Primary Purpose: To provide apprenticeship, certificate, technical diploma, and associate degree programs that: Respond to district workforce needs Prepare students to obtain family-sustaining jobs Assist individuals with career advancement

Southwest Tech District Southwest Tech Labor Market While our district covers the 5 counties in Southwest Wisconsin, our Labor Market includes counties in Iowa and Northern Illinois. Collecting and analyzing labor market information that includes 3 separate states was a challenge for us prior to using EMSI

POTENTIAL NEW PROGRAM IDENTIFICATION: Conduct GAP analysis using EMSI Occupational Table data. Highlight occupations with significant projected growth and low regional completions = potential new training.

COMPLETION OF PROGRAM CONCEPT REVIEW Program Aid Code, number, title, and description Occupational title(s) and the associated Standard Occupational Classification Code associated with the new program Mean starting hourly salary Analysis of how this new degree program supports employment demand List of stakeholders working in an Ad Hoc capacity and a summary of their discussion that support the new program Once a potential program has been identified, the next step is to complete a Program Concept Review which requires information related to areas shown: EMSI Analyst is our “go to” source for completing the Concept Review and validating program need. The Occupation Overview helps validate employment demand, identifies a median hourly wage (local and national), shows regional, district and state comparisons.

Job Posting Analytics Program Overview tells us what (if any) regional institutions offer the new program as well as the number of annual program completers and the educational level of individuals in the occupation. Job Postings analytics is a good resource to learn which employers are searching for employees. We can reach out to these employers to encourage their participation on the Ad Hoc advisory team to validate employment need.

Engaging faculty in conversations: Workforce demand and curriculum alignment Who would hire our graduates? What skills are important? What should we call the program? Which programs should grow? Change? What’s our niche in a crowded marketplace? Credit to Aaron Olanie, who worked with me on these slides for another presentation, and David Kallemeyn, who worked on the data.

Data Science vs Analytics Item Data Science Overlap Analytics  Skills statistics, hadoop, data mining, algorithms Finance, big data, machine learning, java, SQL, business intelligence analytics, data management, data warehousing, information systems Job Titles Directors of Data Management, Data Architects, Data Analytics Managers, Hadoop DevOps Engineers Data Scientists, Software Engineers, Research Analysts, Data Engineers, Product Managers, Business Analysts Data Analysts, Project Managers, Java Developers, Auditors Companies Accenture, Microsoft, Booz Allen Hamilton, Cybercoders, General Electric, AT&T, Aetna Oracle, Amazon, Anthem CenturyLink, Deloitte, United Health, Sotera Defense Solutions, State Farm, Wells Fargo, IBM

MBA Specialization What skills are in-demand for MBA jobs?

Data Champions and Triangulation Institution Masters Completions (2016) Growth % YOY (2016) Market Share (2016) USC 478 (12.0%) 0.6% Loyola Marymount U 428 (2.3%) 0.5% CSU-Northridge*^ 398 (1.7%) CSU-Los Angeles^ 396 47.8% CSU-Fullerton^ 368 636.0% CSU-Fresno^ 350 10.8% 0.4% San Francisco State^ 254 (2.7%) 0.3% CSU-San Bernardino^ 226 26.3% U. San Francisco 219 (5.2%) UCLA^ 218 CSU-Dominguez Hills^ 185 (7.0%) 0.2% CSU-Long Beach^ 183 (1.6%) U. of La Verne 176 (16.6%) *Top ranked for counseling 4.8% ^Lower tuition bracket New programs? Cybersecurity Media Studies Financial Engineering Education (MA, Student Affairs) Other info? Institution mission & priorities?

Extending utility of the data: Program Review & WSCUC Accreditation Assessing program demand & aligning curriculum with in-demand skills CRF 4.1 & 4.7 Competitive landscape & peer analyses CRF 4.1 Track alumni outcomes and career pathways CRF 2.7 & 4.1 Career exploration and development CRF 2.13 Employer and alumni engagement CRF 4.5