Opinion: Let's be thoughtful in our approach to higher education in Utah
Our state is in the thick of a crucial conversation about our higher education institutions. We applaud the robust dialogue about what we need from our exceptional colleges and universities going forward. As business leaders representing a wide array of industries in this state, we recognize the future success of our organizations depends on a well-educated workforce. Given that interest, we want to lend our voice to this discussion with five key perspectives.
First, Utah's higher education system drives Utah's economic vitality. We must maintain an investment mindset as we contemplate any changes in public policy. Utah has become the economic envy of most other states. Last spring, the American Legislative Exchange Council ranked Utah the state with the best economic outlook for the 17th consecutive year. To maintain that position, we must continue producing a well-educated, skilled workforce and invest in institutions that are training our future employees.
Second, we wholeheartedly embrace findings in the recent Workforce Alignment Study from the Utah System of Higher Education (USHE), which suggests there is an opportunity for greater collaboration between industry and higher education.
One example is the Jobs CEO Council established at Utah Valley University last year. This group of a dozen business leaders convened to share perspectives about future economic dynamics that help the university adjust curricula. There are similar examples on other Utah campuses.
We also support efforts by our Utah schools to provide more experiential opportunities for students. We have all seen firsthand how students benefit from internships, apprenticeships and project-based learning. We must connect the dots between classroom instruction and workforce realities.
Third, as we look to make changes in higher education, proposals must be data-driven. While there are plenty of opinions about what colleges and universities should or shouldn't be, we need robust data and thoughtful analysis to inform critical decisions. We commend those institutions that have invested in software and systems to obtain granular data around the efficacy of specific college courses. We also encourage further efforts to identify efficiencies in our colleges and universities to ensure we maximize the value of taxpayer dollars and student tuition dollars.
Fourth, we should proceed with precision in any proposed reforms. Sweeping generalities will not make good education policy. While there is merit in some national narratives around the shortcomings of the higher education system, many of those oft-cited arguments are not true in Utah or for USHE institutions.
And finally, there are benefits to hiring employees who have broad critical thinking skills and can view work through more than just a technical lens. While we celebrate greater focus on technical training and courses that align with specific workforce needs, we shouldn't short-change today's students by limiting exposure to liberal arts education.
Nearly one-third of Fortune 500 CEOs have bachelor's degrees in the humanities. A noted business consultant said, 'Liberal arts train us to see the forest, not just the trees, and [that is] the big picture training needed for entrepreneurial and corporate leadership.'
The USHE Workforce Alignment Study indicates employers see a lack of soft or durable skills among many college graduates they hire. Developing these durable skills is a responsibility shared by parents, employers and the education system. When it comes to the role of colleges in this effort, we cannot prioritize technical skills training at the expense of a well-rounded, critically thinking citizenry.
Change is healthy, and we value the work of policymakers, academics and others helping higher education evolve to meet the future needs of students, employers and society. We urge thoughtful, data-informed deliberation and a holistic view of Utah's future.
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