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THE PARTHENON GROUP Demand Analysis and Partnership Models
March 5, 2013
1303_FLOR002 2
Introduction
Parthenon conducted 12 exploratory interviews and surveyed 111 HR decision
makers across a range of companies employing STEM occupations
Primary Research Secondary Research
• Websites and publications of the following
entities:
‒ Business-Higher Education Forum
(BHEF)
‒ National Science Foundation (NSF)
‒ University-Industry Demonstration
Partnership (UIDP)
• University-industry partnerships literature
search
• Websites of selected universities
• Committee on Science, Space, and
Technology – Subcommittee on Research and
Science Education August 1, 2012 hearings
• “Fast Track to the Future: the 2012 IBM
Tech Trends Report,” IBM Center for Applied
Insights
• Bureau of Labor Statistics occupation/job
openings data
• Interviewed 12 experts/stakeholders in a
range of roles and industries, including:
− Corporate recruiters at several of Florida’s
largest STEM employers
− Managers/facilitators of university-industry
partnerships
− Career services officers at universities with
well-reputed STEM programs
− FPU board members
• Surveyed 111 HR directors and hiring
managers across 12 southeastern states in
the US (N = 26 in Florida)
− Targeted individuals who were involved in
screening and hiring candidates for STEM-
related roles/occupations
− Targeted companies in industries likely to
seek candidates with a STEM
background/expertise
1303_FLOR002 3
Objectives for Today
Part I: Review findings from demand analysis (STEM landscape
nationally, in the Southeast, and in Florida)
Part II: Discuss university-industry partnership continuum and models
along the continuum
Part III: Review preliminary set of peer institutions
Summary: Discuss Implications and next steps for Florida Polytechnic
Appendix: Supplementary materials
~ 45 min
~ 30 min
~ 15 min
~ 30 min
1303_FLOR002 4
Introduction
We will use the following framework to guide our discussion
Imp
lic
ati
on
s f
or
Flo
rid
a P
oly
tech
nic
GROWTH
AREAS
STATE GROWTH
CASE STUDIES
? ? ?
EMPLOYER
NEEDS
• STEM and STEM-related jobs have
grown faster than other occupations in
the economy
• Within STEM and STEM-related
fields, computer and mathematical
have grown significantly higher than
other STEM occupations
• The Healthcare Practitioners and
Technical field today increasingly
requires support from non-health-
focused STEM occupations for
imaging, informatics, systems design
• Employers anticipate hiring STEM
candidates who are more highly
educated
• Employers take content/subject
expertise as a given, and are looking
for practical skills/hands-on
experience, soft skills like
communications and teamwork, , and
business skills
• States like AZ, SC, and TX that have
achieved higher than average growth
have done so through:
‒ Intentional strategic planning –
identification of state economic
priorities
‒ Aligning state resources behind
these priorities
‒ Industry engaging with local
universities to develop strong
research and economic development
collaborations
Fin
din
gs
Identify key areas of growth and target
employers in these areas
(existing and new)
Understand needs of employers
and align programming to
respond to those needs
Ensure ongoing
growth and sustainability
through strategic partnerships
1303_FLOR002 5
Part I: Demand Analysis – National STEM Landscape
Employees with a STEM background are in demand across many industries in
the U.S. today; their occupations can be classified as STEM or STEM-related
Source: BLS, US Census Bureau (Note: Occupations/occupational fields are defined by BLS; STEM vs. STEM-related are defined by USCB)
STEM Occupations STEM-related
Computer and Mathematical Architecture and
Engineering
Life, Physical, and Social
Science
Healthcare Practitioners and
Technical
• Architects, Except Landscape and Naval
• Landscape Architects
• Cartographers and Photogrammetrists
• Surveyors
• Aerospace Engineers
• Chemical Engineers
• Civil Engineers
• Computer Hardware Engineers
• Electrical Engineers
• Electronics Engineers, Except Computer
• Environmental Engineers
• Health and Safety Engineers, Except Mining
Safety Engineers and Inspectors
• Industrial Engineers
• Marine Engineers and Naval Architects
• Materials Engineers
• Mechanical Engineers
• Mining and Geological Engineers, Including
Mining Safety Engineers
• Petroleum Engineers
• Engineers, All Other
• Architectural and Civil Drafters
• Electrical and Electronics Drafters
• Mechanical Drafters
• Drafters, All Other
• Aerospace Engineering and Operations
Technicians
• Civil Engineering Technicians
• Electrical and Electronics Engineering
Technicians
• Electro-Mechanical Technicians
• Environmental Engineering Technicians
• Industrial Engineering Technicians
• Mechanical Engineering Technicians
• Engineering Technicians, Except Drafters, All
Other
• Surveying and Mapping Technicians
• Computer Support Specialists
• Computer Systems Analysts
• Software Developers, Applications
• Information Security Analysts, Web
Developers, and Computer Network
Architects
• Computer Programmers
• Software Developers, Systems Software
• Network and Computer Systems
Administrators*
• Operations Research Analysts
• Computer Occupations, All Other*
• Database Administrators
• Statisticians
• Computer and Information Research
Scientists
• Actuaries
• Mathematical Technicians
• Mathematicians
• Mathematical Science Occupations, All Other
• Soil and Plant Scientists
• Microbiologists
• Biological Scientists, All Other
• Conservation Scientists
• Foresters
• Epidemiologists
• Medical Scientists, Except Epidemiologists
• Physicists
• Atmospheric and Space Scientists
• Chemists
• Materials Scientists
• Environmental Scientists and Specialists,
Including Health
• Geoscientists, Except Hydrologists and
Geographers
• Economists
• Survey Researchers
• Clinical, Counseling, and School
Psychologists
• Psychologists, All Other
• Urban and Regional Planners
• Anthropologists and Archeologists
• Historians
• Social Scientists and Related Workers, All
Other
• Agricultural and Food Science Technicians
• Biological Technicians
• Chemical Technicians
• Geological and Petroleum Technicians
• Nuclear Technicians
• Environmental Science and Protection
Technicians, Including Health
• Forensic Science Technicians
• Forest and Conservation Technicians
• Life, Physical, and Social Science
Technicians, All Other
• Chiropractors
• Dentists, General
• Orthodontists
• Dentists, All Other Specialists
• Dietitians and Nutritionists
• Optometrists
• Pharmacists
• Anesthesiologists
• Family and General Practitioners
• Internists, General
• Obstetricians and Gynecologists
• Pediatricians, General
• Psychiatrists
• Surgeons
• Physicians and Surgeons, All Other
• Physician Assistants
• Podiatrists
• Registered Nurses*
• Occupational Therapists
• Physical Therapists
• Radiation Therapists
• Recreational Therapists
• Respiratory Therapists
• Speech-Language Pathologists
• Therapists, All Other*
• Veterinarians
• Audiologists
• Medical and Clinical Laboratory Technologists
• Medical and Clinical Laboratory Technicians
• Dental Hygienists
• Cardiovascular Technologists and Technicians
• Diagnostic Medical Sonographers
• Nuclear Medicine Technologists
• Radiologic Technologists and Technicians*
• Emergency Medical Technicians and Paramedics
• Dietetic Technicians
• Pharmacy Technicians
• Psychiatric Technicians
• Respiratory Therapy Technicians
• Surgical Technologists
• Veterinary Technologists and Technicians
• Licensed Practical and Licensed Vocational Nurses
• Medical Records and Health Information Technicians
• Opticians, Dispensing
• Orthotists and Prosthetists
• Health Technologists and Technicians, All Other*
• Occupational Health and Safety Specialists
• Occupational Health and Safety Technicians
• Athletic Trainers
• Healthcare Practitioners &Technical Workers, All Other*
1303_FLOR002 6
Part I: Demand Analysis – National STEM Landscape
Nationally, ~1M STEM and STEM-related jobs were added in the last five
years, and job growth in these fields significantly outpaced the average
Notes: STEM occupations include computer and mathematical occupations, engineering and architecture occupations, and life, physical and social science occupations; STEM-
related occupations are healthcare practitioners and technical occupations (as defined by US Census Bureau)
Source: BLS, US Census Bureau
Annual Rate of US Job Growth, 2006-2011
Healthcare practitioners
and technical
occupations are
“STEM-related”,
because most of these
occupations require a
STEM background, and
the field today
increasingly non-
health-focused STEM
occupations for
imaging, informatics,
systems design, etc.
US STEM & STEM-related Jobs, 2006-2011
1303_FLOR002 7
Part I: Demand Analysis – National STEM Landscape
Within the growing STEM and STEM-related fields, healthcare and
computer-related occupations have grown particularly quickly…
Source: BLS
-6 -4 -2 0 2 4%
Construction and Extraction
Production -4.0%
Life, Physical, and Social Science -2.6%
Transportation and Material Moving -2.2%
Farming, Fishing, and Forestry -1.9%
Office and Administrative Support -1.5%
Installation, Maintenance, and Repair -1.4%
Buildingand Grounds Cleaningand Maintenance -1.0%
Architecture and Engineering -0.8%
Sales and Related -0.7%
Arts, Design, Entertainment, Sports, and Media 0.0%
Food Preparation and Serving Related 0.3%
Legal 0.5%
Education, Training, and Library 0.5%
Management 0.9%
Protective Service 1.1%
Business and Financial Operations 1.2%
Community and Social Service 1.6%
Computer and Mathematical 2.1%
Personal Care and Service 2.1%
Healthcare Practitioners and Technical 2.3%
Healthcare Support 2.6%
-5.8%
STEM JobGrowth
STEM-relatedJob Growth
Non-STEMJob Growth
Annual US Job Growth by Occupational Field, 2006-2011
1303_FLOR002 8
Part I: Demand Analysis – National STEM Landscape
…with most occupations in the STEM-specific computer and
mathematical field experiencing above-average growth
Source: BLS
Annual US Computer and Mathematical Job Growth by Occupation, 2006-2011
1303_FLOR002 9
Part I: Demand Analysis – Southeastern U.S. and Florida
Parthenon launched a survey targeted at the Southeast and Florida to
verify whether the national trends hold true at the local level as well
Demographics of Parthenon STEM Employer Survey Respondents, February 2013
Source: Parthenon STEM Employer Survey (n = 111)
• The survey targeted HR decision makers in industries which require many STEM occupations
• Combined, the companies of survey respondents employ ~1.5M people, 1/3 of whom are in STEM jobs
1303_FLOR002 10
Part I: Demand Analysis – Southeastern U.S. and Florida
Growth trends in the southeastern US mirror national growth; employers there
expect to increase overall hiring, and maintain or increase STEM-related hiring
Q: On average, how many new employees does your company
hire annually today?
Q: How many new employees do you expect your company to
hire annually in the future? (Estimate the average annual number
of new employees you expect to hire in the next 5 years.)
Q: Are you aware of any strategic plans or company
initiatives that would result in your company significantly
changing its rate of STEM employee hiring in the next 5
years?
Source: Parthenon STEM Employer Survey (n = 111)
1303_FLOR002 11
Part I: Demand Analysis – Southeastern U.S. and Florida
Employers note that STEM fields represent major opportunities for continuing
growth, and agree that many of the emerging growth areas are STEM-focused
Stakeholder
Perspectives on
STEM Growth
Stakeholder
Perspectives on
Emerging STEM
Fields
• During interviews, Parthenon asked stakeholders about their perspectives on the demand for STEM
candidates overall, and the specific demand for computer/mathematics occupations and healthcare
practitioners/technical occupations (previously identified as the fastest growing STEM fields):
− “Among our 2K employees in central Florida, about 60% of them have a STEM background. These folks
are invaluable to our technical groups and engineering/design teams. We’d hire more if we could!”
− Corporate Recruiter at Jabil Circuit
− “It makes sense that the health and computer industries are growing here in Florida. Their growth is also
closely related, with the increased use of digital imaging and technology in healthcare innovation”
− Florida Polytechnic Board Member
− “For now, we can meet our needs in terms of hiring: we seek mechanical and civil engineers with
Bachelors’ degrees, and chemical engineers and material scientists with masters’ or PhDs. But there is
certainly growing concern that there won’t be enough of the type of qualified and highly-educated
candidates that we seek to match our future needs”
− Director of University R&D Strategy at Dow Chemical
• Interviewees and survey respondents identified a range of fields which require employees with STEM
backgrounds, and in which there is likely to be growth in coming years, including:
− Computer science/engineering (including information security, fiber security, systems engineering)
− Nanotechnology/robotics (for both healthcare and technology-related applications)
− Energy conversion (including natural resource use and artificial power generation)
− Communications
− Logistics
• Among existing industries in Florida, stakeholders also suggested that there may be new or niche
demand for STEM candidates in the following areas:
− Aerospace (increased space access and in-orbit operations)
− Tourism (big data and logistics)
Source: Parthenon STEM Employer Survey (n = 111); Parthenon interviews
1303_FLOR002 12
Part I: Demand Analysis – Southeastern U.S. and Florida
Employers across industries anticipate that the greatest growth in new
hires will come in computer-related occupations
Q: Among the STEM occupations your company currently employs, which one do you
expect to grow fastest in the next 5 years (in terms of total number of new hires)?
Source: Parthenon STEM Employer Survey (n = 111); Parthenon interviews
Top 5 STEM Occupations by Expected Growth (% of Respondents) • Computer Software Engineers,
Systems Software
− “Rapid technology changes and
business needs will require systems
hardware and software upgrades”
− HR Manager, Telecomm
Services Co.
Computer and Information Systems
Managers
• “Necessary for enhanced software
applications”
− Hiring Manager,
Pharmaceuticals Company
Mechanical Engineers
• “We need people to operate higher
tech machinery”
− HR Manager, Chemicals Co.
Commentary
1303_FLOR002 13
Part I: Demand Analysis – Florida
These high expectations align with historical growth rates; however, growth
rates vary by occupation within the broader computer and mathematics area
Note: Shading is based on number of employees statewide in 2011
Source: BLS
Florida Annual Computer and Mathematics Growth by Occupation, 2006-2011
1303_FLOR002 14
Part I: Demand Analysis
Achieving growth in Florida will require a focused effort to align with
existing employers and attract new employers in growing fields
Imp
lic
ati
on
s f
or
Flo
rid
a P
oly
tech
nic
• Ensure that departments/programs
align with areas of growth
• Coordinate with employers to design
programs that align with their needs
so that students graduate “job ready”
• STEM and STEM-related jobs have
grown faster than other occupations in
the economy
• Within STEM and STEM-related
fields, computer and mathematical
have grown significantly higher than
other STEM occupations
• The Healthcare Practitioners and
Technical field today increasingly
requires support from non-health-
focused STEM occupations for
imaging, informatics, systems design
• Employers anticipate hiring STEM
candidates who are more highly
educated
• Employers take content/subject
expertise as a given, and are looking
for practical skills/hands-on
experience, soft skills like
communications and teamwork, and
business skills
• States like AZ, SC, and TX that have
achieved higher than average growth
have done so through:
‒ Intentional strategic planning –
identification of state economic
priorities
‒ Aligning state resources behind
these priorities
‒ Industry engaging with local
universities to develop strong
research and economic development
collaborations
Fin
din
gs
Identify key areas of growth and target
employers in these areas
(existing and new)
Understand needs of employers
and align programming to
respond to those needs
Ensure ongoing
growth and sustainability
through strategic partnerships
1303_FLOR002 15
Part I: Demand Analysis – Responding to Employer Demand for Talent
A promising trend for Florida Polytechnic is that employers anticipate hiring STEM
candidates who are more highly educated, and who graduated with a STEM degree
Q: How do you expect the profiles of your company’s population of STEM
employees to change over the next 5 years?
Source: Parthenon STEM Employer Survey (n = 111)
STEM Degrees Non-STEM Degrees
`
Commentary on Hiring of STEM Graduates
• “Bachelor’s degree holders will displace
associate’s degree holders”
− Manager, Chemicals Co.
• “It’s better to have more employees with relevant
STEM degrees than employees without STEM
degrees”
− Program Manager, Aerospace & Defense
Co.
• “We’ll have a higher need for engineers and
computing professionals”
− Hiring Manager, Telecomm. Services Co.
• “Demand is increasing for higher degrees and
people who can use new technology”
− IT Dir., Computer Software Co.
• “STEM employees are expected to be hard to find
in future years. We expect to hire as many good
candidates as we can find in the next 5 years”
− Office Manager, Energy Co.
• “We have found that employees with a STEM
bachelor’s degree are more productive than those
with non-STEM bachelor’s degrees”
− HR Manager, Transportation
Services/Logistics Co.
1303_FLOR002 16
Part I: Demand Analysis – Responding to Employer Demand for Talent
Employers note that recent STEM graduates are more likely to possess
the necessary practical skills to be successful than the business skills
Q: Please rate your agreement with the following two statements:
1. Recent STEM graduates possess the necessary practical skills to make
them successful contributors at my company within 6 months of hiring.
2. Recent STEM graduates possess the necessary business skills to make
them successful contributors at my company within 6 months of hiring.
[Respondents were asked to rate their agreement on a 1-7 scale, where 1=
Strongly disagree, and 7 = Strongly agree]
Source: Parthenon STEM Employer Survey (n = 111)
Commentary on Practical Skills
• “Most have book knowledge and not
enough work experience”
− Hiring Manager,
Telecommunications
Services Company
• “They need more formal training”
− Manager at Energy Company
• “We often find that individuals graduating
with specific degrees lack the ability to
complete even basic tasks in that field”
− Hiring Manager at Computer
Software Company
Commentary on Business Skills
• “They don’t necessarily understand the
ins and outs of business and how it
applies to them”
− Controller at Environmental
Services & Equipment
Company
• “Most haven’t taken any business
classes and don’t have any business
experience. They aren’t mindful of how
their work contributes to the bottom line”
− VP of Operations at
Computer Software Company
1303_FLOR002 17
Part I: Demand Analysis – Responding to Employer Demand for Talent
Employers place a higher value on candidates’ soft skills and practical
skills than theoretical knowledge in the hiring process
Q: When hiring for STEM positions in general at your company, how important are each of the following criteria?
How does the average candidate rate on each of the following criteria?
[Respondents were asked to rate criteria and candidates on a 1-7 scale, where 1= Not at all important/Candidate does not
meet expectations, and 7 = Extremely important/Candidate exceeds expectations]
Source: 2012 IBM Tech Trends Report, Parthenon STEM Employer Survey (n = 111)
`
However, recent studies have shown that today’s fastest-growing and most successful companies focus on both
attracting well-round candidates and continuing their skill development across a wide array of disciplines.
Thus, there may be near-term shifts in the relative importance of certain criteria
1303_FLOR002 18
Part I: Demand Analysis – Responding to Employer Demand for Talent Employers identified some programs that prepare students well for the job market
today, and offered suggestions to help others ensure all graduates are “job-ready”
Q: Which institutions best prepare their students for
entry into the job market today?
Q: What is one thing that higher education institutions could do
better to graduate students "job ready" and enable them to be
productive contributors within 6 months on the job?
Practical/Hands-on Experience
• “Provide more hands-on experience”
− HR Manager, Energy Co.
• “Get them more practical experience that can be reviewed and
critiqued by experts”
− Hiring Manager, Computer Software Co.
• “Put them in apprenticeships”
− Recruiter/Headhunter, Health Care/Medical Co.
Business Skills
• “Create more business-oriented requirements, rather than general
electives”
− VP/Division Manager, Aerospace & Defense Co.
• “Teach them more about the real business world”
− Controller, Telecommunications Services Co.
Communication Skills
• “Work on their communication. It is vital for every member to
contribute and not simply do the tasks assigned to them”
− Hiring Manager, Computer Software Co.
• “Teach communication skills for client meetings”
− VP of Operations, Computer Software Co.
Source: Parthenon STEM Employer Survey (n = 111); Parthenon interviews
1303_FLOR002 19
Part I: Demand Analysis – Responding to Employer Demand for Talent
When asked to consider emerging fields, employers were also able to identify
additional skills that candidates will likely require to succeed in these areas
Q: In your company’s industry, what
do you see as emerging fields?
Q: Are there any skills specific to these emerging fields which schools
should focus on teaching and/or students should focus on mastering?
• “They need business skills to consult on cloud-based applications”
− Owner, Computer Software Co.
• “Skills like SAAS and Java”
− Hiring Manager, Computer Software Co.
• “They should have appropriate cyber security training”
− Human Resources Manager, Telecommunications Services Co.
• “Information assurance, cyber security, and computer forensics”
− Manager, Computer Software Co.
• “How to implement Electronic Health Records”
− Administrator, Computer Software Co.
• “They have to be able to work with both information and people”
− Health Information Management Director, Health Care/Medical Co.
• “Architecture and design principles, not necessarily specific platforms like
iOS”
− Hiring Manager, Computer Software Co.
• “They should know how to manage servers via mobile technology”
− Technical Manager, Computer Software Co.
Cloud Computing
Cyber Security
Health Information Technology
Mobile Development
1303_FLOR002 20
Part I: Demand Analysis
Achieving growth in Florida will require meeting employer demand for
qualified and “job ready” candidates
• Ensure that departments/programs
align with areas of growth
• Coordinate with employers to design
programs that align with their needs
so that students graduate “job ready”
• “Job ready” or qualified candidates
possess the hard skills and practical
knowledge necessary to perform job
tasks, but also the soft skills and
theoretical knowledge to be strong
contributors to their teams and to the
workplace
• A school’s strong reputation can
attract both students and companies,
who value proximity to well-reputed
academic institutions
Imp
lic
ati
on
s f
or
FL
Po
lyte
ch
nic
• STEM and STEM-related jobs have
grown faster than other occupations in
the economy
• Within STEM and STEM-related
fields, computer and mathematical
have grown significantly higher than
other STEM occupations
• The Healthcare Practitioners and
Technical field today increasingly
requires support from non-health-
focused STEM occupations for
imaging, informatics, systems design
• Employers anticipate hiring STEM
candidates who are more highly
educated
• Employers take content/subject
expertise as a given, and are looking
for practical skills/hands-on
experience, soft skills like
communications and teamwork, and
business skills
• States like AZ, SC, and TX that have
achieved higher than average growth
have done so through:
‒ Intentional strategic planning –
identification of state economic
priorities
‒ Aligning state resources behind
these priorities
‒ Industry engaging with local
universities to develop strong
research and economic development
collaborations
Fin
din
gs
Identify key areas of growth and target
employers in these areas
(existing and new)
Understand needs of employers
and align programming to
respond to those needs
Ensure ongoing
growth and sustainability
through strategic partnerships
1303_FLOR002 21
Part I: Demand Analysis – State Case Studies
Targeted efforts in certain US states have enabled them to achieve higher
than average growth in STEM and STEM-related fields…
Annual US Job Growth by State, 2006-2011
Notes: STEM occupations include computer and mathematical occupations, engineering and architecture occupations, and life, physical and social science occupations;
STEM-related occupations are healthcare practitioners and technical occupations (as defined by BLS)
Source: BLS
1303_FLOR002 22
Part I: Demand Analysis – State Case Studies
…Often through state government-driven initiatives and the
development of university-industry partnerships (1 of 2)
Source: Bureau of Labor Statistics, Organization Websites, Battelle Institute, Parthenon interviews
Science Foundation
Arizona (SFAz)
Arizona STEM
Network
Case Study: Arizona
• Public-private partnership created in 2006 to strengthen and diversify state’s economy
• Three focus areas
‒ Research: Fund research in areas like biomedical engineering, clean energy, and IT
‒ Education: Funded 263 Graduate Research Fellows at AZ research universities since 2007
‒ Statewide Impact: Incentivize research with high-impact commercial potential for state
• Economic impact of $592M within the first five years (independent estimate)
‒ Created 22 companies and 1,776 jobs
‒ 179 patents applied for and/or issued, along with 16 technology licenses
• Attracted $4.40 of industry and out-of-state funding for every $1 of in-state funding received
• Public-private partnership launched in 2010 with SFAz affiliation and support of 80
stakeholders
• The 5-year plan announced in February 2012 included goals such as:
‒ Establish STEM as a priority in communities, districts, and schools throughout the state
‒ Increase the number of individuals graduating with STEM degrees and credentials
• Works to create opportunities for private business sector to meaningfully engage with schools,
usually at the K-12 level
• Additional funding from McMoRan Copper & Gold Foundation, Helios Education Foundation,
Intel, JPMorgan Chase and Research Corporation for Science Advancement, etc.
AZ Projected Employment Growth
• Healthcare & Technical Occupations: 3.8%
• Computer & Mathematical Occupations: 5.2%
1303_FLOR002 23
Part I: Demand Analysis – State Case Studies
State Government Initiatives and University-Industry Partnerships (2 of 2)
Source: University websites, Company websites; Organization websites; Parthenon interviews
Cle
ms
on
Un
ive
rsit
y
Ce
nte
r fo
r
Wo
rkfo
rce
De
ve
lop
me
nt
ST
EP
s t
o S
TE
M
at
the
Un
ive
rsit
y o
f
So
uth
Ca
roli
na
Case Study:
South Carolina
• Uses e-learning and virtual simulation to improve
education and facilitates industry networking
• Duke Energy gave a $4M grant to support
workforce development and STEM education
• Receives funding from US DOL, Employment and
Training Administration, and NSF as well
• Other industry partners: Boeing, GE, Honda, etc.
• STEP (STEM Talent Expansion Program) provides
scholarships, research internships, etc. to help
STEM transfer students adjust to the University
• Offers stipends for such tasks as attending
socials, meeting with advisers, or presenting work
• Facilitates internships with government,
industry, or academia
SC Projected Employment Growth
• Healthcare & Technical: 4.0%
• Computer & Mathematical: 3.6%
Sm
art
Sta
te P
rog
ram
• Supports research in 6 “Smart Clusters”
including advanced materials & nanotechnology,
future fuels, and information science
• Research university partners: Clemson, Medical
University of SC, University of South Carolina
• Equal investment by state and non-state
partners (such as BMW and Roche)
• Has already generated $1.2B in private and
federal investment
Te
xa
s E
ng
inee
rin
g
Ex
pe
rim
en
t S
tati
on
(TE
ES
)
Na
tio
na
l In
sti
tute
for
Re
ne
wa
ble
En
erg
y (
NIR
E)
Case Study:
Texas
• Established in 1914, supports engineering and tech-
oriented research and educational collaborations
• Administers >4K research projects and >2K
industry partnerships (e.g., Exelon Corporation)
• Generates $120M in federal and private funding
• University partners include: Texas A&M, Texas State,
University of North Texas, etc.
• Public-private partnership founded in 2009 by the
Innovate Texas Foundation and Texas Tech but
works with other universities (e.g., Univ. of Iowa)
• Focuses on R&D for solar and other green energy
• Liaison between government, universities, and
private sector (including Alstom, AUI, Shell Wind)
TX Projected Employment Growth
• Healthcare & Technical: 3.7%
• Computer & Mathematical: 3.4%
Ha
rt C
en
ter
for
En
gin
ee
rin
g
Lea
de
rsh
ip a
t S
MU
• Partners with industry to create personal plans for
success and provide early exposure to corporate
leadership tools like 360° feedback, leadership
assessments, and leadership coaching
• Offers unpaid internships and paid, full-time co-ops
(the first co-op in the Southwest, founded in 1925)
• Structured mentorship program connects
students to professionals with aligned career
interests, min. 3 years experience, and formal
mentor training
1303_FLOR002 24
Part I: Demand Analysis – State Case Studies
Florida has experienced growth in the same STEM occupational fields as high
STEM growth states, positioning it well for more significant future growth
Source: BLS
Annual US Job Growth by Occupational Field and State, 2006-2011
1303_FLOR002 25
Part I: Demand Analysis – State Case Studies
Arizona serves as a good model for Florida to emulate in order to successfully
achieve the growth that STEM fields have represented elsewhere
Measure Arizona Florida Notes
GD
P
Annual GDP Growth (2001-2011) 1.5% 1.0%
Both Arizona and Florida suffered in the recent
economic downturn
Annual GDP Growth (2006-2011) -2.0% -2.6%
Ge
nera
l
Ed
uc
ati
on
% of Population 25+ with a High School
Diploma 85.7% 85.9%
In both states, ~85% of residents have a high
school diploma, but only one-quarter hold a
Bachelors’ degree or higher % of Population 25+ with a Bachelors’
degree or higher 26.5% 25.8%
ST
EM
Ed
ucati
on
STEM Degrees as a % of Total
Degrees, Bachelors’ degrees and above 14.4% 12.7%
Among Bachelors’ degree candidates (and
above), Arizona graduates a larger share of
students with STEM degrees annually than
Florida does
Oc
cu
pati
on
Gro
wth
STEM & STEM-related Occupation
Growth (2006-2011) 2.3% 0.0%
Similarly, while Florida’s STEM job growth has
been flat in recent years, Arizona’s has grown at
more than 2% per year Non-STEM Occupations (2006-2011) -2.0% -2.1%
1303_FLOR002 26
Part I: Demand Analysis – State Case Studies
If Florida could grow its STEM industries at levels achieved in other states, it
would represent an increase of ~50% in projected 2018 STEM job openings
Note: Overall replacement rate in US ~15%, replacement rate in STEM occupational fields ~7% (applied here); annual historical growth rates at the occupational level are applied
and projected forward (annual occupational growth rates in FL on the left, a ramp-up to annual occupational growth rates in AZ on the right)
Source: BLS, Parthenon analysis
Scenario 1: Status Quo Scenario 2: Focused Growth
Florida’s STEM industries continue to grow and hire
employees at historical rates
Florida focuses on growing STEM fields and works to
attract new employers to the state through financial
incentives and the development of a highly-qualified
labor force
1303_FLOR002 27
Part I: Demand Analysis
Achieving growth in Florida will require a focused approach and
coordination across industry, higher education, and government entities
• STEM and STEM-related jobs have
grown faster than other occupations in
the economy
• Within STEM and STEM-related
fields, computer and mathematical
have grown significantly higher than
other STEM occupations
• The Healthcare Practitioners and
Technical field today increasingly
requires support from non-health-
focused STEM occupations for
imaging, informatics, systems design
• Ensure that departments/programs
align with areas of growth
• Coordinate with employers to design
programs that align with their needs
so that students graduate “job ready”
• Employers anticipate hiring STEM
candidates who are more highly
educated
• Employers take content/subject
expertise as a given, and are looking
for practical skills/hands-on
experience, soft skills like
communications and teamwork, and
business skills
• “Job ready” or qualified candidates
possess the hard skills and practical
knowledge necessary to perform job
tasks, but also the soft skills and
theoretical knowledge to be strong
contributors to their teams and to the
workplace
• A school’s strong reputation can
attract both students and companies,
who value proximity to well-reputed
academic institutions
• States like AZ, SC, and TX that have
achieved higher than average growth
have done so through:
‒ Intentional strategic planning –
identification of state economic
priorities
‒ Aligning state resources behind
these priorities
‒ Industry engaging with local
universities to develop strong
research and economic development
collaborations
• Partnerships for development and
innovation benefit both higher education
institutions and industries/companies
− Higher education students receive
practical on-the-job experience
through internships and co-op
programs
− Industries/companies can guide the
development of future candidates
− Both parties benefit from shared
innovation and resources
Imp
lic
ati
on
s f
or
FL
Po
lyte
ch
nic
F
ind
ing
s
Identify key areas of growth and target
employers in these areas
(existing and new)
Understand needs of employers
and align programming to
respond to those needs
Ensure ongoing
growth and sustainability
through strategic partnerships
1303_FLOR002 28
Objectives for Today
Part I: Review findings from demand analysis (STEM landscape
nationally, in the Southeast, and in Florida)
Part II: Discuss university-industry partnership continuum and
models along the continuum
Part III: Review preliminary set of peer institutions
Summary: Discuss Implications and next steps for Florida Polytechnic
Appendix: Supplementary materials
~ 45 min
~ 30 min
~ 15 min
~ 30 min
1303_FLOR002 29
Part II: University-Industry Partnership Continuum
Partnership with industry is a vital component of universities’ success:
in educating students, advancing research, and contributing to the economy
• ALL universities have some form of industry partnerships:
‒ For example, of the 50+ STEM-focused universities we identified in Phase 1 of our
work, 100% establish relationships with employers for the purpose of student job
placement. This is typically the most loose/least engaged form of university-industry
partnership
• The most powerful university-industry partnerships go beyond recruitment and span the
spectrum from student-focused (to advance teaching and learning) to economy-focused
(to advance research and regional/local economic development
• There is a tremendous range in the depth and breadth of partnerships. The strongest
partnerships typically span multiple focus areas on the spectrum described above
• Collaborations also vary in terms of the number of partners involved. They can be:
‒ 1:1 relationships (1 university, 1 industry partner), e.g., specific research collaboration
‒ 1:Multiple relationships (1 university, many industry partners), e.g., recruitment, co-ops
‒ Multiple relationships:1 (many universities, 1 industry partner), e.g., corporate academic
initiatives, software/hardware grants
‒ Multiple on both sides, e.g., joint collaborations within research parks, university-
industry consortia in specific industries
1303_FLOR002 30
Part II: University-Industry Partnership Continuum
Existing partnerships fall into five broad categories which are not mutually
exclusive. The deeper the relationship, the more categories it tends to include
Student Focused Economy Focused
Recruitment/
Job Placement
Experiential
Teaching &
Learning
• The connection
between workforce
labor needs and
current students or
recent graduates
through outreach,
information, and
facilitation
including career
fairs, site visits,
and resume
opportunities
• The integration
of industry into
the curricula and
learning
experiences,
from advising and
specific research
to co-designing
programs and co-
ops
1 2
Students Students
Target Audience/Main Beneficiary
Description
Lifelong
Learning
• The development
of an employer’s
workforce through
access to certifi-
cates, executive
education, or
programs that are
fully customized to
the workforce
needs of the
employer
3
Company’s
Employees
Advancement
of Research
• Collaboration
between the
industry’s needs
and the
institution’s
interests leads to
different levels of
investment, from
individual
projects to long-
term & large-
scale projects
4
University
Reputation/
Employers
Economic
Development/Tech
Transfer &
Commercialization
• Universities as a
place for innovation
that bring together
people and provide
the infrastructure
to incubate ideas
• Industry partners
help
commercialize
most promising
ideas
5
Local Economy/
Broader Public
1303_FLOR002 31
Part II: University-Industry Partnership Continuum
Levels of involvement can vary significantly from employer to employer,
and range from “transactional relationships” to “strategic alliances”
Recruitment/
Job Placement
Experiential
Teaching &
Learning
Economic
Development/
Tech Transfer &
Commercialization
Advancement
of Research
Lifelong
Learning
LEVEL OF ENGAGEMENT
LOW (“Transactional”) MEDIUM (“Collaboration”) HIGH (“Alliance”)
Career Fairs
Job Interviews
Company Seminars Internships Student Mentorship by
company employees
Employers in
Advisory Capacity
Research/Capstone
Project Sponsorship
Curriculum
Development
Assistance
Course Teaching Co-Ops, Often with
Student Mentorship
Material Transfer
Agreements Faculty Consulting
Access to Industry
Equipment & Space
Sponsored
Research
Sponsored
Clinical Trials
Collaborative
Research Projects
Joint Applications
for Funding
1
2
3
4
5
Business Seminars
& Conferences
Employee Tuition
Reimbursement
Access to
University
Resources
(e.g., library)
Employers as
Significant Pipeline
of Students
(B2B Recruitment)
Customized
Education Programs
Start-up Assistance
(Facilities, Advice)
Start-up Assistance
(Capital)
Tech Transfer/
Patent Licensing
Research Parks
Joint Econ. Dev.
Initiatives
“Executive in
Residence”
Programs
University-Industry
Consortia
1303_FLOR002 32
Part II: University-Industry Partnership Continuum
Mini-examples: Recruitment and Experiential
Teaching & Learning
Sources: University websites; Parthenon interviews February 2013
Examples Level of Partnership
• Worcester Polytechnic Institute
research undergraduate projects
• ASU Polytechnic Campus/College of
Technology & Innovation iProjects
• Drexel University Co-Op Program
• IBM Academic Initiative involved a
broad range of universities and colleges
• IBM Watson student internships with
a range of universities and colleges
• Olin College year-long engineering
projects by seniors for corporate clients
• University of Pittsburgh “Executives
in Residence” Program
1 2 Medium High Very High Low
1303_FLOR002 33
Part II: University-Industry Partnership Continuum
Mini-examples: Lifelong Learning
Source: University websites; Parthenon interviews February 2013, http://www.huffingtonpost.com/2012/05/10/tuition-reimbursement-10-companies-that-
pay_n_1507188.html#slide=more22560 http://www.ece.umd.edu/News/news_story.php?id=4956, http://www.wiu.edu/foundation_and_development/profiles/john_deere.php,
Examples Level of Partnership
• Enrollment of employer workforce
into programs; employers provide
tuition reimbursement
Medium High Very High Low
• Over 50% of Drexel University’s
online enrollment comes through
channel partnerships with employers
• Employees reimburse employees’
tuition, but also receive a discount
when their employees enroll
• ASU Polytechnic’s College of
Technology and Innovation
designed a customized program
for Intel to train their workforce.
• Currently also designing a
program for Boeing
• Five new courses for Intel employee students to complement
the existing engineering curriculum
• Class schedule that accommodates the working schedules of
Intel employees (courses only on Wednesdays)
• Broader access and easier completion by putting more courses
in a hybrid model
• Capstone projects for Intel students are only within Intel
• Scaling standard program to all Intel sites
3
1303_FLOR002 34
Part II: University-Industry Partnership Continuum
Mini-examples: Advancement of Research
Sources: University websites; Parthenon interviews February 2013
Examples Level of Partnership
• Rice University enters into a multi-year, multi-
million dollar partnership with Lockheed Martin
to focus on Nanotechnology (2008)
• Virginia Tech partners with four corporations to
receive a five-year grant to establish a NSF-
Industry/University Cooperative Research Center
• Cornell University utilizes space in Manhattan
donated by Google for its new “High Tech
Campus” on Roosevelt Island
• Colorado School of Mines mine lab receives
refuge chamber donated by MineArc, Inc.
• ASU receives 25% of renewable energy research
awards from industry (over 100 companies
including APS and Siemens)
• RPI Computational Center for Nanotechnology
Innovations in partnership with IBM and NY State
houses the Watson computing system (1st
deployment in an academic setting)
4
• UC Berkeley receives a 19-year, $500M grant from
British Petroleum to form a strategic research
partnership focused on next-generation biofuels
Medium High Very High Low
1303_FLOR002 35
Part II: University-Industry Partnership Continuum
Mini-examples: Economic Development/
Tech Transfer & Commercialization
Sources: University websites; Parthenon interviews February 2013
5
Examples Level of Partnership
• National Collegiate Inventors and Innovators
Alliance partners (NCIAA) partners with Univ of
Maryland, GWU, and Virginia Tech to host the
University Innovation Summit
• Arizona State University (ASU) and Global
Silicon Valley Capital (GSV) bring together key
players in innovation: entrepreneurs, investors,
politicians, educators
• bwtech@UMBC: Research and Technology
Park at University of Maryland Baltimore
County (UMBC), 71-acre space for start-ups
and like-minded companies to innovate together
• Largest research park in the world, Research
Triangle Park (three universities – Duke, NC
State University, Univ of North Carolina; and
over 170 global companies)
• Technology Transfer Offices at universities
work with university researchers and with industry
to facilitate transfer of university intellectual
property – through patent licensing – to industry
(development and commercialization)
Medium High Very High Low
1303_FLOR002 36
Part II: University-Industry Partnership Continuum
Levels of funding (cash or in-kind) also vary with level of overall
engagement
Funding
Levels
Smaller contributions, not
necessarily program-specific
Larger contributions,
typically program-specific Major gifts
Contribution
Examples
• Software grants
• Hardware grants
• Lab equipment and supplies
• Guest lectures
• Student fellowship and
scholarship support
• Sponsorship of student
capstone projects
• Sponsorship of lab
equipment
• Sponsorship of new
curricular programs
• Endowed faculty chairs
• Endowed buildings
• Research centers
• Prototype funds
Source: University websites; Parthenon interviews February 2013
LEVEL OF ENGAGEMENT
LOW (“Transactional”) MEDIUM (“Collaboration”) HIGH (“Alliance”)
1303_FLOR002 37
Part II: University-Industry Partnership Continuum
Examples of Contributions
• The Baskin School of Engineering at UC Santa
Cruz receives three hardware accelerators and
software for student use from EVE (hardware and
software co-verification)
• Students at the Cockrell School of Engineering
(University of Texas at Austin) compete for $4M
worth of annual merit-based engineering awards
contributed by private and corporate sponsors
• Texas A&M receives $250K from Joeris to create a
modern CoSci lab to estimate the cost of
construction projects for construction science majors
Source: University websites; Parthenon interviews February 2013
Examples Level of Funding
• Qualifying universities get free use of
Halliburton’s software, Landmark, in exchange
for training students on the software and
permitting recruiting visits
• Rice University and Lockheed Martin enter
into a multi-year, multi-million dollar partnership
focused on Nanotechnology in 2008
• UC Berkeley receives a 19-year, $500M grant from
British Petroleum to form a strategic research
partnership focused on next-generation biofuels
• University of Maryland receives a $1M donation
from Northrop Grumman to help build a new
Residential Honors Cyber Security Program
Medium High Very High Low
1303_FLOR002 38
Drexel University Northeastern University Kettering University
Total Enrollment • 25,500 total students
• 14,200 undergraduates
• 21,250 total students
• 16,400 total undergraduates
• 2,800 total students
• 1,800 undergraduates
Co-Op Founded • 1919 • Over 100 years • 1926 – first co-ops,
• Accreditation in 1945
Undergraduate
Participation
• 92% of undergraduates participate
• ~5,000 students participate each year
• 91% of students participate
• ~7,000 students participate each year • 100% of students participate
Academic Programs • All colleges, all undergraduate majors • All 9 colleges • All 14 engineering programs
Number of Employer
Partners
• 1,400 current partners
• Over 3,000 employer relationships • 3,000 employers worldwide • Over 500 organizations worldwide
Types of Placements • Private, non-profit, and public sectors
• US and abroad
• Public, private, and non-profit (service-
learning option); US and abroad
• Primarily private STEM-related
companies
Structure
• Eligible after freshman year
• Four-year degree program has one
6-month co-op; five year program has
three 6-month co-ops
• Optimal pairing process to match
students with employers
• Centralized approach: Career
Services managers co-ops
• Eligible after freshman year
• Four-year degree program has two co-
ops; five-year program has three co-op
experiences
• Decentralized: Each of Northeastern’s
9 colleges is responsible for its own co-
op program. Some central monitoring
• Program begins as early as freshman
year
• Kettering is the independent school
previously owned and operated by
General Motors
Outcomes
• 35-45% of student entering the job
market are employed at their co-op
placement
• 85% of all graduates employed within 6
months of graduation
• 50% of graduates received a job offer
from a co-op employer
• 90% of all graduates employed full-time
within nine months of graduation
• 60% of graduates accept positions with
their co-op employers
• 98 % of graduates are employed or in
graduate school within 6 months
Source: University Websites, Parthenon interviews February-March, 2013, US News
Part II: University-Industry Partnership Continuum
Case Study 1: Mandatory co-op programs at Drexel, Northeastern, and
Kettering are a fundamental element of the educational experience
1303_FLOR002 39
Virginia Tech Florida Institute of Technology Georgia Institute of Technology
Total Enrollment • Undergraduate: 23,500
• Graduate: 7,500
• 4,240 full-time main-campus students
• 2,700 undergraduates
• 21,500 total students
• 14,000 undergraduates
Co-Op Founded • 1914 • ProTrack launched in 2009
• Co-ops - 1958 (university founded) • 1912
Undergraduate
Participation
• Voluntary: 6% of undergraduates
participate
• 65% of undergraduates do an internship
or co-op • Voluntary: 4,100 participating students
Academic Programs • Majority of participants are engineers,
not all majors can participate
• ProTrack - Engineers Only
• Co-op program for all students
• All engineering programs, many other
majors
Number of Employer
Partners
• Traditional job search process with job
posting board, no matching process
• Placements are approved by FIT
• Informal partnerships • Over 1,000 organizations worldwide
Types of Placements
• Public, private, and non-profit (service-
learning option)
• US and abroad
• Public, private, and non-profit (service-
learning option)
• US and abroad
• Private, non-profit, and public sectors
• US and abroad
Structure
• Five-year program for co-op students
• Different requirements by major
• Required work-term of 13-15 weeks
• Centralized approach: Program is
run by Virginia Tech’s Career Services
Office
• ProTrack – Four-year program for
Engineers only: 3 semesters of full-time
work and still graduating in four years
• Outside ProTrack, five-year co-op
• Centralized approach: Coordinated by
Career Management Services
• Five year program
• Alternating semesters of full-time study
and full-time, paid employment
• Centralized approach: Run by the
Division of Professional Programs
Outcomes
• In 2011, 47% reported employment
upon graduation
• Of those, 25% reported having worked
for the employer (internship, co-op,
part-time, or summer job)
• Not available
• In 2011, 67% of all undergraduate
students entering the job market are
placed at graduation
Part II: University-Industry Partnership Continuum
Case Study 1: Optional co-ops at Virginia Tech, FL Institute of Technology, and
Georgia Tech are a subset of experiential learning opportunities for students
Source: University Websites, Parthenon interviews February-March 2013, US News
1303_FLOR002 40
Part II: University-Industry Partnership Continuum Case Study 2: ASU and The College of Technology and Innovation at ASU Polytechnic have deep partnerships across the entire spectrum
Recruitment/
Job Placement
Experiential Teaching
& Learning
Economic
Development/
Tech Transfer &
Commercialization
• Open recruitment
fairs for employers to
come to campus
• Guest lecturers
from industries
come in to discuss
work and meet
students
• Senior capstone
projects are a
required element of
the CTI curriculum
• iProjects require
industry
mentorship
• Industry employees
teach/bring in
practitioner
perspective
• Industry advisory
board for every
program
Advancement
of Research
• Emphasis on
applied research
(apply for different
kinds of grant,
$10M grant from
USAID for energy
development)
• Students
participate in
realistic design
projects every
semester
Lifelong
Learning
• Designed a customized
program for Intel. Intel
employees are at
different levels, some
don’t even have
associate's degrees
• ASU Poly accom-
modates these levels by
referring employees
without degrees to “gap”
courses at ASU
Career fairs and
mentorship
Capstone projects and
applied research
Comprehensive
focus on applied
research
Customized
industry programs
ASU-Poly does not
charge employers to
recruit on campus
iProjects for every
student at an average
of $25,000 per
employer
ASU-Polytechnic
spends 1/7th of what
ASU does on
research
Intel guarantees 40
students/year and covers
cost of iProjects. Intel
students pay same tuition
rates
1 2 4 3 5
University-industry
consortia
• ASU/SenSIP
consortium
focused on use-
inspired research in
the sensor and
information systems
industry
• Now approved as a
NSF-funded
Industry/University
Collaborative
Research Center
Advisory board
includes Raytheon,
Lockheed Martin,
Intel, Sprint, and LG
Comm.
1303_FLOR002 41
Part II: University-Industry Partnership Continuum
Case Study 2: Georgia Tech has robust options and
processes for industry engagement
• Hosts career fairs by
major and employer
information sessions
• Employers can
purchase access to
online resume bank
($300)
• CareerBuzz online
internship and job
posting portal
• Students complete
a research
experience:
‒ Problem-based
learning
‒ Capstone courses
‒ Individual research
projects
• Largest voluntary
co-op program in
the US
• Enterprise
Innovation
Institute helped GA
manufacturing
companies reduce
costs by $35M,
increase sales by
$191M, and create
or save 950 jobs
• Streamlined
technology
transfer through
(IC)3, new group
formed in 2011
• 48% of research
funds come from
the DOD
• Overall research
expenditures in
2011 were over
$655M
• Industry Research
Continuum
outlines options
and focus of
partnerships
• Custom Courses: GA
Tech experts create
unique content to meet
industry needs
‒ Traditional, blended,
and online courses
• Primarily certificates,
includes distance
masters
688 company visits on
campus and 7,126
interviews recorded in
2011
Over 100 inter-
disciplinary research
centers
In 2011, filed 143
non-provisional
patent apps; 79 new
patents issued
14% of sponsored
research comes
from private
industry (~$88M)
Serves 3,000+ companies
and 23,000+ individuals
on average
Source: University Website, Parthenon interviews February-March, 2013, US News
Career fairs and
facilitating contact
Multitude of
opportunities and
means of engaging
Full research
institution, applied
research focus
Adapts to
industry needs
Incubates
entrepreneurs &
impacts economy
Recruitment/
Job Placement
Experiential Teaching
& Learning
Economic
Development/
Tech Transfer &
Commercialization
Advancement
of Research
Lifelong
Learning
1 2 4 3 5
1303_FLOR002 42
Part II: University-Industry Partnership Continuum Case Study 2, cont’d: Georgia Tech has an ecosystem of institutional features to facilitate extensive partnerships with industry
Georgia Tech Research Institute (GTRI)
• Applied research arm (a college level unit)
• ~1,500 research staff and unique laboratory facilities
• Three strategic objectives:
‒ To create transformative opportunities
‒ To strengthen collaborative partnerships
‒ To enhance economic development as a benefit to
the State of Georgia and society in general.
The Enterprise Innovation Institute (EI²)
• Business and economic development assistance to
support local industry, entrepreneurs, economic
developers, and help communities become more
competitive
• Utilizes existing Georgia Tech programs, and focuses
on the application of science, technology, and
innovation
Advanced Technology Development Center (ATDC)
• The oldest and largest business incubator in the United
States, established in the 1980s
• Provides services and facilities for entrepreneurs to
launch and build new companies
• ATDC has graduated ~400 new companies
• In 2011, companies affiliated with ATDC reported
revenues of $1.3 billion and ~6K jobs
Office of Innovation Commercialization, Industry
Contracting, and International Collaboration (IC)3
• Responsible for technology transfer, licensing, and
commercialization
• Developed a series of differentiated agreements that
align with the needs of both parties in industry-
sponsored research
Georgia Tech Integrated Program for Start-ups
(GT:IPS™)
• GT:IPS™ Facilitation is a graduated program of
support, information, and education for new company
founders
• GT:IPS™ License offers the same terms to all Georgia
Tech startups in the same field and provides the startup
with transparency into GTRC’s processes
The Ecosystem of Organizational Structures for Industry Partnership at Georgia Tech
Georgia Tech Research Corporation (GTRC)
• A “university-connected research foundation”
• Facilitates the execution of research for the university
to minimize the impact of restrictive state policies
• Narrow focus on the financial elements of research:
‒ Approximately 2,700 participating students
‒ More than 1,000 businesses and organizations
worldwide
Source: University Website, Jilda Diehl Garton testimony before the Subcommittee on Research and Science Education
1303_FLOR002 43
Part II: University-Industry Partnership Continuum
Case Study 2, cont’d: Examples of development
opportunities at Georgia Tech
Institute Naming • $10M to name Georgia Tech's Energy Research Institute
Strategic Energy Institute
Director's Chair
• $2.5M to endow the chair
Seed Grants
• $3-5M to focus on those technologies and ideas that have the potential to be
commercialized or that can streamline the processes involved in the deployment of
innovative energy options
Endowed Chairs in Energy
Disciplines
• $1.5M to support outstanding faculty chairs (for seed research projects, travel, equipment,
and student research assistants)
Professorships • $750K to support outstanding faculty (for seed research projects, travel, equipment, and
student research assistants)
Industry Fellows • $500K to facilitate increased interactions between top scientists and engineers and their
industrial counterparts
Visiting Scholars • $500K to support a temporary appointment of a visiting eminent scholar
Laboratory Naming • $500K to become directly affiliated with labs or facilities used for energy research
Fellowships • $300K to award to the most promising graduate students
Source: Georgia Tech website
1303_FLOR002 44
Part II: University-Industry Partnership Continuum Case Study 3: University of Maryland and Northrup Grumman – Specialized partnership to meet workforce needs
Experiential Teaching & Learning
• A required, year-long capstone project for all seniors addressing a challenge in the field
• Intensive, interdisciplinary, accelerated curriculum in key technical, policy, behavioral and social
science components of cyber security
• Embedded, state-of-the-art computer laboratories in residential facilities
• Consists of ~6 courses and serve as an honors-level supplement for students with primary fields
of study as varied as business, engineering and psychology
• Builds on existing Northrup Grumman partnership with University of Maryland-Baltimore County
Residential living-learning program fosters collaboration within the Honors College at UMD
• $1.1M gift from Northrup Grumman
• 45 students per class
2
Advanced Cybersecurity Experience for Students: Developed to directly address an industry shortage
of qualified candidates in cybersecurity, Northrup Grumman gave $1.1M to create a residential honors
society program that will open in Fall 2013, aiming to bring in 45 freshman each year.
Source: University Website, Washington Post, Parthenon interviews February-March 2013
Economic Development
5
1303_FLOR002 45
Part II: University-Industry Partnership Continuum
In Summary: Implications for Florida Polytechnic
(Breadth/Depth of Partnerships)
Recruitment/
Job Placement
Experiential
Teaching &
Learning
Economic
Development/
Tech Transfer &
Commercialization
1 2
Advancement
of Research
4
Core Objective of Partnership
Lifelong
Learning
3 5
• Multiple
partnerships will
be needed in order
to achieve high job
placement rate
• Multiple
partnerships will
be needed in
order to provide
co-op
opportunities for
all students
• Assumes
mandatory co-op
• Ideally, form a
university-industry
collaborative early
on (multiple
industry partners)
• Could start with
Advisory Board
(represent multiple
employers), then
evolve to state-
wide
collaborative
• Start with lead
company in each
field where
Florida
Polytechnic will
have academic
programming
• Grow to
multiple
partnerships
• This may be
much farther
down the road,
but would start
with a single
company/lead
partner
• Fundraising: Begin to nurture 2-3 key relationships for major gift opportunities (ranging from student fellowships to start-up
program funds)
1303_FLOR002 46
Part II: University-Industry Partnership Continuum
In Summary: Implications for Florida Polytechnic
(FTE Resource Requirements)
Recruitment/
Job Placement
Experiential
Teaching &
Learning
Economic
Development/Tech
Transfer &
Commercialization
1 2
Advancement
of Research
4
Core Objective of Partnership
Lifelong
Learning
3 5
• Career Services
office to liaise with
employers, prepare
students for job
searches and
interviews, etc.
• Co-op
management
team (could be
housed within
Career Services)
• To start with, a
minimum of:
business
development
person, 1-2 co-op
coordinators,
admin support
• Potentially a
Technology
Transfer Office,
but this is likely
further out in the
future
• Some Tech
Transfer functions
could be
outsourced (legal
aspects)
• Sponsored
Research office
• Legal counsel to
review contracts,
etc.
• This could be
done through
existing roles
(e.g. CAO,
deans, business
development
staff)
Institutional Advancement Office (fundraising) – often need separate staff to build relationships with foundations, corporate
funders, and to raise major gifts from individuals (cultivation of high net worth individuals)
More detailed benchmarking would need to be conducted to determine FTEs needed initially and over time
1303_FLOR002 47
Objectives for Today
Part I: Review findings from demand analysis (STEM landscape
nationally, in the Southeast, and in Florida)
Part II: Discuss university-industry partnership continuum and models
along the continuum
Part III: Review preliminary set of peer institutions
Summary: Discuss Implications and next steps for Florida Polytechnic
Appendix: Supplementary materials
~ 45 min
~ 30 min
~ 15 min
~ 30 min
1303_FLOR002 48
Part III: Peer Institutions
Potential peer institutions were determined based on the guiding
principles from FL Poly, which led to specific criteria for selection
Strong links with industry
Strongly believe in quality
of undergrad education
and its real world
relevancy
Peer Set
Focus on
STEM “skills,”
not just STEM
“facts”
Guiding Principles – as understood based on discussions with FL Polytechnic
Specific Gating Criteria
Either high percentage of
completions in STEM or
graduate 1,000+ students
in STEM fields every year
Relatively high
admissions criteria Strong reputations
Committed to innovation
and entrepreneurship
Income from research
under 20% of total
revenues
STEM-focused, but
most likely not
STEM-only
Primary focus on
undergraduates,
some masters
Applied STEM
curriculum to
produce “work-
ready” students to
benefit the growth of
Florida’s economy
Research more
applied than
theoretical
1303_FLOR002 49
Institution Name and
Location Ownership Categorization
Degree
Levels
Total
Enrollment
% STEM
Completions
Grants % of
Revenue
Mean SAT
(2009) Rankings
1. Olin College, (MA)* Private Elite Students Bachelors 344 100% 1% 1360-1520 Unranked
2. Harvey Mudd (CA) Private Elite Students Bachelors 784 90% 5% 1520 USN: 12
3. US Naval Academy
(MD) Private Industry-Engaged Bachelors 4,576 54% 2% 1285 USN: 14
4. Carnegie Mellon (PA) Private Elite Students B, M, D 11,531 55% 21% 1395 USN: 23
5. Rensselaer
Polytechnic Inst. (NY) Private Elite Students B, M, D 6,538 74% 22% 1360 USN: 41
6. Univ. of Illinois at
Urbana-Champaign (IL) Public
Research/Industry-
Engaged B, M, D 44,407 29% 24% 1280 USN: 46
7. Purdue Univ. (IN) Public Industry-Engaged B, M, D 40,849 36% 17% 1160 USN: 65
8. Worcester Polytechnic
(MA) Private Industry-Engaged B, M, D 21,489 77% 9% 1325 USN: 65
9. ASU-Poly Campus
(AZ)** Public Industry-Engaged
B, M, D,
Certificates 9,752 19% 32% 1080 USN: 70
10. Virginia Tech (VA) Public Industry-Engaged B, M, D 30,936 34% 25% 1210 USN: 72
11. Stevens Institute of
Technology (NJ)* Private Industry-Engaged B, M, D 44,616 82% 23% 1190-1390 US: 75
12. Colorado School of
Mines (CO) Public Industry-Engaged B, M, D 5,524 87% 31% 1260 USN: 77
13. Rochester Institute of
Technology (NY)* Private Industry-Engaged
B, M, D,
Certificates 15,445 43% 8% 1100-1330
USN: 88
(Engin.)
Note: * SAT scores are 25th-75th percentile from USN&WR (median was not available); ** ASU figures are for the entire school, not just for ASU-Polytechnic Campus
Source: University websites, US News & World Report
Part III: Peer Institutions
Thirteen institutions of various sizes and models were selected based on this
set of criteria; these are subject to change as FL Polytechnic’s vision evolves
1303_FLOR002 50
Objectives for Today
Part I: Review findings from demand analysis (STEM landscape
nationally, in the Southeast, and in Florida)
Part II: Discuss university-industry partnership continuum and models
along the continuum
Part III: Review preliminary set of peer institutions
Summary: Discuss Implications and next steps for Florida Polytechnic
Appendix: Supplementary materials
~ 45 min
~ 30 min
~ 15 min
~ 30 min
1303_FLOR002 51
Part I: Demand Analysis – Responding to Employer Demand for Talent
The availability of qualified candidates plays a critical role in growing
existing employers and attracting new employers to a geographic area
• STEM and STEM-related jobs have
grown faster than other occupations in
the economy
• Within STEM and STEM-related
fields, computer and mathematical
have grown significantly higher than
other STEM occupations
• The Healthcare Practitioners and
Technical field today increasingly
requires support from non-health-
focused STEM occupations for
imaging, informatics, systems design
• Employers anticipate hiring STEM
candidates who are more highly
educated
• Employers take content/subject
expertise as a given, and are looking
for practical skills/hands-on
experience, soft skills like
communications, teamwork, and
business skills
• Involve employers early on (e.g.,
through program-specific Advisory
Groups, or broader Executive Committee
responsible for fundraising)
• Make experiential learning the
foundational element of students’
experience (undergraduate research as
early as freshman year, co-ops as early
as sophomore year)
• Ensure that programs develop
practical skills and business acumen
(through introduction of projects,
business courses and majors, business
competitions, etc.)
• States like AZ, SC, and TX that have
achieved higher than average growth
have done so through:
‒ Intentional strategic planning to
identify state economic priorities
‒ Aligning state resources behind these
priorities
‒ Industry engaging with local
universities to develop strong
research and economic development
collaborations
• Invest behind developing strong
relationships, initially with a smaller
group of lead employers, and branching
out over time to diversify the base
− Higher education students receive
practical on-the-job experience
through internships and co-op
programs
− Companies can guide the
development of future candidates and
collaborate with university on
research
− Both parties benefit from shared
innovation and resources
Pre
lim
inary
Re
co
mm
en
da
tio
ns
F
ind
ing
s
• Offer a number of core degrees
(engineering, computer science), but
allow for concentrations within these
programs that align to areas of current
and future growth, e.g.:
− Information security, fiber
security, systems engineering
− Nanotechnology/robotics (for
both healthcare and technology-
related applications)
− Energy conversion (including
natural resource use and artificial
power generation)
Identify key areas of growth and target
employers in these areas
(existing and new)
Understand needs of employers
and align programming to
respond to those needs
Ensure ongoing
growth and sustainability
through strategic partnerships
1303_FLOR002 52
Discussion
Next Steps
Operational Model
Infrastructure
• In Process (being developed by the Board) • What We Know: Demand is robust
enough to justify investment in a new
Polytechnic. The new school should
make every effort to differentiate itself
from existing offerings and deliver the
mix of skills that employees are looking
for (which depend on deep experiential
learning)
• What We Know: To truly differentiate, likely need to combine three
core strategies: (1) Selective admissions process bolstered by
partial/full scholarships; (2) Close partnership with industry
partners to secure project sponsorship and co-ops (further down the
road), and to ensure that curriculum is being revisited regularly with
full industry participation; (3) Mandatory co-op experiences –
a requirement for graduation
• What We Know: The types of functions that are needed in order to
support students and faculty effectively
• What We Still Need to Determine:
‒ What does the full organization (structure and capabilities) look
like, in the short, medium, and longer-term?
‒ What is the minimum number of FTEs by functional area and how
will that number scale with growth in enrollment over time?
‒ What are critical employee skill sets?
‒ What are the systems (bare minimum and ideal) that need to be in
place to ensure a high-quality teaching and learning experience?
What technological solutions should be put in place to optimize
the experience?
• What We Still Need to
Determine: The specific
program offerings that
Florida Polytechnic will
pursue (both core and
niche)
• What We Still Need to Determine:
‒ What type of faculty do we need to recruit? What will it cost to
recruit this type of faculty (salaries, research budgets, etc.)?
‒ How will we deliver instruction to students? All onsite, hybrid, or
also online? What are the costs to develop and deliver online/hybrid
courses? Can we leverage the Florida Virtual Campus?
Vision and Mission Programmatic Focus
1303_FLOR002 53
Objectives for Today
Part I: Review findings from demand analysis (STEM landscape
nationally, in the Southeast, and in Florida)
Part II: Discuss university-industry partnership continuum and models
along the continuum
Part III: Review preliminary set of peer institutions
Summary: Discuss Implications and next steps for Florida Polytechnic
Appendix: Supplementary materials
~ 45 min
~ 30 min
~ 15 min
~ 30 min
1303_FLOR002 54
Appendix
Additional Survey Data: Types of Educational Institutions Attended by
STEM Employees
Types of Educational Institutions Attended by STEM Employees
Source: Parthenon STEM Employer Survey (n=111)
1303_FLOR002 55
Appendix
Additional Survey Data: Types of Educational Institutions Attended by
STEM Employees (Florida Only)
Types of Educational Institutions Attended by STEM Employees,
Florida Companies Only
Source: Parthenon STEM Employer Survey (n=111)
1303_FLOR002 56
Appendix
Additional Survey Data: FSUS Institutions from which Florida STEM
Employers Typically Hire
FSUS Institutions from which Florida STEM Employers Typically Hire
Source: Parthenon STEM Employer Survey (n=111)
1303_FLOR002 57
Appendix
Co-Op Programs in Florida’s State University System
Source: University websites
University Co-Op Program Option 1 Co-Op Program Option 2
1) Florida Atlantic
University
OPTIONAL
PROGRAM
Coordinated by the
Career Development
Center
Full-time (Alternating Co-op): Students alternate
semesters of academic study with semesters of full-
time, paid Co-op/Internship assignments. Students
work full-time for a semester and return to school the
following semester to continue their course studies.
Students may remain with the same employer during
their next Co-op or accept employment with a new
company. Full-time is defined as a minimum of 35
hours per week for 13 consecutive weeks
Part-time (Parallel Co-op): Students work on a part-
time basis while they are enrolled in full-time classes.
Part-time is defined as at least 15 hours per week for
13 consecutive weeks
Eligibility: Full-time FAU enrollment in an undergraduate or graduate degree seeking program . Completed 30
credits of undergraduate coursework or 9 credits of graduate coursework. Transfer students must complete one
semester at FAU before applying. FAU cumulative GPA of at least 2.7 undergraduate or 3.0 graduate. Students
must apply a semester prior to their participation (i.e., apply during the spring semester for a Co-op/Internship in
the summer). Academic Credit: In order to receive elective credit, the academic department must give written
approval; otherwise, Co-op credit is an additive credit
http://www.fau.edu/cdc/coop/generalcoop.php
2) Florida Gulf Coast
University
None identified
3) Florida
International Univ.
OPTIONAL
PROGRAM
Coordinated by
Department of
Cooperative Education
in the Division of
Student Affairs
Alternating Co-op: Students spend alternate
semesters in school full-time and fully employed in
industry in a technical position directly related to their
major. Students receive full pay for their work in
industry. Co-op students typically agree to spend at
least three work periods in industry. Based on
three work periods, students should enter the
program during the first semester of the junior year
Parallel Co-op: A student might alternate work and
study during the same semester by attending the
University part-time and working part-time in industry
http://catalog.fiu.edu/index.php?id=10067§ion=colle
gesandschools&college=1&parent=10067
1303_FLOR002 58
Appendix
Co-Op Programs in Florida’s State University System
Source: University websites
University Co-Op Program Option 1 Co-Op Program Option 2
4) Florida Agricultural
and Mechanical
University
OPTIONAL
PROGRAM
Department of Computer and Information Sciences. The department encourages internships and cooperative
education work experiences for its majors. Major corporations, federal agencies, and state agencies actively
recruit CIS majors for paid summer internship internships (8-12 weeks) and for semester-long co-ops.
Professional Development courses (CIS 1920 and CIS 3920) help prepare students for these work experiences.
Student work experiences, however, must be planned in advance, recognizing that internships or co-ops that
occur during the school year may delay completion of the CIS degree
http://www.famu.edu/index.cfm?catalog&ComputerandInformationSciences
5) Florida State
University
OPTIONAL
PROGRAM
Coordinated by FSU’s
Career Center
Some assistance offered by the co-op/internship office in FSU’s Career Center (SeminoleLink web database) and
by departments, but students also network independently. Students may be able to earn course credit through
their academic department, but it is their responsibility to contact the appropriate department to determine if credit
is available and comply with the policies and procedures required. Credit is granted at the discretion of individual
departments
http://www.career.fsu.edu/experience/document/recognition/
6) New College of
Florida
None identified
7) University of
Florida
OPTIONAL
PROGRAM
Alternating Plan: Students alternate between full-
time work and full-time academic study. To complete
the program, three alternating semesters of work
are required for undergraduate engineering
students, and two are required for undergraduate
students in non-engineering majors and graduate
students
Parallel Plan: Students work a minimum of 20 hours per
week while continuing to attend class. To complete the
program, six semesters of parallel experience are
required for undergraduate engineering students, and
four are required for undergraduate students in non-
engineering majors and graduate students
http://www.crc.ufl.edu/employers/employerInternships.ht
ml
1303_FLOR002 59
Appendix
Co-Op Programs in Florida’s State University System
Source: University websites
University Co-Op Program Option 1 Co-Op Program Option 2
8) University of
Central Florida
OPTIONAL
PROGRAM
Coordinated by the
Office of Experiential
Learning in
Undergraduate
Studies.
Each year, over 20,000 students at UCF participate in experiential learning in co-op, internships, and service-
learning courses. Co-ops are multiple semesters, starting as early as sophomore year; with progressively
responsible experiences, usually with the same employer. They are major-related, and it is possible to earn
academic credit hours for information you learn on a co-op assignment if the credit will count toward your
degree program. All co-ops are paid. The cost for co-op credit is the same as credit for any other credit
course at UCF. To be registered for credit you must have the approval of your co-op coordinator prior to going on
assignment. Students taking co-op for credit will be given additional assignments based on the number of
credit hours earned, such as journals and special projects, in additional to the basic requirements listed below.
These requirements are agreed upon at the beginning of the term and must be completed by the end of the term
to receive a satisfactory grade
Eligibility: Enrolled full time at UCF as graduate or undergraduate. Completed a minimum of 20 college
semester hours Maintain a 2.5/4.0 GPA. Co-op: Able to work at least 2 full semesters
http://explearning.ucf.edu/about-cooperative-education-/360
Alternating Plan: Students work as full-time
employees every other term, alternating terms of full-
time work with terms of full-time school
Parallel Plan: Students work part-time year round while
attending school full time
9) University of South
Florida
OPTIONAL
PROGRAM
Coordinated by USF’s
Career Center
Alternating Plan: Students alternate full time
semesters of training (35-40 hours a week per
semester) with full time semesters of study
Parallel Plan: Students work their Co-op assignments
on a part time basis (15-25 hours a week per semester)
while taking classes
Length: Semester-long course with an academic component taught on-line. Credit: A student receives and
accepts a Co-op training offer, they will be required to register for the Co-op Course which is for “0” credit and is
graded “S” or “U” (Satisfactory or Unsatisfactory). Paid.
Eligibility: Minimum overall/cumulative GPA of 2.5, good standing with the University. Completion of at least 45
semester hours of coursework. Officially accepted/declared in their major (not in “pre-major” status)
http://www.career.usf.edu/students/co-op.htm
http://www.career.usf.edu/PDFs/Co-op%20PPT%20for%20EMPLs%2011-2-12.pdf
1303_FLOR002 60
Appendix
Co-Op Programs in Florida’s State University System
Source: University websites
University Co-Op Program Option 1 Co-Op Program Option 2
10) University of
North Florida
OPTIONAL
PROGRAM
Coordinated by Career
Services in the Division
of Student Affairs
Oversight: Co-op positions must be approved by Co-op Coordinator; program is closely monitored by the UNF
Co-op Coordinator
Payment: Paid positions; may be part-time or full-time
Length: Must adhere to the semester-based schedule (semester long)
Academic Credit: Must be relevant to the academic program. Can be taken for credit : 0-3 credit hours each
semester. Must work a minimum of 100 hours per semester (0 credit). To earn 1 credit, need to work 150 hours,
to earn 2 credits, need to work 225 hours, and to earn 3 credits, need to work 300 hours per semester
http://www.unf.edu/careerservices/employers/Cooperative_Education-Employers.aspx
11) University of West
Florida
OPTIONAL
PROGRAM
Coordinated by UWF’s
Career Services
Alternating Co-op: A student alternates between
workplace and school semester by semester, working
40 hours a week during work terms and going to
school full time during academic terms
Parallel Co-op: A student works and goes to school at
least 3 semesters in a row, averaging 15-25 hours a
week at work and 9-12 academic credits
Always for course credit
Always paid
http://uwf.edu/career/cs_employer/devinterncoop.cfm
1303_FLOR002 61
Appendix
Technology Transfer: The top 20 Universities account for about 50% of
the Patents granted to Universities
1998 1999 2000 2001 2002 2003 2004 2005 2006 2007 2008 2009 2010
Top 20 R&D Institutions
University of California 421 470 462 443 467 466 449 410 443 371 256 275 396
M.I.T. 148 155 121 142 152 135 139 146 143 145 138 141 190
California Institute of Technology 95 103 108 128 117 144 136 112 123 117 106 94 138
University of Texas 115 116 101 101 109 110 115 101 118 100 90 117 141
Stanford University 83 92 111 91 112 87 84 96 106 95 131 123 174
University of Wisconsin 85 89 70 76 82 89 74 79 106 99 92 123 145
Johns Hopkins University 86 110 89 87 97 81 101 80 99 69 71 62 85
University of Michigan 55 58 75 59 57 75 76 86 81 68 80 69 86
Cornell University 73 70 53 72 40 64 45 46 65 55 57 61 84
Columbia University 59 59 59 63 47 65 53 60 57 58 56 50 85
University of Florida 60 55 68 59 47 64 45 71 83 63 47 57 49
University of Pennsylvania 80 64 38 55 49 32 35 47 49 43 48 40 79
University of Washington 60 54 63 52 44 36 33 33 44 43 47 55 84
State University of New York 54 59 65 42 55 38 39 32 46 29 45 58 67
Georgia Institute of Technology 28 38 42 40 49 47 37 45 55 55 48 47 82
University of Illinois 20 34 29 36 34 44 63 37 51 47 51 70 94
Harvard University 64 49 44 42 52 45 45 31 43 47 52 38 50
Michigan State University 61 54 44 41 53 51 30 27 36 38 48 43 43
University of Minnesota 48 55 48 42 42 43 46 42 39 40 36 39 42
University of Chicago 57 53 61 63 55 47 53 30 49 29 16 19 18
Patents Granted to Top 20 R&D U.S. Universities, 1998-2010
Source: Association of University Technology Managers (AUTM), AUTM Licensing Survey (various years)
Recommended