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In conclusion, we have proofed that the methodology we used does allow us to identify both the definitely over supply and under supply academic programs. To put this in plain English, it means that if we labeled an academic program over supply, the program is definitely over supply - no matter how you simulate the hiring based on the crosswalks. The same is true for the under supply academic programs. Our designation, however, does not suggest to the policy maker to increase the number of graduates of all under supply academic programs to the amount of shortages since some of the programs are related.
This article is a technical note that described the research methodology employed in the analysis of my previous article titled '
workforce supply/demand higher education - Nebraska'.
Updated June 8, 2015: An
improved approach provides better directions for program management agency or policy maker.
The whole idea behind the analysis is what we called the worst case scenario analysis, which is commonly used in simplify a complicate problem so that some guidance for further analysis can be devised. A common result of such analysis is the lower bound or upper bound of a variable of interest.
The problem of the supply and demand interaction between higher education and workforce is a complex one. It is not mathematically challenge but nevertheless a complex one. The goal is aimed to understand how college/higher education graduates are fed into the workforce.
The ground work to the problem was laid years ago. Researcher and workforce development workers, after years of study, have documented the field and the level of knowledge needed for each occupation. In the same time, crosswalk tables were created that linked each academic program to the related occupation. In the crosswalk framework, the occupation is classified by the so called 'Standard Occupational Code' (SOC) and the academic program is classified by the 'Classification of Instructional Program' (CIP) code and the degree level awarded.
The complexity of the problem rooted at the fact that the crosswalks between the academic program and the occupation is not a single one to one map. As we can all image that graduates from one academic program can be fed into more than one occupation. The reverse of that is alos true: An occupation can accept graduates from more than one academic programs. It is this complexity that have limited most analysis to a smaller scale. For example, a Texas supply and demand
study only focused on few big categories and the 'The Occupational Supply Demand System'
website only provides tools for navigating between academic programs and occupations.
An additional complexity is also exist that the education classification system used to classify the occupation is not directly compatible with that used to classify the academic program either. For our study, since we are only interested in college educated graduates, all jobs classified with less than college degree requirement are discarded based on the idea that, for most cases, it wouldn't worth the investment for a college graduates to take that kind of jobs. In order to address the incompatibility between the two education classification system, a new education classification is improvised which allows the creation of a one to one map, in the mathematical sense, from both the academic and the occupational system to the new classification. The mapping is outlined below:
| Academic | Ours | Occupational |
|
|
|
| Less Than 1 Year Awards | Less than 2 year certificates | Postsecondary vocational training |
| Between 1 and 2 Years Awards | Less than 2 year certificates | Postsecondary vocational training |
| Associates Degrees | Associate (+Less than 4 year) | Associate degree |
| Between 2 and 4 Years Awards | Associate (+Less than 4 year) | Associate degree |
| Bachelors Degrees | Bachelor (+Certificates) | Bachelor's or higher degree, plus work experience |
| Bachelors Degrees | Bachelor (+Certificates) | Bachelor's degree |
| Post-Bachelors Certificates | Bachelor (+Certificates) | Bachelor's degree |
| Post-Bachelors Certificates | Bachelor (+Certificates) | Bachelor's or higher degree, plus work experience |
| Masters Degrees | Master (+Certificates) | Master's degree |
| Post-Masters Certificates | Master (+Certificates) | Master's degree |
| Doctorate Degrees | Doctor | Doctoral degree |
| First Professional Degrees | First Professional (+Certificates) | First professional degree |
| Post-First Professional Certificates | First Professional (+Certificates) | First professional degree |
| Doctor's degree - research/scholarship | Doctor | Doctoral degree |
| Doctor's degree - professional practice | First Professional (+Certificates) | First professional degree |
| Doctor's degree - Other | Doctor | Doctoral degree |
In theory, with enough computing power, we can simulate all possible scenarios and draw conclusions from the all possible assumptions. However, that kind of approach could easily bury the intuitive common sense and lost the researcher in the forest of data.
Since our goal is to identify the definitely over-supply and the definitely under-supply academic programs, we chose to use the worse case scenario analysis.
Since the process of establishing the lower bound for over-supply is much straightforward, we will describe it first.
By definition, an academic program is over-supply if there are fewer jobs appropriate for the program than the number of graduates from that academic program. By assuming that all appropriate jobs openings for an academic program are available to graduates from that academic program, we can calculate the number of graduates that could not find a job opening by subtracting the number of job openings from the number of graduates. If the result of the calculation is a postive number, we know the number of graduates would not be able to find the appropriate jobs. In reality, some of the appropriate job openings could be filled with graduates from other academic program and, hence, reduce the number of openings available to our focus academic program. However, the program we identified as over supply will still be over supplying its graduates, just to a bigger amount. The result we arrived is, therefore, a lower bound and the academic program we identified is, therefore, a definitely over supply program.
The process of producing the lower bound for the under-supply academic program is a bit more complicated. The idea begins with that if an academic program produced fewer graduates than what the industry can absorb, then that academic program is a under-supply program. The number of shortage in supply or the number of job openings to fill can be calculated by subtracting the number of graduates from the number of those job openings. As a first attempt, we could proceed the calculation using job openings from all appropriate occupations for a given academic program. However, in reality, some of the appropriate job openings could be filled with graduates from other academic programs. The number we arrived previous is, therefore, an over estimate of the shortage problem. The shortage may not even exist if all those appropriate jobs can be filled with graduates from other academic programs.
To resolve this problem, we begin our first step by identifying all the rival academic programs of our focus academic program. By definition, the rival academic programs are programs that could supply graduates to any of the appropriate job opening of our focus academic program. Once we identified all the rival academic program, we can calculated the total rival graduates by adding all the graduates from these rival academic programs. We, now, recalculate the shortage or the number of job opening to fill by subtracting both the number of graduates of our focus program and the rival graduates from the appropriate job openings of our focus program.In reality, not all rival graduates can fill those appropriate job openings. In that case, the number of job openings to be filled will be larger. The result we arrived is, therefore, an absolute minimum of the number of job openings need to be filled. We, therefore, termed that academic program a definitely under-supply program.
In conclusion, we have proofed that the methodology we used does allow us to identify both the definitely over supply and under supply academic programs. To put this in plain English, it means that if we labeled an academic program over supply, the program is definitely over supply - no matter how you simulate the hiring based on the crosswalks. The same is true for the under supply academic programs. Our designation, however, does not suggest to the policy maker to increase the number of graduates of all under supply academic programs to the amount of shortages since some of the programs are related. Increase the graduates in one academic program may reduce the number of job openings of a rival academic program and move that program off the under supply list.
