, loan totals at graduation and the career earnings that must
cover said loans. Gainful employment measurements need to be tailored to the academic
institution with clear expectations as well as concrete communication of outcomes to students,
students and high schools.
Lastly, higher education institutions are disserving their students by not strengthening the
tie between experiential learning opportunities and the potential for career and skill development
it will have on a graduates career and earning outcomes. The circle for complete college and
career readiness must start prior to college with personal exploration, and academic institution
research, followed by promotion of skill development and career development through
experiential learning opportunities and closing the loop with a structured measurement of what
gainful employment looks like at each institution.
Recommendations
Universal higher education institutional accountability for all college graduate
employment reporting seems far-fetched, impossible even. Numerous factors impact
employment of graduates, as well as each graduates debt to income ratio. Universities cannot be
placed at fault for their students choosing specific professions, academic programs or
employment options, including salaries, after graduation. Liberal arts educational institutions
can drive employment accountability through a stronger partnership with secondary education
systems as well as strengthening their commitment to creating education programs that meet the
needs of todays employers.
As an alum of the College of St. Benedict and St. Johns University, I did not do my due
diligence of looking beyond the tuition sticker of an institution and believed that the reported

Jessica Franta, 20

96% of reported students who had successfully gone on to work meant that they could afford to
pay off their student loans or were employed in a position that reflected their educational degree.
I was also a first generation student who was told that to obtain a college degree incurring
student loans was normal. I was graced with strong financial support from family and
scholarships, but I am still devoted a section of my pay check to student loans I incurred almost
10 years ago. If I had devoted more of my time towards researching outcomes towards gainful
employment and actual measurements colleges place towards achieving strong graduate
employment rates, I may have chosen differently.
To encourage a stronger understanding of the value of education, secondary institutions
should provide programs that support and greatly enhance the higher education decision process.
As was clearly shown in a US News study, many college students simply choose a university due
to its reputation, which can come from social circles, not due to its mandated college rankings
(Morse, 2013). College rankings provide limited and biased information for interested parties.
These ranking systems serve to sway the decisions of ill-prepared high school graduates and their
families. Ownership should be placed on the secondary institutions that are creating todays
college students of tomorrow. Secondary institutions should create or strengthen college
readiness programs. These programs should not only focus on the academic preparedness but
also critical thinking, analysis and career related skills. Secondly, direct support and guidance
should be designated to each students exploration of career paths leading to a greater
understanding of skills and training required for the designated career path, current hiring
outcomes and financial income in relation to tuition costs and other educational fees. This
process should not just take place with a guidance counselor but should be formalized within
each academic year. Lastly, high schools should connect current secondary students with alumni

Jessica Franta, 21

who are current college students from academic programs of interest as well as employed alumni
in the function and occupation of the high school students interest. This would encourage
secondary students to think about the next steps after graduation and provide excellent mentors at
both the college and professional stage, or support the decision that a liberal arts college may not
be the best place for certain individuals. These increased interactions and preparation could also
result in increased high school graduation rates as students realize the requirements to have a
fulfilling career as well as allow new college students easier access into the programs of their
choice and related classes to keep them engaged.
As high schools dedicate their efforts to supporting career exploration and college
readiness, higher education academic institutions must provide the correct and legitimate
information on programmatic outcomes, graduate earnings based on majors and graduation rates.
Additional options should be clearly laid out for students. The value of a college education was
painted as priceless for me but no so for my brother. Due to his previous struggles with
academics, college had no interest for him. As the only person in my immediate family to
achieve a bachelors degree and one of very few in my extended family to pursue a masters
degree, the lack of general understanding between degrees and their financial and professional
value is very apparent in todays society. As my career has transgressed from the metropolis of
the Twin Cities to rural southern Minnesota, I have witnessed the drastic shift between the
importance of a college education to that of just maintain a sustainable living at any cost. With
the reality that some individual shave no desire to pursue education, I hope to educate all future
students on the importance of personal development. This personal development shouldnt focus
solely on a degree but a degree that makes sense for each individual, be it a PhD or a 16 credit
certificate. Higher standards can be placed on higher education institutions for the reports

Jessica Franta, 22

generated from graduating classes. The current system of surveying graduates is not intense or
accurate enough and paints an unrealistic picture. Graduates should be asked to provide accurate
information on occupation, salary and preparedness for the field they have entered. Colleges can
educate their graduates on the important role each person has in supporting his or her alma mater
by providing data that can improve academic programming, but also assist incoming students
with making accurate, well-informed and educated decisions about their future. Academic
programming can analyze these results to determine applicability of institutional curriculum, and
have a baseline of support needed for graduates not employed or under-employed. The
dedication to obtain accurate information and support occupational outcomes will strengthen the
ties graduates feel to their alma maters and likely boost annual giving campaigns.
As previously mentioned, the information obtained from graduate outcomes can support
necessary changes or success stories for academic programming. Liberal arts education systems
need to evaluate the standards of their education system. Leadership, communication and
analytical reasoning are the benefits linked to many liberal arts diplomas, but technical skills
may be missing. Even Steve Jobs agrees with this approach and has resulted in numerous
successes for the technology giant, its in Apples DNA that technology alone is not enough
that its technology married with liberal arts, married with the humanities, that yields us the
result that makes our hearts sing (Zakaria, 2015). Liberal arts universities can continue to
develop generations of competent thinkers and presenters but linking the success of these
institutions to the preparedness and employment of its graduates should also be considered to
create a balance between skill-building education that translates into competent leaders who can
do the work, teach the work and present the work that is required of them.
Conclusion

Jessica Franta, 23

The United States education system has greatly succeeded in creating an abundance of
opportunity for those ready to achieve it. Academic institutions come in all shapes and sizes but
it is now time for the private liberal arts education system to re-evaluate its so-called success.
Strengthening the skills students hone in through small class sizes can do this, as well as during
discussion based learning and specifically creating empowered educational settings that produce
skill-based learning competencies students will utilize in their professional lives after graduation.
The marriage between technical training and liberal arts learning can be a strong one that quickly
sets the aforementioned private colleges apart from their competition, not only in the classroom
but as leaders and professionals in the real world.

Jessica Franta, 24

References
Association of American Colleges and Universities, (2015, May 7) Website.
http://poetsandquants.com/2015/01/14/what-mckinsey-seeks-in-mba-hires/2/
Arts-Focused Colleges Rack Up Most Student Debt - WSJ. (2013, February 18). Retrieved from
http://www.wsj.com/articles/SB10001424127887324432004578306610055834952
Biwell, A. (2014, September 12). Report: Employers Want More College Graduates for LowerLevel Jobs - US News. Retrieved from
http://www.usnews.com/news/articles/2014/09/09/report-employers-want-more-collegegraduates-for-lower-level-jobs
Blaich, C., Bost, A., Chan, E., & Lynch, R. (2014). Executive Summary: Defining Liberal Arts
Education [PDF].
Carleton College: Institutional Research and Assessment: Outcomes. (2016, January 1).
Retrieved from http://apps.carleton.edu/campus/ira/outcomes/
Carlson School of Management, University of Minnesota. (2014, August 30). Incoming 2015
Fulltime MBA Graduate Survey. Graduate Business Career Center
Comas, A. (2013, January 9). Jilting Liberal Arts Can Hurt the US, to a Degree | The Fiscal
Times. Retrieved from http://www.thefiscaltimes.com/Articles/2013/01/09/JiltingLiberal-Arts-Can-Hurt-the-US-to-a-Degree#sthash.CApPFY6i.dpuf
Drowning in Debt: Liberal Arts Graduates | Fox Business. (2013, February 19). Retrieved from
http://www.foxbusiness.com/personal-finance/2013/02/19/drowning-in-debt-liberal-artsgraduates/
Georgetown University. (2013, September 30). Failure to Launch | CEW Georgetown.
Retrieved from https://cew.georgetown.edu/report/failure-to-launch/

Jessica Franta, 25

Gustavus Return on Education Outcomes. (2014, January 1). Retrieved from

https://gustavus.edu/roe/files/2012-full-report.pdf
Liberal Arts & Your Career | College of Liberal Arts | University of Minnesota. (2015, January
31). Retrieved from http://cla.umn.edu/future-students/why-college-liberal-arts/liberal-artsyour-career
Liberal Education and Americas Promise Program, (2015, May 7) Website.
Ma, S. (2014, September 4). How to Get into an Ivy League CollegeGuaranteed - Bloomberg
Business. Retrieved from http://www.bloomberg.com/news/articles/2014-09-04/how-toget-into-an-ivy-league-college-guaranteed
Marklein, M. (2014, January 25). Liberal arts education lends an edge in down economy
USATODAY.com. Retrieved from
http://usatoday30.usatoday.com/news/education/story/2012-01-24/liberal-arts-educationgraduates/52779652/1
Minnesota Colleges | Colleges in Minnesota | US News Best Colleges. (2013). Retrieved from
http://colleges.usnews.rankingsandreviews.com/best-colleges/mn
Morse, R. (2013, January 31). Freshman students say rankings arent key factor in college
choice. Retrieved from: http://www.usnews.com/education/blogs/college-rankingsblog/2013/01/31/freshmen-students-say-rankings-arent-key-factor-in-college-choice
NACE. (2015, January). NACE Salary Survey. Retrieved from
https://www.naceweb.org/uploadedFiles/Content/static-assets/downloads/executivesummary/2015-january-salary-survey-executive-summary.pdf
National Association of Colleges and Employers, (2015, May 7) Website.
National Center for Higher Education Management Systems, (2015, May 7) Website.

Jessica Franta, 26

O'Shaugnessy, L. (210, January 21). 5 Reasons to Attend a Liberal Arts College - CBS News.
Retrieved from http://www.cbsnews.com/news/5-reasons-to-attend-a-liberal-arts-college/
Pentagon puts Globe University and the Minnesota School of Business on probation | Star
Tribune. (2014, October 17). Retrieved from
http://www.startribune.com/local/279621232.html
Ray, E. J. (2014, July 27). The Value of a Liberal Arts Education in Today's Global Marketplace.
Retrieved from (www.huffingtonpost.com/edward-j-ray/the-value-of-a-liberal-artseducation_b_3647765.html)
Rueteman, R. (2011, March 4). Is the Four-Year, Liberal-Arts Education Model Dead?.
Retrieved from http://www.cnbc.com/id/41626661
Schmitt, J. (2015, January 14). What McKinsey Seeks in MBA Hires | Poets and Quants - Part 2.
University of St. Thomas Employment report. (2015, February 24). Retrieved from
https://blackboard.stthomas.edu/bbcswebdav/orgs/Career_Dev_Center/post-graduationsurvey/2013-PGSurvey-Fact-Sheet.pdf
Zakaria, F. (2015, March 26). Why Americas obsession with STEM education is dangerous. The
Washington Post.