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Future-proofing the Johns Hopkins School of Education
Current State AnalysisApril 12, 2019
April 3, 2019
2
Table of Contents
Executive Summary
Project Background
Section
0102
Degree Demand Analysis
Occupational Demand Analysis
0304
Competitive Analysis
Opportunity Analysis
050600 Appendix
Executive Summary01
The Johns Hopkins University School of Education strives to remain a leader and be strategic about future success.
Johns Hopkins School of Education (JHU) is striving to continue improvement in rankings and impact through strategic growth.
JHU will have a differentiated, high-quality menu of programs that draw on the strengths of its faculty and resources to serve more learners and increase revenue.
The Challenge The Vision
555
Key TakeawaysJHU has a competitive brand and the resources critical for shaping future leaders in education.
Indispensable PartnerRelationship catalyst
Master’s growth is driven by partnerships that provide brand value, if not optimal revenue.
Online modality may bolster programs in counseling and school administration, which lag behind national growth rates.
Indispensable PartnerRelationship catalyst
JHU can launch programs in areas aligned with institutional strengths, degree demand, and competitive white space.
JHU needs to tie new program design and existing program redesign to broad strategic priorities.
JHU is, and can continue to be, a major player.
Overall, JHU outperforms national trends.
JHU can optimize underperforming programs.
Several opportunities for growth exist.
JHU’s future success requires a portfolio approach.
Audience Alignment to connect institutional offerings with student preferences and needs so that students can achieve professional goals with access to the right degree in the right format along with desired career support
Vertical Alignment of programs across degree level to create options for alumni to earn further degrees and build robust resources for program areas
Online Modality for programs to stay competitive in increasingly digital learning markets
Research Center Engagement to maximize the impact of JHU’s knowledge creation in the field
A portfolio approach should address four strategic priorities:
7
Degree Demand AnalysisDemand for online Master’s degrees and doctorates surpasses overall trends in education degree conferral. Education leadership is an area of particular growth.
Specific opportunities
emerge from market analysis and
alignment with strategic priorities.
Occupational Demand AnalysisJob posting data shows counselorsand administrators are required to hold advanced degrees, though many education professionals hold at least a Master’s degree even if not required. The demand for counselors is projected to have particularly high growth.
Competitive AnalysisMost of JHU’s peer institutions have programs in policy to shape future education leaders. Areas in which peer institutions are weaker include counseling and neuro-education.
Opportunity AnalysisWe analyzed six opportunities that address the four strategic priorities: an Ed.D., in Education Leadership, online modalities for the M.S. in Counseling and Special Education: Severe Disabilities with an Autism Focus, and four new tracks for the M.S. in Education Studies.
Project Background02
Goda ThangadaCase Team Leader
Grace FowlerConsultant
Project Team
9
Terah CrewsPartner
Scott LomasPartner
1010
The project scope included four key analyses.Entangled Solution’s goal is to provide JHU with key data, insights, and research necessary to make critical decisions about the future of the school. In order to capture the current state, we conducted the following analyses:
DegreeDemand Analysis
Occupational Demand Analysis
Competitive Analysis
Opportunity Analysis
11
March 11Project Kick-Off
Week of March 18Degree and Occupational Demand
Analyses
Week of March 25Competitive Analysis
Week of April 1Opportunity Analysis
April 12Final Project Delivery
The Entangled Solutions team has been addressing these areas of analysis over the past five weeks.
April 3Preliminary Insight Delivery
12
Our analysis incorporated external and internal quantitative data as well as interviews with JHU stakeholders.
1. Internal stakeholder interviews: Gathered background, current context, and future projections
from the JHU team
2. Market research on degree and occupational demand: Completed analyses of degree and
occupational demand, leveraging IPEDS and BLS data
3. Competitor landscape identification: Reviewed the offerings and positioning of Schools of
Education in JHU’s competitive sphere
4. Opportunity identification: Synthesized research findings, interviews, and Entangled’s industry
knowledge to craft broad strategy and highlight specific areas of opportunity for JHU’s School of
Education
We interviewed a variety of JHU stakeholders to capture institutional capabilities and vision.
Elisabeth WoodwardDirector of Admissions
Chadia AbrasAssociate Dean of Accreditation, Assessment and Technology
Michele EwingAssociate Dean, Development and External Relations
Mary Beth ReganDirector of Marketing and Communications
Faith ConnollyExecutive Director, Baltimore Executive Research Consortium
Mariale HardimanVice Dean of Academic Affairs
Jacqueline NunnAssociate Dean for Center of Technology and Education
Norma Day-VinesAssociate Dean for Faculty Development
Chris SwansonDirector of IDEALS
Fernanda Pio RodaSenior Associate Dean for Finance and Operations
Bob BalfanzCo-Director, Center for Social Organization of Schools
Joyce EpsteinCo-Director, Center for Social Organization of Schools
David SteinerExecutive Director, Institute for Education Policy
Marc SteinCo-director of the Baltimore Education Research Consortium
11
Degree Demand Analysis
03
15
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Nationally, M.A. programs have the highest volume, but slowest growth.
Online Master’s programs are growing faster than Master’s programs overall.
Across all program types, Education Leadership is in high demand.
JHU’s Master’s growth surpasses national rates, but is mostly driven by partnerships
Key Insights
16
*Conferrals combined for Teach for America (TfA) and Urban Teachers (UT)**Conferrals combined for full-time and part-time
***Conferrals combined for Mental Health Counseling and Clinical Mental Health Counseling
Post-Baccalaureate Certificate Programs
Post-Master’s Certificate Programs
Doctoral Programs
Master’s Degree Programs
● School Administration● Mind, Brain, and Teaching● Leadership in Tech
Integration● Education Leadership for
Independent Schools● Urban Education● Autism ● Gifted
M.S. in Educational Studies● Education Studies
● Early Childhood ● Elementary*● Secondary*● Gifted Education● Independent Schools● School
Administration and Supervision
● Digital Learning and Education Technology
● Evidence Based Teaching in Health Professions
● Clinical Mental Health Counseling
● Applied Behavior Analysis
● Certificate of Advanced Graduate Study in Counseling
Ed.D. in EducationM.S. in Counseling● School Counseling **● Clinical Mental
Health Counseling***M.S. Special Education● Mild/Moderate● Severe Disabilities
with a Focus on Autism
M.A.T.● Elementary● Secondary
We analyzed demand for all JHU programs currently admitting students.
JHU’s current portfolio of programs spans a variety of areas and levels.
Master’s Degrees
Master’s degrees are by far the most common advanced degree in education.
Source: IPEDS 18
Master’s
135,615
Doctorate
12,695
Post-B.A. Certificate
10,477
Post-Master’sCertificate
12,695
2017 Conferrals
19**Data shown is for 6-digit CIP level in IPEDS Codes shown have at least 500 Conferrals.
Nationally, popular Master’s degrees are stabilizing after a period of decline, but online and select program areas are growing.
Deg
rees
Co
nfe
rred
*Data shown is for 6-digit CIP level in IPEDS. Volume is ranked for 2017.
Though total Master’s degrees conferred declined 10% since 2013, 2017 registered a slight uptick. For only those institutions offering online modality, conferrals grew 4% 2013-2016. .
Top 5 National CIP Codes by Volume, 5 Year Growth* Top 5 National CIP Codes by Growth, 5 Year Growth**
The highest growth rate for a program with 500+ Conferrals is Education/Teaching of Individuals with Autism, with a 381% growth nationally since 2013.
While degrees in General Special Education declined, specialized programs in Special Education have the highest growth rates.
Source: IPEDS
20
With respect to search engine volume demand and institutional investment in advertisement, the M.S. in Education Studies outpaces the M.A.T.
The top term for the M.S. in Education Studies has high volume and high competition.
While the top term for the M.S. in Special Education has high volume, subsequent ranking terms have low volume.
While terms for the M.A. in Teaching have high volume, competition is low.
Volume and competition of top 5 search terms per keyword
Source: Google AdWords
M.S. in Education Studies
M.A. in Teaching
M.S. in Special Education
M.S. in Counseling
Keyword
*Value is calculated by Google Adwords to determine how competitive a certain keyword is to bid on.
A higher # indicates more competitive, lower # indicates less competitive on a 0 to 1.0 range.
21
While JHU Master’s conferrals are growing overall, several programs lag behind national growth rates.
School Administration and Supervision and Education Studies have fallen more steeply than national rates.
M.S. in Education Studies Conferrals, by Track
Deg
ree
s C
on
ferr
ed
Gifted Ed and Digital Age Learning are growing more slowly than national rates.
Total JHU Master’s conferrals grew 24% from 2013 to 2017, in contrast to national decline, fueled by the Elementary and Secondary tracks for the M.S. in Education Studies.
Secondary and Elementary tracks have grown through partnerships with Teach for America and Urban Teachers.
Source: JHU Internal Data
Program is online
Some versions of this degree are offered online
22
JHU’s Master’s programs in Counseling and Special Education have also underperformed national rates.
The M.S. in School Counseling has declined more steeply than the national rate.
Declines in the Secondary and Elementary Tracks of the M.A.T. are consistent with national declines.
The M.S. in Special Education: Severe Disabilities with an Autism Focus has declined in contrast to very high national growth rates.
Deg
rees
Co
nfe
rred
M.A.T., M.S. in Counseling, and M.S. in Special Education by Track + M.E.H.P.
Program is online
Source: JHU Internal Data
Doctorates and Certificates
24
Doctoral conferrals exhibit growth at JHU and across the board nationally, particularly in Education Leadership.
*Data shown is for 6-digit CIP level in IPEDS. Volume is ranked for 2017.
Educational Leadership and Administration, General is by far the largest program nationally. JHU does not offer this program.
Top 5 National CIP Codes by Volume, 5 Year Growth*
Overall, doctoral conferrals have grown 23% nationally since 2013. JHU’s conferrals have triple-digit percentage growth, though overall program size is small (40 conferrals in 2018).
De
gre
es
Co
nfe
rre
d
**Data shown is for 6-digit CIP level in IPEDS. Codes shown have at least 100 Conferrals.
Top 5 National CIP Codes by Growth, 5 Year Growth**
Urban Leadership, a program JHU is planning to offer in the future, exhibited 81% growth nationally since 2013.
Source: IPEDS
25
The high interest in doctoral degrees is corroborated by search engine volume and AdWords’ competition metric.
Top 5 Search Terms for the Keywords “Ph.D. in Education” and “Ed.D.”
Search engine volume for the top five terms for doctorates approaches the volume of the top five terms for Master’s programs, although the volume for doctoral conferrals is one-tenth the volume of Master’s conferrals.
Competition for the top five search terms appears high.
Source: Google AdWords
*Value is calculated by Google Adwords to determine how competitive a certain keyword is to bid on. A higher # indicates more competitive, lower # indicates less competitive on a 0 to 1.0 range.
26
Post-B.A. certificate conferrals are rising nationally.
Data shown is for 6-digit CIP level in IPEDS*Volume is ranked for 2017 **Codes shown have at least 100 conferrals
Top 5 National CIP Codes by Volume, 5 Year Growth*
De
gre
es
Co
nfe
rre
d
Overall, post-BA certificate conferrals have grown 23% nationally since 2013. In contrast, JHU’s conferrals declined 34% in the same period.
Educational Leadership and Administration, General has doubled since 2013.
A number of high-volume and high-growth areas are targeted toward teacher education, potentially as a result of licensing requirements and salary increases.
Top 5 National CIP Codes by Growth, 5 Year Growth**
Source: IPEDS
27
Post-M.A. certificate conferrals are also growing slowly nationally.
Top 5 National CIP Codes by Volume, 5 Year Growth*
De
gre
es
Co
nfe
rre
d
Overall, post-M.A. certificate conferrals have grown 3% nationally since 2013.
While total national post-M.A. certificate conferrals are similar in volume to post-B.A. certificates, JHU’s post-B.A. conferrals eclipse its post-M.A. programs.
The majority of high-growth and high-volume areas are for administrators rather than teachers, suggesting administrators are more likely to pursue education beyond the M.A.
Top 5 National CIP Codes by Growth, 5 Year Growth**
Data shown is for 6-digit CIP level in IPEDS*Volume is ranked for 2017 **Codes shown have at least 100 conferrals Source: IPEDS
28
JHU certificate conferrals are trending opposite to national rates.
Post-B.A. Certificate Conferrals, JHU Post-M.A. Certificate Conferrals, JHU
Deg
ree
s C
on
ferr
ed
Source: JHU Internal Data
Many post-B.A. certificates are declining despite the presence of an online modality. In contrast, post-M.A. certificates are rising, likely because they are more rare or tailored for a high-growth profession like counseling.
29
JHU’s students are more racially diverse than the demographics of students enrolled at Schools of Education nationally.
Race and Ethnicity Gender
U.S. Schools of Education
Source: JHU Internal Data and IPEDS
Three key opportunities emerge through the lens of degree demand analysis:
Ed.D. Ed Leadership
Online Master’s Degrees
23% Five-Year Growth
2x the volume of next-highest volume doctoral CIP code
4% Five-Year Growth among institutions with online offerings
2000+ Master’s conferred in 2017
3rd highest growth rate among Master’s with 500+ conferrals
28
Master’s in Higher Ed Administration
Occupational Demand Analysis
04
32
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The largest current and projected growth in job opportunities is in teaching and counseling, though the educational needs in these two populations varies considerably.
The education workforce overall has more advanced degrees than current job postings require.
Counselors and administrators are most likely to hold and require advanced degrees.
To serve each job segment well, JHU needs to provide an appropriate degree level, format, and price point.
Key Insights
Occupational Demand
34
We identified five major occupational segments that typically earn degrees from a School of Education. While a professional education sector like Law School has seen increased interest from learners in non-legal fields, Schools of Education are still closely aligned with traditional occupational segments.
Current Employment Across 5 Aegments
Growth in Job Postings for the 5 Segments, 2017-2018
2017 2018
200,000
400,000
600,000
800,000
Source: Bureau of Labor Statistics
These are the segments served by current JHU offerings and targeted in marketing materials.
There may be opportunities to serve education-adjacent occupations.
Job
Po
stin
gs
35
While overall employment in education is projected to grow steadily, the largest projected growth is in teaching and counseling.
Source: Bureau of Labor Statistics
+16%
+6.5%
2M
4M
6M
Teachers
Counselors
Administrators
Special Education
Instructional Design/ Technology
385,100 additional jobs in teaching
89,100 additional jobs in counseling
Em
plo
ym
en
t
In some areas like the Midwest and Northeast, where teacher density is particularly high, the population is declining. High density does not signal high future demand in these areas. Online modality and fast, part-time programs can serve first-time teachers in a broader region and JHU can help teachers in areas with declining demand prepare for education-adjacent careers.
While teacher demand is projected to grow, this growth is unlikely to occur in areas where teacher density is currently high.
Source: Bureau of Labor Statistics 34
RegionalNational
Like teachers, school administrators are currently more concentrated in the Northeast, but occupational demand is likely to grow in regions experiencing higher population growth (the South and West). Online modality is critical for reaching aspiring administrators in these regions.
Similarly, administrator density is high in areas with population decline.
Source: Bureau of Labor Statistics 35
National Regional
Educational Attainment
39
Though advanced degrees are not always required of education professionals, these degrees are an industry norm.
Source: Talent Neuron and Bureau of Labor Statistics
Actual Educational Attainment of the Current Education Workforce, by Segment
Educational Attainment Required in Job Postings, by Segment
Administrators, counselors, and educational/instructional technologists are more likely to hold and require an advanced degree than teachers and special educators.
40
JHU should evaluate and strengthen its counseling and administration offerings to align with sub-segments that require advanced degrees.
Administrators Counselors
Job postings in administration and counseling are most likely to require additional education beyond the Bachelor’s
Source: Talent Neuron
Pe
rce
nta
ge
of
Job
Lis
tin
gs
Re
qu
irin
g D
iffe
ren
t D
eg
ree
L
ev
el,
by
Po
siti
on
41
If JHU hopes to meet teachers’ educational interests, the best approach would be through Post-B.A. certificates.
Teachers
Source: Bureau of Labor Statistics
Job postings in teaching are least likely to require degrees beyond a bachelor’s. A post-B.A. certificate is more likely to be accessible and appealing than an M.A.T.
Teachers would be better served by post-B.A. certificates that are online, targeted to and aligned with
regulations for states that have teacher licensing requirements.
Pe
rce
nta
ge
of
Job
Lis
tin
gs
Re
qu
irin
g D
iffe
ren
t D
eg
ree
L
ev
el,
by
Po
siti
on
Assessment of Occupational Demand and Educational Attainment
43
When taking action based on this information, JHU should evaluate which segments make the most sense to focus on.
● Preference for the M.S. in Education over the M.A.T.● Reciprocity for state licensure● Price point (considering the median income for the profession is $50,774)● Modality to reach scale of demand
Administrators
Counselors
Special Educators
Teachers
Educational/Instructional Technologists
Growth in specialized areas
Demand growth and high level of ed attainment
Highest rate of advanced education
High growth and demand
High educational attainment
● More demand for mental health counseling than school counseling● Particularly high growth for substance abuse and behavioral disorder counselors
● Growth in occupational demand and degree demand for some specialities of special education● Advanced degrees not required
● Some types of administrators are more likely to have higher degrees (e.g. higher ed administrators)
● Low job postings volume● Particularly high demand for instructional coordinators● May be more potential for entrepreneurial rather than pedagogical angle
Considerations
44
Counselors and administrators both require more advanced education and have high occupational demand.
Level of Advanced Education Required
Occ
up
atio
nal
Dem
and
Teachers
Counselors
Administrators
Special Educators
Educational/Instructional Technologists
Ideal initial target areas of studywithin JHU
Requires strategic alignment of program with audience
Offers limited opportunity or alignment for JHU
Key
45
JHU can also target segments beyond those typically served by Schools of Education.
The broader education employment ecosystem is hard to capture in data from the Bureau of Labor
Statistics, but may offer space for JHU to capture new markets.
Life coaching
Policy
Entrepreneurship
Journalism
Consulting
Publishing
Learning & Development Professionals
Social Services
Juvenile corrections
JHU should focus advanced degree programs on segments most likely to hold and require them.
Ed Leadership Counseling
Current and aspiring administrators are most likely to complete a Master’s or doctorate
Most likely to require a Master’s degree
Demand for teachers will grow, but advanced degrees are not required and price point is a factor
28
Teacher Certificates
Competitive Analysis05
48
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Among competitors, JHU has relatively high enrollment, reaches a larger population of part-time students,and offers a wide range of program areas. However, no JHU program area ranks in the top 10.
Differentiation in the market is possible through expanding online offerings and leveraging research.
Among existing programs, JHU can focus on strengthening Counseling, where only the University of Maryland has a top 10 program.
A new program area for JHU can be Education Policy, which is prevalent among competitors and may be hallmark of a high-ranking institution.
Key Insights
The eight institutions selected for analysis represent JHU's competitors in brand, geography, and offerings.
48
These institutions were chosen in collaboration with the Dean to address JHU’s competitive positioning in the national and regional landscapes.
Enrollment and Rankings
5151
JHU’s Master’s conferrals are amongst the highest in the broader landscape, but its doctoral conferrals are not.
Top 10 Private Non-Profit Universities, Master’s Conferrals by Volume
Top 10 Private Non-Profit Universities, Doctoral Conferrals by Volume
De
gre
es
Co
nfe
rre
d
JHU is ranked #138 for doctoral conferrals in 2017, with 29 degrees conferred. Columbia and UPenn have conferrals in the top 10.
JHU is ranked #12 for Master’s conferrals in 2017 among private, non-profit universities with 657 degrees conferred, behind Harvard and Columbia.
52
JHU enrolls more students, particularly Master’s students, than most of its competitors.
Stanford University
University of Maryland: College Park
Vanderbilt University
Harvard University
University of Pennsylvania
New York University
University of Southern California
Johns Hopkins University
Teachers College, Columbia University
340
793
855
861
1,187
1,225
1,893
2,594
4,551
Source: US News and World Report
183
375
595
709
918
994
1,376
2,017
3,296
157
383
260
152
176
247
510
226
1,225
Total Master’s Doctoral
53
For all competitors, Master’s and doctoral conferral rates have remained consistent for the past 5 years.
All Master’s*
De
gre
es
Co
nfe
rre
d
All Doctorates **
Source: IPEDS
54
Among competitors’ Master’s conferral volume, NYU leads for Student Counseling, Harvard leads for General Education, and Columbia leads for Special Education.
Special Education, Master’s**
De
gre
es
Co
nfe
rre
d
General Education, Master’s *
*4-Digit CIP: 13.01**4-Digit CIP: 13.10***4-Digit CIP 13.11
Source: IPEDS
Student Counseling, Master’s ***
Deg
ree
s C
on
ferr
ed
Note: Only JHU and Vanderbilt in this comparative set are currently CACREP- accredited.
55
Among competitors’ doctoral conferral volume, USC leads for Education Administration and Harvard leads for General Education.
Educational Administration and Supervision, Doctoral *
De
gre
es
Co
nfe
rre
d
General Education , Doctoral**
*4-Digit CIP: 13.04**4-Digit CIP: 13.01 Source: IPEDS
56
Part-time enrollments, a population with which JHU is a leader, may signal a working student community.
More offerings with online modality will better serve a working population and ease barriers to entry for prospective students.
Source: US News and World Report
Pa
rt-t
ime
En
roll
me
nts
57
JHU has a strong presence amongst its peers in national university and School of Education rankings.
National University Rankings National School of Education Rankings
Source: US News and World Report
Harvard University
Columbia University
Stanford University
University of Pennsylvania
Johns Hopkins University
Vanderbilt University
University of Southern California
New York University
University of Maryland - College Park
2
3
7
8
10
14
22
30
63
Harvard University
University of Pennsylvania
Stanford University
Vanderbilt University
Teachers College, Columbia University
Johns Hopkins University
New York University
University of Southern California
University of Maryland - College Park
1
2
3
6
7
7
7
12
33
58
JHU has relatively high selectivity at the Master’s level and low selectivity at the doctoral level.
Master’s Enrollment #s
Ma
ste
r’s
Se
lect
ivit
y
Doctoral Enrollment #s
Do
cto
ral S
ele
ctiv
ity
Master’s Selectivity Doctoral Selectivity
Source: US News and World Report
59
Though the University of Maryland offers the most affordable in-state option, the pricing of programs across competitors is similar.
Institution Price
Harvard University Graduate School of Education
Stanford University Graduate School of Education
USC
Teachers College, Columbia University
University of Pennsylvania
JHU
Vanderbilt University (Peabody College)
NYU
University of Maryland, College Park
Ed.D.: $1,458; PT/FT Grad: $793; Online and FT M.S. School Counseling: $840; Education in the Health Professions: $1,230;
$50,703 FT
Master's FT: $48,448, PT $24,224
FT: $41,424, PT $1,726 per credit hour
$1,863 per credit hour
$1,828 per credit hour
$1,635 per credit hour
$1,628 per credit hour
$717 per credit hour (Maryland); $1,548 per credit out-of-state
Unique Value Propositions
Comparing marketing materials issued by each competitor, JHU’s marketing emphasizes its unique strengths in research and global reach.
Institution
Proximity to a center of gravity
Social justice and equity emphasis Prestige
Interdisciplinary areas of study
Job/career alignment
Emphasis on online modality Global reach
Cutting- dge research
Vanderbilt University
Harvard University
Stanford University
University of Southern California
Teachers College, Columbia University
University of Maryland, College
Park
NYU
JHU
University of Pennsylvania
51Source: Marketing materials from each institution
JHU has an opportunity to address working professionals as one of the few among competitors to offer online modality at every degree level.
Institution Doctorate Master’s
Vanderbilt University
Harvard University
Stanford University
USC
University of Pennsylvania
University of Maryland, College Park
JHU
Teachers College, Columbia University
Certificate
NYU
55Source: US News and World Report
While not every program is offered online, JHU does offer at least one online option at every degree
level. USC and Columbia University’s Teachers College similarly offer online degrees at every level,
though not all degrees have an online option.
The Schools of Education at Vanderbilt, NYU and USC have all partnered with 2U in recent years to
launch programs online. This partnership extends the reach of their programs in the online marketplace,
which may present competition for JHU.
That said, some of JHU’s School of Education competitors have partnered with the OPM 2U.
● Online Master’s with School Counseling Specialization
● Master of Arts in Counseling and Guidance● Master of Science in Communicative Sciences and
Disorders● Doctor of Professional Studies in Occupational Therapy● Master of Arts in Counseling for Mental Health and
Wellness
● Master of Arts in Teaching● Master of Arts in Teaching – TESOL● Master of Education in School Counseling● Doctor of Education (Ed.D.) in Organizational
Change and Leadership
56Source: 2U
Online Modality will keep JHU competitive in
increasingly digital learning markets.
An early entrant into the online space, JHU can
remain at the forefront by providing a
competitive product in a convenient modality.
As differentiators for JHU, online modality and research strength should serve as strategic priorities in program design.
Research Center Engagement maximizes the
impact of JHU’s knowledge creation in the field.
The high-impact research conducted at JHU’s
research centers can be a unique value
proposition if students can engage with centers
in non-doctoral programs.
Degrees and Program Areas
66
JHU’s range of program areas matches the breadth of competitors.
*Green denotes the existence of an offering
InstitutionEducation
AdministrationSpecial
EducationEducation
PolicyElementary Education
JHU
Vanderbilt University
Stanford University
University of Southern California
Teachers College, Columbia University
University of Maryland, College Park
NYU
University of Pennsylvania
Harvard University
Higher Education Counseling
Secondary Education
Internat’l Education
Ed/Instructional Technology
Source: US News and World Report
67
The range of program areas does not correlate positively with school ranking.
Breadth of Program Areas in Portfolio
Least Most
Ran
k
68
Although JHU’s overall ranking is high, no individual program area ranks in the Top 10.
Source: US News and World Report
*Green denotes the existence of a Top 10 offering
InstitutionEducation
AdministrationSpecial
EducationEducation
PsychologyHigher Education Administration
JHU
Vanderbilt University
Stanford University
University of Southern California
Teachers College, Columbia University
University of Maryland, College Park
NYU
University of Pennsylvania
Harvard University
EducationPolicy
Curriculum & Instruction Counseling
Elementary Education
Secondary Education
Co
mp
eti
tor
Pro
gra
ms
Ra
nk
ing
in
th
e T
op
10
69
If JHU hopes to continue to be a leader among schools of education, it must target the right whitespace in the market.
Potential area of opportunityPotential signal of change in demand
*Green denotes the existence of a Top 10 offering
Co
mp
etit
or
Pro
gram
s R
anki
ng
in t
he
To
p 1
0
InstitutionEducation
AdministrationSpecial
EducationEducation
PsychologyHigher Education Administration
JHU
Vanderbilt University
Stanford University
University of Southern California
Teachers College, Columbia University
University of Maryland, College Park
NYU
University of Pennsylvania
Harvard University
EducationPolicy
Curriculum & Instruction
CounselingElementary Education
Secondary Education
The whitespace in counseling presents an opportunity because degree and occupational demand are also high.. On the other hand, a lack of strong programs in special education is not necessarily an indicator that JHU could or should move into that space.
70
Vertical alignment is common at institutions, meaning many schools offer pathways of continued learning for students.
InstitutionEducation
AdministrationSpecial
EducationEducation
PolicyElementary Education
JHU
Vanderbilt University
Stanford University
University of Southern California
Teachers College, Columbia University
University of Maryland, College Park
NYU
University of Pennsylvania
Harvard University
Higher Education Counseling
Secondary Education
Internat’l Education
Ed/ Instructional Technology
*Green denotes the existence of at least 2 vertically aligned offerings
71
That said, for programs ranked in the top 10, there are fewer programs that are simultaneously prestigious and vertically aligned.
InstitutionEducation
AdministrationSpecial
EducationEducation
PolicyElementary Education
JHU
Vanderbilt University
Stanford University
University of Southern California
Teachers College, Columbia University
University of Maryland, College Park
NYU
University of Pennsylvania
Harvard University
Higher Education Counseling
Secondary Education
*Green denotes the existence of at least 2 vertically aligned offerings
72
Post-B.A. Certificate and Ed.D. Track in Mind, Brain, and
Teaching
M.S. and Post-M.A. Certificate in Evidence-Based Teaching
in Health Professions
Ed.D. Track in Entrepreneurial Leadership
Harvard: Master’s in Mind, Brain, and Education
Teachers College: M.S. in Neuroscience and Education
Vanderbilt: Ph.D. in Educational Neuroscience
UPenn :M.S. Ed., Medical Educators Program
Teachers College: Certificates in Adult Learning and Leadership for Medical Educators and Nursing Education
UPenn: M.S. Ed. in Education Entrepreneurship
Co
mp
arable C
om
petito
r Offerin
gs
Dis
tin
ctiv
e JH
U P
rogr
ams
JHU has some distinctive
programs, though competition exists
for each one.
Three key programmatic opportunities emerge from analyzing JHU’s competitive landscape:
Counseling Neuro-Education
No peer institutions have a top 10 program. UMD does have a #2 ranked counseling program, but lacks brand prestige overall.
Only two peers have a Master’s-level program, and JHU has a strong brand in neuroscience.
Most peer institutions have this program, which may be a signal of institutional prestige.
28
Education Policy
Opportunity Analysis06
75
Several programmatic opportunities emerge from our preliminary analysis:
Ed.D. Ed Leadership
Master’s in Higher Ed Admin
Education Leadership Counseling
Neuro-Education Education Policy
Online Master’s Degrees
DEGREE DEMAND
OCCUPATIONAL DEMAND
COMPETITIVE ANALYSIS
Teacher’s Certificates
Counseling
We recommend that JHU adopt a portfolio strategy to reach target audiences and maximize institutional resources.
A portfolio strategy requires aligning offerings with target audiences to determine where to invest today, where improvement is needed, where to stop investing, and where to launch in the future. By treating offerings as a portfolio rather than individually, JHU can balance and focus its resources.
This effort will provide learners with clear and compelling reasons to choose JHU.
76
77
Four priorities would constitute a portfolio strategy.
Audience AlignmentTo connect institutional offerings
with student preferences and needs so that students can
achieve their professional goals with access to the right degree in
the right format with desired career support
Research Center EngagementTo maximize the impact of JHU’s knowledge creation in the field
Online Modality To stay competitive in
increasingly digital learning markets
1
2
3
4
Vertical AlignmentTo create options for alumni to continue education and build robust resources for program areas
WhyMajor trends in higher education suggest that student experience and alignment are becoming increasingly critical to institutional differentiation.
While marketing materials do address students with specific professional needs (e.g., “Programs for School Counselors”), audience needs should be at the forefront of program design.
HowReorganize offerings in different program focus areas to be in the “right” format for demand.
Emphasize career placement and services in marketing.
Potential students need degrees that work for current careers and provide clear opportunities for professional advancement in their field. JHU needs to design programs with students in mind.
78
Next Steps:● Identify target audiences for existing and/or potential offerings.● Assess current portfolio of offerings and evaluate the propriety of
price point, modality, level of degree, etc. to determine the alignment of programs with current and prospective student needs.
1
3
2
Audience Alignment
Online Modality
Vertical Alignment
4 Research Center Engagement
WhyVertical alignment enables institutional focus and resource concentration in
key program areas by offering multiple levels of opportunity for professionals
in each field of education.
By creating vertical learning pathways for learners, the student lifecycle is
extended and alumni can return at different stages in their careers.
HowExplore which combinations of degrees/certificates are common in target audiences and identify which vertically aligned programs are most appropriate.
In each program area, refine the range/level of the offering to best align with the identified needs of target audiences.
Offering the appropriate programs at certificate, Master’s, and/or doctoral levels will focus resources and create continuing options for students.
1
3
2
79
Next Steps:● After segmenting by target audience, conduct an exercise to organize
current offerings vertically.● Evaluate the potential of offering new degree types within current
program areas.
Audience Alignment
Online Modality
Vertical Alignment
4 Research Center Engagement
WhyThe future of higher education involves programs in an online modality
JHU can meet many students and their needs in an online format, including
serves part-time students and individuals distributed across the country and
internationally.
HowIdentify which programs would be attractive to students seeking a more accessible but prestigious learning opportunity.
Design programs to be 100% online, starting with programs for audiences that would prioritize an online modality and moving into additional markets as demand evolves.
JHU has started diversifying the modality of its program and opened a path to serving new student populations. JHU can remain competitive by strategically shifting more programs online.
80
Next Steps:● Evaluate online capabilities and current online programming to assess
institutional readiness ● Explore partnerships to maximize JHU’s online footprint
Audience Alignment
Online Modality
Vertical Alignment
Research Center Engagement
1
3
2
4
WhyThe seminal research conducted at JHU centers could be a major draw for students if the link between centers and degree programs were clearer and less variable.
There is potential for centers to create more opportunities and content for degree-seeking students.
HowUse research center focus areas to inform program offerings and learning opportunities.
Leverage research from centers to generate articles and whitepapers that elevate JHU’s brand awareness among administrators, teachers, counselors, and entrepreneurs.
Centers can be better utilized to enhance the School of Education’s student experience and brand awareness.
81
Next Steps:● Create mechanisms for center faculty to engage with prospective
students at conferences, open houses, and online.● Consider how existing programs can be linked explicitly to the work of
centers.
Audience Alignment
Online Modality
Vertical Alignment
Research Center Engagement
1
3
2
4
Approach
83
The four strategic priorities framed our opportunity selection.
Audience AlignmentDoes this program meet the price, modality, and career
development objectives of its target learners?
Research Center EngagementHow are the research centers contributing to the experience of students and the positioning of JHU as a center of relevant knowledge creation?
Online Modality Is the modality of the program of the most
accessible to the target student populations? If
not, what is necessary to bring this program online?
1
2
3
4
Vertical AlignmentAre there appropriate pathways for alumni to re-engage with JHU when they require additional preparation or credentials for advancement in their careers?
8484
Certificates and non-degree offerings should complement full-degree offerings.
A Potential Strategy Certificates
If JHU wants to expand certificates, post-M.A. certificates have more potential. Private non-profit universities granted 48% of all post-M.A. certificates and only 31% of post-B.A. certificates, compared to 43% of all Master’s degrees and 38% of all doctorates.
Post-M.A. certificates should target administrators. As shown in degree demand analysis, post-M.A. certificates tend to draw administrators and post-B.A. certificates draw teachers.
Professional Development and Continuing Education
These areas are more likely to draw students if related degree programs are robust and highly ranked.
Launch offerings with potential to feed intofull degree programs
For example…
A Bootcamp for Aspiring Superintendents
● Target new, current principals or assistant principals
● If JHU targets new, current superintendents, these students are likely to already hold an Ed.D. and less likely to earn one at JHU
We focused opportunity selection on doctoral and Master’s level offerings.
Ed.D. in Education Leadership 1
2
3
4
5
6
85
Online Modality for M.S. in Counseling and Special Education: Autism
Gifted and Neurodiverse Education
Education Policy
Entrepreneurship
Higher Education
Ne
w T
rack
s fo
r M
.S. i
n E
du
cati
on
Stu
die
s
Opportunities align with many of our identified strategic priorities.
Ed.D. in Education Leadership 1
2
3
4
5
6
86
Online Modality for M.S. in Counseling and Special Education: Autism
Gifted and Neurodiverse Education
Education Policy
Entrepreneurship
Higher Education
Vertical Alignment Online Modality Audience Alignment Center Engagement
87
Competitive Strengths Competitive Weakness
Ed.D. in Education Leadership
● Launch an Ed.D. track focused on
Education Leadership, targeting
toward aspiring school administrators
● Prioritize K-12 focus, then launch
Higher Ed leadership track
● Although JHU has an Ed.D. track for
Entrepreneurial Leadership in
Education, a general degree in
leadership is likely to have wider
appeal among students and
employers
The Opportunity
Investment and ROI
● JHU already has an administration
track at the Master’s and post-B.A.
level
● All current Ed.D. programs have
been designed for online modality.
Market
● JHU’s existing administration
programs have been in decline,
including the online post-B.A.
certificate
● Most peer institutions have the
Ed.D. in Ed Leadership
● Education leadership is by far the
highest volume doctoral program in
education nationally, and has grown
23% from 2013 to 2017
● Low investment to build Ed.D.
program from resources in
certificate and M.S. programs
● High ROI due to online modality and
degree demand
Vertical Alignment Online Modality Audience Alignment Center Engagement
1
88
JHU’s doctorate in Education Leadership can have an innovative model, like Harvard and UPenn’s programs.
Mid-Career Doctoral Program in Education Leadership
Executive style, three-year program
Cohort Size: 25
Designed for students employed full-time, this program features a dissertation, applied research at the students’ home sites, and residencies for one weekend per month and one week during summer.
Doctor of Education Leadership (Ed.L.D.)
Full-time, three-year program
Cohort Size: 25
Students take courses at Harvard Business School and Kennedy School. Year three features a paid
residency at a partner organization, during which students engage with Harvard online and during intensive residencies. Students complete a strategic project for the partner and write a capstone.
1
89
Competitive Strengths Competitive Weakness
Online Modality for M.S. in Counseling and Special Education: Severe Disabilities with Autism Focus
● Design 100% online modality for
existing M.S. programs in Counseling
and Special Education: Severe
Disabilities with Autism Focus
● Within the M.S. in Counseling,
prioritize the Clinical Mental Health
Counseling track over School
Counseling
● CACREP accreditation requires a FTE
student:faculty ratio of 10:1—Johns
Hopkins can accommodate 190 FTE
students with its 19 FT faculty
The Opportunity
Investment and ROI
● JHU’s brand is strong in medical fields
● Current counseling programs have high
enrollment
● JHU has considerable expertise and
capabilities in designing online
offerings
Market
● Enrollment in the post-B.A.
certificate in autism education is
low despite 100% online modality
● Occupational demand for counselors
is extremely high
● Demand for autism-focused
Master’s degrees has especially high
growth in conferrals nationally
● Low investment to transfer existing
programs to online modality via in-
house instructional design staff
● High ROI due to online modality and
degree demand
Vertical Alignment Online Modality Audience Alignment Center Engagement
2
90
Competitive Strengths Competitive Weakness
Gifted and Neurodiverse Education Track, M.S. in Education Studies
● Rebrand Gifted Ed Track for the M.S.
in Education Studies by combining
the certificate programs in Gifted Ed
with the post-B.A. certificate in Mind,
Brain, and Teaching
● Focus on addressing needs of twice-
exceptional students through policy
and leadership
● Create professional development and
outreach material through the Center
for Technology in Education
● Offer 100% online modality
The Opportunity
Investment and ROI
● JHU has a well-known summer
program for gifted students
● The Mind, Brain, and Teaching
certificate is a distinctive program
● The Neuro-Education Initiative
conducts key research in this area
Market
● Demand for gifted education is
rising, but not by much
● Low investment due to rebranding
and recombination of exiting
programs
● Low ROI due to limited demand
● Harvard and Columbia offer neuro-
education degrees at the Master’s
level
Vertical Alignment Online Modality Audience Alignment Center Engagement
3
91
Competitive Strengths Competitive Weakness
Education Policy Track, M.S. in Education Studies
● Leverage policy expertise at JHU’s
research Centers to offer a track in
policy
● Offer 100% online modality
● A degree in policy is likely to appeal
to new student markets, including in
politics, consulting, journalism, etc.
The Opportunity
Investment and ROI
● Many of JHU’s Centers conduct
significant research on policy
● Proximity to D.C.
Market
● Most peer institutions have
Education Policy tracks
● Education Assessment, Evaluation,
and Research—the typical four-digit
CIP code for policy degrees—has
grown 74% from 2013 to 2017, but
volume is low
● High investment to create a new
program
● Medium ROI due to high
competition
Vertical Alignment Online Modality Audience Alignment Center Engagement
4
92
Competitive Strengths Competitive Weakness
Entrepreneurship Track, M.S. in Education Studies
● Add an entrepreneurship track for
students interested in developing
technology, opening new schools, or
starting a business
● Use courses and resources developed
for Ed.D. track in Entrepreneurial
Leadership
● Offer 100% online modality
● Share faculty with Carey Business
School
The Opportunity
Investment and ROI
● ITGL cohort demonstrates high
interest in entrepreneurial careers
● IDEALS and CTE have expertise in
“making”
Market
● UPenn has already launched this
degree and offers a joint degree
with the Wharton Business School
● Unknown● High investment to create a new
program
● Low ROI due to uncertain interest
Vertical Alignment Online Modality Audience Alignment Center Engagement
5
93
Market Investments and ROI
Higher Ed Administration Track, M.S. in Education Studies
● Hire faculty to launch a track in
higher education administration, a
new area of specialization for JHU
● Offer 100% online modality
● Create remote internship
opportunities across the university
● Potentially offer dual-degree option
with Ph.D. programs in other schools
within JHU
The Opportunity Competitive Strengths Competitive Weaknesses
Vertical Alignment Online Modality Audience Alignment Center Engagement
● The Dean is a specialist in higher
education
● As a leading university, JHU potentially
has excellent opportunities and
mentors for students
● Lack of faculty
● Most peers have a program
● High market potential due to volume
and growth at the Master’s level
● High investment due to need for hiring
new faculty—using adjunct faculty may
lower investment, but at least some full
time faculty are needed to build
reputation
● Low ROI due to high investment
6
94
We ranked opportunities from one to six on investment, competitive strength, and market size.
Competitive Strength
Inv
est
me
nt
Ed.D. in Education Leadership
1
2
3
4
5
6
Online Modality for M.S. in Counseling and Special
Education: Autism
Gifted and Neurodiverse Education
Education Policy
Entrepreneurship
Higher Education
1
2
3
45
6
Size of bubble indicates market size ranking
95
JHU’s current portfolio features variety, but can be optimized.
Administrator Counselor Special Educator Teacher
Education/ Instructional
Technologists
School administration
Education leadership for independent schools
Education of students with autism
Gifted education
Urban education
Mind, brain, and teaching
Leadership in tech integration
Independent schools
School administration and supervision
School counseling
Clinical mental health counseling
Gifted education
Special education (mild/moderate)
Special education (severe with a focus on autism)
Early childhood
Elementary (M.S./M.A.T.)
Secondary (M.S./M.A.T.)
M.E.H.P.
Digital learning and education technology
Clinical mental health counseling
Certificate of advanced graduate study in counseling
Applied behavior analysis
M.E.H.P.
Entrepreneurial Leadership
Mind, brain and teaching
Instructional design in online teaching and learning
Post-BA Certificate
Master’s
Post-MA Certificate
Doctoral
Program is onlineSome versions of this degree are offered onlineK
ey
96
AdministratorModifications Additions
School administration
Education leadership for independent schools
Independent schools
School administration and supervision
Entrepreneurial Leadership
Post-BA Certificate
Master’s
Post-MA Certificate
Doctoral
Program is onlineSome versions of this degree are offered onlineK
ey
Administrator
Offer track for higher ed administration
Develop a General Ed.D. in Leadership that can serve current/aspiring administrators or individuals interested in broader education leadership
97
CounselorModifications Additions
Post-BA Certificate
Master’s
Post-MA Certificate
Doctoral
Program is onlineSome versions of this degree are offered onlineK
ey
Counselor
Offer counseling MA degree programs in an online modality
Offer Post-MA certificates in counseling programs in an online modality
School counseling
Clinical mental health counseling
Clinical mental health counseling
Certificate of advanced graduate study in counseling
Applied behavior analysis
Consider creating a doctoral program in mental health counseling
98
Special EducatorModifications Additions
Post-BA Certificate
Master’s
Post-MA Certificate
Doctoral
Program is onlineSome versions of this degree are offered onlineK
ey
Special Educator
Add neurodiversity focus to Gifted Education to capitalize on popularity of Mind, Brain, and Teaching program
Offer Special education (severe with a focus on autism) online
Education of students with autism
Gifted education
Gifted education
Special education (mild/moderate)
Special education (severe with a focus on autism)
99
TeacherModifications Additions
Post-BA Certificate
Master’s
Post-MA Certificate
Doctoral
Program is onlineSome versions of this degree are offered onlineK
ey
Teacher
Consider offering only the M.A.T. in Elementary/Secondary or only the M.S. in Education Studies Elementary/Secondary
Urban education
Mind, brain, and teaching
Early childhood
Elementary (M.S./M.A.T.)
Secondary (M.S./M.A.T.)
M.E.H.P.
M.E.H.P.
Mind, brain and teaching
Consider orienting program to an audience other than teachers, who are relatively unlikely to pursue doctorates
100
The recommended portfolio will target new audiences and serve existing audiences better.
Administrator CounselorSpecial
Educator Teacher
Education/ Instructional
Technologists
School administration
Education leadership for independent
schools
Education of students with
autism
Gifted
education
Urban education
Mind, brain, and teaching
Leadership in tech
integration
Independent schools
School administration and supervision
Higher ed
administration
School counseling
Clinical mental health counseling
Gifted and neuro-diverse education
Special education (mild/moderate)
Special education (severe with a focus on autism)
Early childhood
Elementary (M.S./M.A.T.)
Secondary (M.S./M.A.T.)
M.E.H.P.
Digital learning and education
technology
Clinical mental health counseling
Certificate of advanced graduate study in counseling
Applied behavior analysis
M.E.H.P.
Entrepreneurial Leadership
General Education Leadership
Mind, brain and teaching
Instructional design in online
teaching and learning
Post-BA Certificate
Master’s
Post-MA Certificate
Doctoral
Program is onlineSome versions of this degree are offered onlineK
ey
Policy Maker Entrepreneur
Education Policy
Entrepreneurship
The Johns Hopkins University School of Education is entering a moment where its future will be critically defined by the strategic decisions made today.
Taking a portfolio approach will best position the school for success in the coming years by appropriately distributing resources and aligning the school’s programmatic and modal offerings with the demands of education professionals.
Appendix00
103
Teachers and Instructors
2017 Job postings: 438,499
2018 Job postings: 577,387
Nu
mb
er
of J
ob
P
ost
ing
s
+137%
+16%
Source: Bureau of Labor Statistics
104
Teachers and Instructors
2017 Job postings:
438,499
2018 Job postings:
577,387
Nu
mb
er
of J
ob
P
ost
ing
s
Source: Bureau of Labor Statistics
105
Special Education Teachers
2017 Job postings: 60,536
2018 Job postings: 59,397
Nu
mb
er
of J
ob
P
ost
ing
s
Source: Bureau of Labor Statistics
106
Administrators
2017 Job postings: 78,503
2018 Job postings: 79,002
Nu
mb
er
of J
ob
P
ost
ing
s
Source: Bureau of Labor Statistics
107
Counselors
2017 Job postings:
122,293
2018 Job postings:
130,475
Nu
mb
er
of J
ob
P
ost
ing
s
+21%
Source: Bureau of Labor Statistics
108
Instructional/Educational Technology
2017 Job postings: 40,962
2018 Job postings: 44,483
Nu
mb
er
of J
ob
P
ost
ing
s
+19%
Source: Bureau of Labor Statistics
109
Overall Job Posting Data
110
Teachers and InstructorsP
erc
en
tage
of J
ob
Lis
tin
gs R
eq
uir
ing
V
ari
ou
s L
ev
els
of D
eg
ree
s, B
y P
osi
tio
n
Source: Bureau of Labor Statistics
111
Teachers and InstructorsC
urr
en
t E
du
cati
on
ba
ckg
rou
nd
of
ed
uca
tors
Source: Bureau of Labor Statistics
112
Special Education TeachersP
erc
en
tage
of J
ob
Lis
tin
gs R
eq
uir
ing
V
ari
ou
s L
ev
els
of D
eg
ree
s, B
y P
osi
tio
n
Source: Bureau of Labor Statistics
113
AdministratorsP
erc
en
tage
of J
ob
Lis
tin
gs R
eq
uir
ing
V
ari
ou
s L
ev
els
of D
eg
ree
s, B
y P
osi
tio
n
Source: Bureau of Labor Statistics
114
CounselorsP
erc
en
tage
of J
ob
Lis
tin
gs R
eq
uir
ing
V
ari
ou
s L
ev
els
of D
eg
ree
s, B
y P
osi
tio
n
Source: Bureau of Labor Statistics
115
Instructional/Educational TechnologyP
erc
en
tage
of J
ob
Lis
tin
gs R
eq
uir
ing
V
ari
ou
s L
ev
els
of D
eg
ree
s, B
y P
osi
tio
n
Source: Bureau of Labor Statistics
116
Within the five categories, specific occupations demonstrate notable growth in job postings over the last year.
Overall, job posting trends have been steady across the segments.
Teachers/instructors, all other
Elementary teachers
Substance abuse and behavioral disorder counselors
Instructional coordinators
+137% +16% +21% +19%
Source: Bureau of Labor Statistics
117117
Degrees Conferred at Private, Non-Profit Institutions
Serviceable Addressable Market
Of the Total Market, the Serviceable Addressable Market is the proportion of students willing to pay higher tuition at private, non-profit institutions.
Total Market
Total Addressable Market
Total Number of Education Professionals
Graduate Education Degrees Conferred
6.61 M 171K 77K
Source: IPEDS and Bureau of Labor Statistics