Demand Analysis and Partnership Models T P G ARTHENON · Part I: Demand Analysis – Southeastern U.S. and Florida Parthenon launched a survey targeted at the Southeast and Florida

THE PARTHENON GROUP Demand Analysis and Partnership Models

March 5, 2013

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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

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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

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Introduction

We will use the following framework to guide our discussion

Imp

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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

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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*

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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

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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

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…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

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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

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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?


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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

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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)?


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

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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

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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

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• 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”



the economy












educated





communications and teamwork, and

business skills






priorities


these priorities




collaborations

Fin

din

gs



(existing and new)




Ensure ongoing



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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?


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.

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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]


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

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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

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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”


• “Teach communication skills for client meetings”

− VP of Operations, Computer Software Co.


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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”


• “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”


• “They should know how to manage servers via mobile technology”

− Technical Manager, Computer Software Co.

Cloud Computing

Cyber Security

Health Information Technology

Mobile Development

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Achieving growth in Florida will require meeting employer demand for

qualified and “job ready” candidates






• “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

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the economy












educated






business skills






priorities


these priorities




collaborations

Fin

din

gs



(existing and new)




Ensure ongoing



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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

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…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%

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State Government Initiatives and University-Industry Partnerships (2 of 2)

Source: University websites, Company websites; Organization websites; Parthenon interviews

Cle

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Wo

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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

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Ex

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tati

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(TE

ES

)

Na

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for

Re

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En

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y (

NIR

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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

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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


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


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


Achieving growth in Florida will require a focused approach and

coordination across industry, higher education, and government entities



the economy

















educated






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






priorities


these priorities




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

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Po

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F

ind

ing

s



(existing and new)




Ensure ongoing



1303_FLOR002 28




Part II: Discuss university-industry partnership continuum and

models along the continuum




~ 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


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


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


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


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,


• 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

http://www.huffingtonpost.com/2012/05/10/tuition-reimbursement-10-companies-that-pay_n_1507188.html











http://www.ece.umd.edu/News/news_story.php?id=4956

http://www.wiu.edu/foundation_and_development/profiles/john_deere.php

1303_FLOR002 34


Mini-examples: Advancement of Research



• 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


1303_FLOR002 35


Mini-examples: Economic Development/

Tech Transfer & Commercialization


5


• 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)


1303_FLOR002 36


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


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


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



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


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




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


learning option)

• US and abroad


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


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


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


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


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


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





along the continuum




~ 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





along the continuum




~ 45 min

~ 30 min

~ 15 min

~ 30 min

1303_FLOR002 51


The availability of qualified candidates plays a critical role in growing

existing employers and attracting new employers to a geographic area



the economy












educated





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.)




‒ Intentional strategic planning to

identify state economic priorities

‒ Aligning state resources behind these

priorities




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)



(existing and new)




Ensure ongoing



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





along the continuum




~ 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


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


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&section=colle

gesandschools&college=1&parent=10067

http://www.fau.edu/cdc/coop/generalcoop.php

http://catalog.fiu.edu/index.php?id=10067&section=collegesandschools&college=1&parent=10067

http://catalog.fiu.edu/index.php?id=10067&section=collegesandschools&college=1&parent=10067

1303_FLOR002 58

Appendix




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

http://www.famu.edu/index.cfm?catalog&ComputerandInformationSciences

http://www.career.fsu.edu/experience/document/recognition/

http://www.crc.ufl.edu/employers/employerInternships.html

http://www.crc.ufl.edu/employers/employerInternships.html

1303_FLOR002 59

Appendix




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








http://www.career.usf.edu/PDFs/Co-op PPT for EMPLs 11-2-12.pdf











1303_FLOR002 60

Appendix




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)

Documents

Demand Analysis and Partnership Models T P G ARTHENON · Part I: Demand Analysis – Southeastern U.S. and Florida Parthenon launched a survey targeted at the Southeast and Florida