Market Analysis
Eastern Michigan University
Submitted to:
Dr. Susan W. Martin
President
Eastern Michigan University
202 Welch Hall
Ypsilanti, MI 48197
Phone: 734.487.2211
Sue.Martin@emich.edu
14 September, 2012
Contents
1. Executive Summary
1
2. Background
4
2.1
2.2
2.3
2.4
Introduction
Data Notes
Study Regions
Education Program to Occupation Crosswalk
4
4
5
3. Economic Baseline
7
3.1 Demographics
3.2 Industry Demand
7
8
8
11
12
13
13
15
16
19
3.2.1
3.2.2
3.2.3
Historical Trends
Industry Mix
Occupation Mix
3.3 Projected Growth
3.3.1
3.3.2
3.3.3
3.3.4
Labor Force
Regional Industries
Occupation Needs
Occupation Gaps
4. Training Gaps
21
4.1 Supply and Demand by Education Level
4.2 Training Concentration by Occupation Groups
4.3 High-Growth, High-Wage Occupations
21
22
24
5. Market Share For Select Occupations
5.1
5.2
5.3
5.4
5.5
5.6
5.7
5.8
27
Education, Training, and Library Occupations
Management Occupations
Business and Financial Operations
Arts, Design, Entertainment, Sports, and Media Occupations
Community and Social Services Occupations
Healthcare Practitioners and Technical Occupations
STZEM-Related Occupations
All Other Occupation Groups
6. Market Share Analysis and Primary Competitors
6.1 Regional Market Share Analysis
6.1.1
6.1.2
6.1.3
Regional Market Share Analysis
Market Share in the Core Region
Market Share Oakland County
27
29
30
31
32
33
36
38
40
41
41
44
46
Market Analysis Eastern Michigan University
1. Executive Summary
1. Executive Summary
The regional economies most important to Eastern Michigan University (EMU) are the southeastern Michigan
(core) region and a multi-state (expanded) region that includes most of Michigan, northwestern Ohio, and
northeastern Indiana. This report examines the occupation needs of these regions, especially among
occupations most relevant to a higher education institution such as EMU.
In general, the economies in both of these regions—core and expanded—are marked by slow employment
growth, gradual population loss, and market saturation in most aspects of post-secondary education. In short,
this is a hyper-competitive market, with a dozen very large institutions holding the preponderance of the
region’s market share and only limited opportunities for a college or university to expand aggressively.
Employment growth in the two regions has lagged employment growth in the nation as a whole over the past
ten years, and employment growth is projected to average only 0.4% per year over the next decade—less than
one-third of the national rate. The share of older workers will increase in both regions.
Over the next decade, Deloitte and Chmura forecasts that 183 occupations will have wages higher than the
median wage in both regions and are simultaneously projected to grow faster than overall job growth. Close to
half of these occupations are in the education and healthcare sectors, while another quarter of these jobs are
positions reliant on science, technology, engineering and math. STEM+ occupations are likely to grow about
30% faster than non-STEM+ jobs over the next decade.
EMU’s market share has held steady in both regions over the past ten years. EMU awarded 4.8% of
bachelor’s degrees in the Expanded Region and 9% in the Core Region in 2002-03 compare to 4.4% in the
Expanded Region and 8.6% in the Core Region in 2010-11. EMU’s share of the master’s degrees awarded has
grown modestly from 4.4% in the Expanded Region and 6.8% in the Core Region in 2002-03 to 4.7% in the
Expanded Region and 7.5% in Core Region in 2010-11. Overall, in the past decade both regions have seen
stagnation in the production of master’s degrees and steep growth in doctoral programs; this suggests what
market space exists in the postgraduate area is in master’s degree programs.
In 2011, EMU had an overall market share in the Core Region of 8.6% for bachelor’s degrees, 7.5% for
master’s degrees, and less than 0.5% market share of doctoral degrees. In the Expanded Region, EMU
awarded 4.4% of bachelor’s degrees and 4.7% of the master’s degrees. EMU boasts slightly higher market
share for degrees—at all levels—that feed into the subset of high-growth, high-wage occupations compared to
overall market share. Roughly 72% of EMU bachelor’s degree recipients, 70% of its master’s degree
recipients, and 84% of its doctoral degree recipients earned degrees that would feed into at least one of the
183 high-growth, high-wage occupations identified.
The EMU market regions are mature in postsecondary education, producing an average-to-above-average
volume of awards and the type of awards that are reasonably aligned with the local economies. On a per
capita basis, the EMU Core Region produces about the same number of four-year postsecondary awards as
the nation and an above average number of postgraduate awards. The Expanded Region is roughly similar to
the nation in both. For the major occupation groups that receive postsecondary training, the Core Region
produces postsecondary training at an above-average pace compared to the nation for all except the following:
Market Analysis Eastern Michigan University 1
1. Executive Summary
management occupations (for which the region is about 2% under par) and healthcare practitioners and
technical occupations as well as community and social service occupations (for which the region is about 9%
below the national pace of award production).
Training for education occupations is competitive in both the core and expanded regions and award production
has been dropping in the Core Region. Niche growth opportunities, however, may exist: Training specific to
preschool and kindergarten teachers has been slowly trending upward. Training for career/technical education
teachers has low volume in the region and also may be an opportunity to grow.
Training volume for management occupations is only slightly under par in the region. EMU’s market share for
these occupations is about 7%, and there may be room for growth among programs that are linked with the
occupation: general and operations managers.
For business and financial operations occupations, the market in the Core Region is fairly tight. EMU’s market
share is about 7% for these occupations.
Regarding community and social services occupations, EMU has a 9% market share, and overall award
production in the Core Region is under par for these occupations. Award output in both psychology and social
services has been expanding in the Core Region.
Though EMU’s market share for healthcare practitioners and technical occupations is a relatively small 3.6%,
though this is a field that is fast growing. Opportunities for growth exist here for such occupations as registered
nurses, speech-language pathologists, and physician assistants—for which EMU is already planning on
introducing a program.
Oakland, Wayne, and Genessee counties are hypercompetitive and well aligned towards high-growth, highwage occupations. Market space exists at both the bachelor’s level and graduate level in the greater Traverse
City region. The smaller markets of Jackson, Livingston, Macomb, Monroe, and St. Clair counties, as well as
the greater Fish Lake region have some market space at the postgraduate master’s level.
The University of Michigan (all campuses, UoM), Michigan State University (MSU), and the University of Toledo
(UoT) have moved the most aggressively into online program offerings. UoM and MSU have focused their
online resources mainly on graudate level courses, while UoT has the most extensive online offerings at the
undergraduate level. Central Michigan University has sought market share through geographic diversity.
Online programs are associated with holding market share and may increase profitability, but have not
consistently led to sustained gains in market share.
Twelve “2+2” programs leverage EMU’s core strengths, feed into high-growth, high-wage jobs, could be
marketed in all of EMU’s key markets, and should have sufficient demand to justify the creation of a
specialized program. Some the largest potential to create 2+2 program while simultaneously leveraging
EMU’s existing strengths would be in the fields of paralegal studies, art, and social work.
International students represent a growing marketing opportunity for EMU. The population of foreign students
has been expanding rapidly, especially from Asian countries such as China and India. While foreign students
are especially attracted to the field of engineering, not a core area of strength at EMU, international student
interests do align with other programs of study at EMU—including business, physical sciences, and health
care—whereby EMU can expand enrollment if it were to expand and approach national norms in foreign
student participation.
Market Analysis Eastern Michigan University 2
1. Executive Summary
Analysis of the occupation degree level mix and EMU’s program offerings suggests master’s degree programs
in journalism, speech and language pathology, geography and earth science, and public relations and image
management should be considered.
Market Analysis Eastern Michigan University 3
2. Background
2. Background
2.1. Introduction
This report was borne from Eastern Michigan University (EMU) seeking data and analysis to help their strategic
planning council examine (1) competitiveness, (2) current products, (3) new products, and (4) opportunities in
both the online and foreign student markets. High-growth, high-wage occupations are identified in this report as
a means of framing the analysis. This study is to provide guidance on determining programs and degrees that
would contribute to an overall product strategy. The labor market and educational degree study is structured so
it can build upon EMU’s existing strengths.
2.2. Data Notes
Employment and wage data used in this report are derived from JobsEQ®,1 Chmura’s proprietary database
and economic analysis system. These employment and wage data are primarily based upon the Quarterly
Census of Employment and Wages from the Bureau of Labor Statistics (BLS). Where necessary, data are
imputed by the JobsEQ system. In addition, data are brought forward two quarters using contemporaneous
alternative data sources. Employment and wage data in this report are thus as of the second quarter of 2012.
Occupation data are crossed over using the JobsEQ industry/occupation crosswalk, a variation on the national
industry/occupation crosswalk from the BLS. Occupation employment data are based upon a four-quarter
moving average as of the latest industry data (2012 quarter 2). Occupation wage data are from the Occupation
Employment Statistics program and are as of 2011.
For occupations, this report uses the 2010 Standard Occupational Classification (SOC). The 2010 revision of
the 2000 codes, regarding the collection of certain data, is still in progress. Thus, several temporary codes are
being used during the transition from 2000 SOC to 2010 SOC; these occupation titles are marked with an
asterisk.
Other data used in the report originated from EMU (such as current enrollment statistics), the National Center
for Education Statistics (for awards data, latest as of the 2010-11 academic year), and other sources as noted
in the text.
2.3. Study Regions
This report focuses on several distinct geographic areas that are important to EMU’s future growth and
competitive landscape. The regions were chosen and definitions were developed by both EMU and Chmura.
The primary two regions of analysis represent the broad market areas of EMU—a narrow immediate market
area and a more comprehensive, wider area—with the region definitions based upon a residency analysis of
EMU students and alumni. These regions are a 15-county “EMU Core Region” and a 94-county “EMU
1
JobsEQ® is Copyright © 2012, Chmura Economis & Anlaytics. All rights reserved. JobsEQ is protected by U.S.
Patent 7,480,659; and patents pending.
Market Analysis Eastern Michigan University 4
2. Background
Expanded Region.” The Core Region is focused on southeastern Michigan, including one county in Ohio. The
Expanded Region includes all of mainland Michigan (excluding the Upper Peninsula) as well as northwestern
Indiana and northeastern Ohio.
Figure 2.1: EMU Core Region
Figure 2.2: EMU Expanded Region
In addition to these two main geographic areas—which are the main focus of the report—EMU identified
several sub-regions for specific market share analysis, including: Oakland County and Pontiac, Michigan;
Wayne County, Detroit, and Livonia; Genesee County and Flint; Jackson, Macomb, St. Clair, Monroe, and
Livingston counties; as well as the 6-county greater Fish Lake region and a 7-county greater Traverse City
region.
2.4. Education Program to Occupation Crosswalk
The education program to occupation crosswalk methodology description refers to the analyses used in
sections IV and V.
Market Analysis Eastern Michigan University 5
2. Background
Training programs are classified according to the Classification of Instructional Programs (CIP codes). For
relating training programs, this report uses a modified version of the CIP to SOC crosswalk from the National
Center for Education Statistics (NCES).2 While this is a very helpful crosswalk for estimating occupation
production from training program awards data, the crosswalk is neither perfect nor comprehensive. Indeed, it is
hard to imagine such a crosswalk being perfect since many training program graduates for one reason or
another do not end up employed in occupations that are most related to the training program from which they
graduated. Therefore, the education program analyses should be considered in this light.
As an example of the many scenarios that may unfold, consider a journalism degree that crosswalks into three
occupations: editors, writers, and postsecondary communications teachers. Graduates with a journalism
degree may get a job in one of these occupations—and that may be the most-likely scenario—but a good
number of these graduates may get a job in a different occupation altogether (the job may be somewhat
related, such as a reporter, or the job may be totally unrelated, such as a real estate agent). Furthermore, a
graduate may stay in school or go back to school for a degree that will lead to other occupation possibilities.
Still another possibility includes the graduate not entering the labor market (maybe being unemployed, being a
non-participant, or moving to another region).
Given this background, training concentration gaps that are close to the average value of 100% (such as within
10 percentage points) should largely be viewed as having supply and demand for those occupations to be
roughly in equilibrium. However, in areas where the training concentration is significantly lower (such as below
75%), one can infer a substantial deficit of training for this occupation exists that corresponds to a market
opportunity.
2
See: http://nces.ed.gov/ipeds/cipcode/resources.aspx?y=55. Modifications were made to this crosswalk by Chmura based on
alternative data sources including the American Community Survey.
Market Analysis Eastern Michigan University 6
3. Economic Baseline
3. Economic Baseline
This section provides details on the economic environment in which Eastern Michigan University operates.
These data aid in understanding the current labor market in historical context as well as providing the basis for
projecting future economic activity—especially as it pertains to the labor market and the impact on occupations
likely to be filled by EMU graduates.
3.1. Demographics
The population of the EMU Core Region is older and slower-growing than that of the nation, but includes a
higher percentage of postgraduate degree holders. The population of the Core Region was 6.3 million in 2010,
contracting an average 0.2% per year over the previous decade. By comparison, the population of the
Expanded Region was nearly flat over the decade while the population of the nation grew at a 0.9% pace. The
median age of Core Region residents was 38.3 years in 2010, similar to the 38.4 average age in the Expanded
Region but higher than the 37.2 average age in the nation. However, the percentage of individuals under age
25 is similar between the EMU regions and the nation.3 In educational attainment, the EMU Core Region has a
higher percentage of adult population (age 25 and up) with a postgraduate degree (10.7%) compared to the
nation (10.3%). The Core Region also has a higher percentage with an associate’s degree (7.8% compared to
7.5%) but a smaller percentage with a bachelor’s (16.2% compared to 17.6%). The Expanded Region has
smaller percentages with bachelor’s and postgraduate degrees, but has a higher percentage of associate’s
degree holders than the nation.
Among other demographic indicators, the poverty level is higher in both the EMU Core Region (15.0%) and the
Expanded Region (14.6%) than in the nation (13.8%). Labor force participation rates are also lower in the
market regions surrounding EMU: 63.6% in the Core Region, 63.9% in the Expanded Region, and 65.0% in the
nation. The median household income, however, is fairly similar both in the Core Region and the nation,
estimated at $51,416 in the EMU Core Region compared to $51,914 in the nation.
3
The under-18 cohort comprised 23.9% of the population in the Core Region, 24.1% in the Expanded Region, and 24.0% in the
nation. The 18-24 cohort accounted for 9.8% of the population in both EMU regions and 9.9% in the nation.
Market Analysis Eastern Michigan University 7
3. Economic Baseline
Figure 3.1: Demographic Profile*
Percent
EMU Core
Region
Population
Value
EMU
Expanded
Region
USA
EMU Core
Region
EMU
Expanded
Region
USA
-
-
-
6,319,038
11,985,313
308,745,538
-0.2%
0.0%
0.9%
-14,884
-732
2,732,094
-
-
-
38.3
38.4
37.2
White
73.1%
79.9%
72.4%
4,616,069
9,574,291
223,553,265
Black or African-American
19.8%
13.3%
12.6%
1,248,378
1,594,357
38,929,319
American Indian and Alaska Native
0.4%
0.5%
0.9%
23,231
54,980
2,932,248
Asian
3.1%
2.2%
4.8%
196,609
266,912
14,674,252
Native Hawaiian and Other Pacific
Islander
0.0%
0.0%
0.2%
1,501
3,308
540,013
Some Other Race
1.3%
1.8%
6.2%
80,481
212,012
19,107,368
Two or More Races
2.4%
2.3%
2.9%
152,769
279,453
9,009,073
Hispanic or Latino (of any race)
4.1%
4.9%
16.3%
262,047
592,605
50,477,594
Labor Force (population 16 years and
over)**
63.6%
63.9%
65.0%
3,188,411
6,040,981
155,163,977
0.1%
0.1%
0.5%
3,297
6,740
1,126,503
-
-
-
$51,416
$49,016
$51,914
15.0%
14.6%
13.8%
939,286
1,714,883
40,917,513
No High school Diploma
12.1%
12.3%
15.0%
507,958
972,287
29,898,483
High School Graduate
29.7%
32.4%
29.0%
1,247,001
2,558,841
57,903,353
Some College, No Degree
23.5%
22.9%
20.6%
987,717
1,814,308
41,175,904
Annual Average Growth, 2000-2010
Median Age (estimate)
Race and Ethnicity
Armed Forces Labor Force**
Median Household Income** (estimate)
Poverty Level (of all people)**
Educational Attainment (25 years and over)
Associate's Degree
7.8%
8.1%
7.5%
329,568
638,707
15,021,920
Bachelor's Degree
16.2%
15.1%
17.6%
680,557
1,194,155
35,148,428
Postgraduate Degree
10.7%
9.2%
10.3%
448,269
728,101
20,578,571
*Source: Census 2010, unless noted otherwise
**Source: American Community Survey, 2006-2010
Source: JobsEQ®
3.2. Industry Demand
3.2.1. Historical Trends
Employment growth is the broadest and timeliest indicator of a region’s overall economic health. Over the past
decade (the ten years ending with the second quarter of 2012), the market area of EMU contended with one of
the most challenging downturns in the nation, driven predominantly by struggles among domestic auto
manufacturers. Employment contracted an annualized average 1.4% in the Core Region and 1.0% in the
Expanded Region compared to a 0.2% pace of expansion in the nation. In the Core Region, employment was
Market Analysis Eastern Michigan University 8
3. Economic Baseline
in year-over-year decline from 2002 through the first quarter of 2010. Since the second quarter of 2010,
employment in the region has been growing faster than in the nation.
Figure 3.2: Employment Growth, Percent Change, Year-Over-Year
4.0
2.0
USA
0.0
-2.0
EMU Core Region
-4.0
EMU Expanded Region
-6.0
-8.0
-10.0
2002Q1
2005Q1
2008Q1
2011Q1
Note: shaded areas represent recessions.
Source: JobsEQ and the Bureau of Labor Statistics
Though employment has been growing in the Core Region over the past couple years, the employment level is
in the process of trying to recover job losses incurred previously, especially during the recession. Figure 3.3
illustrates job growth indexed to the troughs experienced due to the last recession. Though the EMU market
regions have been posting better growth since their troughs, in reality, these regions have more ground to
make up.
Figure 3.3: Employment, Four-Quarter Moving Average, Index: Trough = 100
125
120
EMU Core Region
115
EMU Expanded Region
110
105
USA
100
95
2002Q1
2005Q1
2008Q1
2011Q1
Note: shaded areas represent recessions
Source: Bureau of Labor Statistics and Chmura Economics & Analytics
The EMU market areas have had above-average unemployment rates in the nation since 2001. In the EMU
Market Analysis Eastern Michigan University 9
3. Economic Baseline
Core Region, the unemployment rate dropped to as low as 3.4% (seasonally adjusted) in 2000, but climbed
sharply to above 6.0% due to the recession of 2001. The unemployment rate remained between 6.0% and
8.0% until the next recession hit at the end of 2007; the unemployment rate in the Core Region soared to
14.9% in 2009 and was above 10% for three years. As of June 2012, the unemployment rate in the EMU Core
Region was 9.3% compared to 8.7% in the Expanded Region and 8.2% in the nation.
Generally, individuals with higher educational attainment possess more opportunities when seeking jobs and
therefore experience lower unemployment rates. This advantage can be exhibited region-wide through an
overall lower regional unemployment rate, though such an advantage in educational attainment can be trumped
by shattering changes in regional industries. Regardless, even in a region undergoing a sharp transformation,
job opportunities are more numerous for those individuals with advanced education that is aligned with the
skills and knowledge in demand from local industry.
Figure 3.4: Unemployment Rate, Seasonally Adjusted
EMU Core Region
16.0
14.0
12.0
10.0
EMU Expanded Region
8.0
6.0
USA
4.0
2.0
1990
1993
1996
1999
2002
2005
2008
2011
Note: shaded areas represent recessions
Source: Bureau of Labor Statistics & Chmura Economics & Analytics
As of the second quarter of 2012, the average annual wage per worker in the EMU Core Region was $49,900.
This was higher than the national average wage of $48,800 and much higher than the Expanded Region
average wage of $44,900. The average wage in the Core Region has been historically higher than the average
national wage, though the gap between the two has closed considerably since 2004. Differences in cost of
living can distort wage comparisons between regions; in this case, however, the estimated cost of living in EMU
market regions is not far from that of the nation.4
Average annual wages per worker in the Core Region grew fairly steadily from 2002 to 2008 until a contraction
due to the past recession. From 2002 through 2008, wages grew an annualized average 2.5% in both the Core
Region and Expanded Region; but wages in the nation averaged a 3.6% pace over the same period. Due to
the recession, wages in the Core Region trended downward from the fourth quarter of 2008 to the first quarter
of 2010. Since that downturn, however, average wages per worker has grown an annualized average 3.2% in
the Core Region, slightly better than the 3.1% pace in the nation.
4
Per JobsEQ, using the US cost of living as a base index of 100, the cost-of-living index is 99.7 in the EMU Core Region and 96.5 in
the Extended Region.
Market Analysis Eastern Michigan University 10
3. Economic Baseline
Figure 3.5: Average Annual Wages per Worker
$51,000
$49,000
EMU Core Region
$47,000
$45,000
$43,000
USA
EMU Expanded
Region
$41,000
$39,000
$37,000
$35,000
2002Q1
2005Q1
2008Q1
2011Q1
Note: shaded areas represent recessions
Source: Bureau of Labor Statistics
3.2.2. Industry Mix
For this section, industries are classified according to the North American Industry Classification System
(NAICS). The largest groupings that generally correspond to the 2-digit classification level are termed “sectors.”
Employment data referred to in this section are based upon the Quarterly Census of Employment and Wages
data from the Bureau of Labor Statistics and are presented as a four-quarter moving average ending with the
second quarter of 2012.
Health care and social services is the largest sector in the EMU Core Region, providing 425,900 jobs as of the
second quarter of 2012. Jobs in this sector vary widely in pay, but the overall average wage in the sector
($47,700 as of the second quarter of 2012) is similar but slightly lower than the average wage among all
industries in the market area ($49,900). As will be seen in a latter section, this sector is expected to grow fast in
terms of employment. Health care and social services is relatively larger in the Core Region (employing 16.8%
of the workforce) compared to the Expanded Region (15.4%) and the nation (14.3%).
The professional and business services sector (PBS) is also an area of strength in the Core Region, employing
419,500 workers, the second-most among all sectors. The PBS sector comprises professional, scientific, and
technical services; management of companies and enterprises; and administrative and support and waste
management and remediation services. Professional and business services employs 16.6% of the EMU Core
Region workers compared to 13.4% in the Expanded Region and 13.7% in the nation. This sector has relatively
high average wages, and its relatively large size in the Core Region thus boosts the region’s overall average
wage.
Another primary economic driver in the EMU Core Region is the manufacturing sector which employs 11.5% of
workers in the area, higher than the 9.1% share in the nation though less than the 15.7% employment share in
the Expanded Region. This sector offers higher-than-average wages in the Core Region—$70,400 per worker,
about 40% above average for the region. This sector includes auto and auto parts manufacturers, which
directly employ over a third of manufacturing workers in the EMU Core Region.
Market Analysis Eastern Michigan University 11
3. Economic Baseline
Figure 3.6: Employment Mix by Sector
Industry
Employment
Average
Annual
Wages
EMU Core
Region
EMU Core
Region
Percentage of Employment
EMU Core
Region
EMU
Expanded
Region
USA
Health Care and Social Assistance
425,900
$47,700
16.8%
15.4%
14.3%
Professional and Business Services
419,500
$63,700
16.6%
13.4%
13.7%
Manufacturing
291,800
$70,400
11.5%
15.7%
9.1%
Retail
284,400
$27,300
11.2%
11.4%
11.4%
Leisure
248,800
$18,500
9.8%
10.1%
10.7%
Educational Services
223,900
$45,500
8.8%
9.1%
9.3%
Finance, Insurance, and Real Estate
123,300
$62,100
4.9%
4.5%
5.8%
Public Administration
115,000
$58,500
4.5%
4.2%
5.6%
Transportation, Warehousing, and Utilities
101,300
$58,100
4.0%
3.8%
4.5%
Wholesale
98,100
$72,600
3.9%
3.8%
4.3%
Other Services
81,400
$28,600
3.2%
3.1%
3.4%
Construction
74,900
$57,900
3.0%
3.4%
4.4%
Information
39,600
$62,800
1.6%
1.4%
2.1%
Natural Resources
4,400
$25,000
0.2%
0.6%
0.9%
Mining
1,200
$58,100
0.0%
0.1%
0.6%
2,533,900
$49,900
100%
100%
100%
Total
Note: figures may not sum due to rounding; in addition, each region includes jobs that do not have an industry classification.
Source: Bureau of Labor Statistics and JobsEQ
3.2.3. Occupation Mix
The mix of occupations in the EMU Core Region follows its mix of industries. Occupations are defined
according to the Standard Occupational Classification (SOC) with “major groups” corresponding to the first two
digits of the SOC code.
The largest major occupation group in the metro area is office and administrative support; while it employs over
420,000 in the region, this is not unusual for an area of its size. The next-largest occupation groups in the Core
Region are sales and related as well as food preparation and serving related.
The location quotient (LQ) is a relative measure of employment size compared to the nation. An LQ of 1.00
indicates the average job mix found in the nation; an LQ of 1.01 indicates employment is 1% larger than
average and an LQ of 0.99 indicates employment is 1% lower than average. Thus, as shown in Figure 3.7, the
occupation groups that are especially and unusually large in the Core Region are architectural and engineering
(LQ=1.39), production (LQ=1.33), healthcare practitioners and technical (LQ=1.25), and healthcare support
(LQ=1.14).
Market Analysis Eastern Michigan University 12
3. Economic Baseline
Figure 3.7: Major Occupation Groups, EMU Core Region, 2012 Quarter 4
SOC
Title
Employment
Average Annual
Wages per
Worker (2011)
Location
Quotient
43-0000
Office and Administrative Support
421,632
$30,500
1.01
41-0000
Sales and Related
255,759
$29,900
0.96
35-0000
Food Preparation and Serving Related
219,586
$18,900
0.99
51-0000
Production
219,148
$32,900
1.33
29-0000
Healthcare Practitioners and Technical
184,096
$63,000
1.25
53-0000
Transportation and Material Moving
153,446
$28,600
0.91
25-0000
Education, Training, and Library
146,834
$45,600
0.91
11-0000
Management
122,114
$90,000
0.98
13-0000
Business and Financial Operations
117,954
$57,900
0.97
49-0000
Installation, Maintenance, and Repair
94,076
$39,300
0.97
31-0000
Healthcare Support
88,755
$24,800
1.14
37-0000
Building and Grounds Cleaning and Maintenance
81,490
$22,100
0.92
47-0000
Construction and Extraction
70,912
$39,100
0.73
39-0000
Personal Care and Service
67,696
$21,200
0.89
15-0000
Computer and Mathematical
67,142
$70,000
1.00
17-0000
Architecture and Engineering
63,306
$66,800
1.39
33-0000
Protective Service
44,506
$34,600
0.72
21-0000
Community and Social Service
37,906
$37,800
1.03
27-0000
Arts, Design, Entertainment, Sports, and Media
31,605
$40,400
0.94
19-0000
Life, Physical, and Social Science
22,712
$57,800
1.07
23-0000
Legal
18,737
$83,200
0.97
45-0000
Farming, Fishing, and Forestry
4,508
$21,500
0.27
The occupation mix in the Expanded Region is fairly different than in the Core Region, partially due to the large
number of rural localities in the wider market area. The Expanded Region has a larger concentration in
production occupations (LQ=1.67)—its second-largest occupation group—compared to the Core Region. The
Expanded Region also has larger concentrations of jobs in transportation and material moving (LQ=0.99) and
construction and extraction occupations (LQ=0.81) and smaller concentrations in the healthcare occupation
groups as well as several professional occupation groups: architectural and engineering, computer and
mathematical, and business and financial operations.
3.3. Projected Growth
3.3.1. Labor Force
The labor force of the EMU Core Region is defined as all individuals working within the region, which largely
comprises residents of the Core Region, but also includes residents of nearby counties who commute into the
region. The growth of labor force in the Core Region is influenced by a variety of factors: population growth,
age mix, participation rates, gender mix, and educational attainment mix. In addition, some of these factors
interact with one another. Persons with a higher educational attainment, for example, are generally more likely
Market Analysis Eastern Michigan University 13
3. Economic Baseline
to participate in the labor market (that is, be either employed or looking for work) than those with lower
educational attainment.
Overall industry demand also influences the supply of workers since workers will go where the jobs are located.
If job growth in the Core Region is higher than what can be filled by residents who live within commuting
distance of the jobs, workers will migrate to fill those positions. Conversely, if the job growth dries up, workers
would eventually seek employment elsewhere and possibly emigrate to do so.
Over the long-term, such as the ten-year forecast considered here, supply and demand of the labor force is
expected to trend towards equilibrium to balance each other. The ten-year baseline forecast used here was
developed by Chmura through its JobsEQ® analytic system and is based upon historical industry growth trends
in the region along with expected population trends, especially among working-age cohorts. According to this
forecast, the job base is expected to grow 0.4% per year over the long-term. This pace of growth will be
reflected in both the industry demand (examined in the subsequent section) as well as the labor supply
(examined here).
Within the labor supply in the EMU Core Region, the age mix is expected to shift towards older workers over
the next ten years. This is in part due to the aging of the large baby boomer cohort but also in part due to the
projected rise in the retirement age. The upshot of this trend is that traditional college-graduate-aged workers
are going to form a smaller portion of the overall workforce in the future, plus this same cohort is going to be
competing against a more experienced base of workers. The number of workers age 65 and up are expected to
grow by over three-quarters in the Core Region, expanding from 4.9% of the workforce in 2012 to 8.3% in
2022. This trend will similarly play out in the Expanded Region as well as in the nation.
Figure 3.8: EMU Core Region Labor Supply Forecast by Age
1,200,000
1,000,000
800,000
2012
600,000
2022
400,000
200,000
16-24
25-34
35-44
45-64
65+
Source: JobsEQ
Another significant trend is an expected increase in the average educational attainment of the workforce. The
percentage of the workforce with highest educational attainment of a high school diploma or lower is expected
Market Analysis Eastern Michigan University 14
3. Economic Baseline
to contract in the EMU Core Region over the next ten years. The percentage of workers with a graduate degree
is expected to expand from 11.0% in 2012 to 11.9% in 2022 and workers with an associate’s degree is forecast
to increase from 8.7% to 9.2% over the same period. The percentage of workers with a bachelor’s degree in
the Core Region, however, is expected to remain at 17.9% over the next ten years, as this cohort is expected
to grow, but at the same pace as the overall workforce. The EMU Expanded Region is expected to see a
similar pace of growth in its graduate degree workers, but quicker growth in associate’s and bachelor’s degree
holders.
Figure 3.9: EMU Core Region Labor Supply Forecast by Educational Attainment
800,000
700,000
600,000
500,000
2012
400,000
2022
300,000
200,000
100,000
Less than HS
High School
Some College
Associate's
Bachelor's
Graduate
Source: JobsEQ
Of particular relevance to EMU, these demographic trends favor the growth of programs and services that cater
to non-traditional students over traditional freshmen.5 National level analysis by the National Center for
Education Statistics indicates that non-traditional students, those over 25 years of age, are epected to grow at
twice the rate of traditional students (an age cohort 18-24) over the next decade.6 In Michigan, where Chmura
would expect a likely gradual decline of traditional freshmen over the next decade, the dichotomy in the growth
rates between traditional students and non-tradtional student is set to become even starker.
3.3.2. Regional Industries
Industry employment projections in this section are based upon two items: (1) total regional employment
projections from JobsEQ, and (2) individual industry projections based upon Bureau of Labor Statistics
forecasts for national industries. These industry-specific forecasts are overlaid with the JobsEQ forecast, which
5
Usually defined as a 17-18 year-old student attending college directly out of high school.
6
“Projections of Education Statistics, 39th Edition”. National Center for Education Statistics; September 2011.
Market Analysis Eastern Michigan University 15
3. Economic Baseline
is the baseline forecast that incorporates historical trends as well as labor supply growth as influenced by such
factors as population growth and participation rates.
Overall, employment in the EMU Core Region is projected to expand 0.4% per year over the next ten years
(2012 Q2 to 2022 Q2) for the addition of about 107,500 jobs. In addition, there is expected to be over 580,000
job openings due to replacement demand—which is the replacement needs for occupations due to turnover
such as retirements and workers moving from one occupation to another.7 By industry, the largest employment
needs are projected to be in health care and social assistance, needing about 164,000 workers due to
replacements and growth over the next ten years, with a little over half of the total due to growth. The nextlargest need for workers is in professional and business services with total demand of 131,900 employees.
Both the trade and leisure sectors are expected to see high occupation demand, though nearly all due to
replacement demand. Manufacturing and public administration are expected to decline somewhat in overall
employment, but nevertheless will require significant numbers of new workers to fill replacement needs.
Figure 3.10: Ten-Year Employment Needs by Industry, Replacements and Growth, EMU Core Region, 2012Q2
Natural Resources and Mining
800
Transportation, Warehousing, and
Utilities
22,200
Construction
32,000
27,700
Manufacturing
106,500
Trade (Retail and Wholesale)
6,100
Information
Replacements
24,100
Finance, Insurance, and Real Estate
Professional and Business Services
131,900
54,800
Educational Services
164,000
Health Care and Social Assistance
76,700
Leisure
20,000
Other Services
Public Administration
-50,000
Growth
13,700
0
50,000 100,000 150,000 200,000
3.3.3. Occupation Needs
The occupation needs in the EMU Core Region over the next ten years are dependent upon the The
occupation needs in the EMU Core Region over the next ten years are dependent upon the overall industry
growth in the region, how the mix of occupations changes within individual industries, and the replacement
needs within occupations.
7
Replacement needs are calculated via “replacement rates” from the Bureau of Labor Statistics. Based on their methodologies,
these rates understate the total demand and should be taken as a minimum measure of training needs due to replacements. More
on the subject can be read here: http://www.bls.gov/emp/ep_replacements.htm.
Market Analysis Eastern Michigan University 16
3. Economic Baseline
First, Chmura examines the overarching trend expected in occupation growth in the EMU Core Region. Figure
3.11 illustrate that over the next ten years, the largest three occupation groups by employment demand are all
below-average wage groups predominated with generally lower-skilled workers less likely to be collegeeducated: office and administrative support, sales and related, and food preparation and related occupations.
The largest occupation groups that comprise generally higher-skilled, college-educated, and above-average
wage workers are healthcare practitioners and technical (needing 62,100 workers due to replacement and
growth demand over the next ten years) and education, training, and library occupations (needing 37,500
workers over the next ten years).
Figure 3.11 Ten-Year Employment Needs by Occupation Group, Replacements and Growth, EMU Core
Region, 2012Q2
Office and Administrative Support
90,700
Sales and Related
82,000
Food Preparation and Serving Related
73,600
Healthcare Practitioners and Technical
62,100
Transportation and Material Moving
42,700
Education, Training, and Library
37,500
Healthcare Support
32,900
Business and Financial Operations
30,600
Personal Care and Service
29,200
Production
28,900
Management
25,000
Construction and Extraction
23,100
Installation, Maintenance, and Repair
22,600
Computer and Mathematical
21,400
Building and Grounds Cleaning and Maintenance
16,400
Architecture and Engineering
15,800
Community and Social Service
13,300
Protective Service
11,500
Arts, Design, Entertainment, Sports, and Media
9,800
Life, Physical, and Social Science
8,000
Legal
3,000
Farming, Fishing, and Forestry
1,100
0
20,000
40,000
60,000
80,000
100,000
Drilling down to the level of detailed occupations (the six-digit SOC level where there are nearly 800 detailed
occupation titles) we can now examine those jobs most in demand. For the EMU market areas, high-growth,
Market Analysis Eastern Michigan University 17
3. Economic Baseline
high-wage occupations are defined as detailed occupations which have wages above $39,600 and are
expected to grow quicker than 0.6% per year.8 Figure 3.12 lists the twenty largest high-growth, high-wage
occupations in the EMU Core Region.
The high-growth, high-wage occupations in the EMU Core Region are led by registered nurses which has
employment of 71,616 in the region and is expected to need 22,000 new workers (due to replacements and
growth) over the coming ten years. Other occupations in healthcare are prominent among the high-growth,
high-wage occupations, such as physicians, surgeons, and pharmacists. Other well-represented groups among
the high-growth, high-wage occupations are education occupations (such as elementary and middle school
teachers) and computer occupations (such as support specialists and software developers).
Figure 3.12: Largest Detailed High-Growth, High-Wage Occupations in the EMU Core Region
2012 Quarter 2
SOC
8
Title
Employment
Average
Annual
Wages
Forecast, 2012Q2–2022Q2
Location
Quotient
Total
Replacement
Demand
Total
Employment
Change
Average
Annual
Growth
Percent
29-1111
Registered Nurses*
71,616
$62,500
1.34
12,239
10,420
1.4%
25-2021
Elementary School
Teachers, Except
Special Education
21,778
$49,100
0.80
4,532
1,266
0.6%
15-1150
Computer Support
Specialists
12,548
$44,800
1.01
3,155
1,183
0.9%
41-3099
Sales
Representatives,
Services, All Other
10,939
$48,500
0.94
3,048
888
0.8%
13-1111
Management
Analysts
10,579
$74,600
0.99
1,632
1,182
1.1%
15-1132
Software
Developers,
Applications
10,461
$83,400
0.97
1,049
2,122
1.9%
15-1121
Computer Systems
Analysts
10,068
$74,500
1.04
1,804
1,313
1.2%
25-2022
Middle School
Teachers, Except
Special and
Career/Technical
Education
9,871
$49,400
0.80
2,053
574
0.6%
47-2111
Electricians
9,830
$47,600
0.99
2,473
920
0.9%
13-1078
Human Resources,
Training, and Labor
Relations Specialists,
All Other*
9,611
$49,700
1.12
1,542
972
1.0%
17-2051
Civil Engineers
7,792
$72,800
1.57
1,517
876
1.1%
Of the 796 detailed occupations, 183 qualify as high-growth, high-wage in the EMU market areas. Occupations qualify for this
definition if they exceed the wage and growth thresholds for either the core or expanded regions. The threshold wage represents the
maximum of the average occupation wages in the Core Region and the Expanded Region. The threshold growth rate represents the
maximum of the average occupation growth rates in the Core Region and the Expanded Region.
Market Analysis Eastern Michigan University 18
3. Economic Baseline
2012 Quarter 2
Forecast, 2012Q2–2022Q2
15-1133
Software
Developers, Systems
Software
7,242
$90,100
0.94
737
2,030
2.5%
29-1069
Physicians and
Surgeons, All Other
7,241
$131,400
1.20
1,356
965
1.3%
11-9111
Medical and Health
Services Managers
6,981
$81,700
1.24
1,614
798
1.1%
15-1142
Network and
Computer Systems
Administrators
6,876
$66,400
1.03
1,103
1,217
1.6%
49-9041
Industrial Machinery
Mechanics
6,395
$44,700
1.10
1,147
490
0.7%
29-1051
Pharmacists
6,333
$106,500
1.19
1,523
903
1.3%
13-1161
Market Research
Analysts and
Marketing Specialists
6,057
$57,100
0.97
1,518
1,779
2.6%
47-2152
Plumbers, Pipefitters,
and Steamfitters
6,000
$46,000
0.87
1,631
818
1.3%
47-1011
Supervisors of
Construction and
Extraction Workers
5,870
$55,500
0.66
1,286
787
1.3%
Source: JobsEQ®
3.3.4. Occupation Gaps
Another way to look at occupation needs is in terms of an occupation gaps analysis. This is a high-level
analysis for the long-term forecast window that compares expected growth in occupations with expected
supply—where the supply model is largely based on general demographic trends including educational
attainment of the workforce. Such an analysis can point out where mismatches may occur; for example, if fast
demand growth is expected for occupations requiring an associate’s degree and the labor force is not expected
to grow quickly in its supply of workers with associate’s degrees, then a mismatch could occur.
The occupation gaps analysis shown in Figure 3.13 indicates occupation groups with potential supply gaps
over the next ten years at the top of the chart, and groups with potential excess of supply at the bottom of the
chart. In the chart, the numbers next to the bars are annual figures representing the annual supply gap (or
surplus if negative) in employment in that occupation group.
Market Analysis Eastern Michigan University 19
3. Economic Baseline
Figure 3.13: Projected Annual Average Occupation Gaps, EMU Core Region, 2012 Q2–2022 Q2
Healthcare Practitioners and Technical
Construction and Extraction
Healthcare Support
Personal Care and Service
Transportation and Material Moving
Business and Financial Operations
Computer and Mathematical
Community and Social Service
Installation, Maintenance, and Repair
Sales and Related
Building and Grounds Cleaning and Maintenance
Arts, Design, Entertainment, Sports, and Media
Life, Physical, and Social Science
Farming, Fishing, and Forestry
Architecture and Engineering
Protective Service
Management
Education, Training, and Library
Legal
Food Preparation and Serving Related
Production
Office and Administrative Support -2,800
1,472
1,094
955
847
611
470
366
363
280
210
143
105
15
-1
-10
-182
-236
-410
-505
-1,114
-1,672
-3,500-3,000-2,500-2,000-1,500-1,000-500
0
500 1,0001,5002,000
Source: JobsEQ
The long-term occupation gap analysis indicates that fast-growing, high-skilled occupation groups have a high
potential for developing supply gaps. These groups include healthcare practitioners and technical; business
and financial operations; and computer and mathematical occupations. The education level of the EMU Core
Region workforce will need to rise in order to keep up with the educational attainment demand due to these
expanding occupation groups. According to the model, other occupation groups where supply shortfalls may
occur include the fast-growing occupations in healthcare support and construction and extraction occupations.
On the other hand, occupation groups with expected surpluses of workers include those that are expected to
grow slowly or where the supply is expected to grow more quickly. These occupation groups are led by office
and administrative support, production, and food preparation and serving related.
Note that the potential gaps presented here are projected and may not actuate given market place changes not
anticipated in the modeling. In addition, these gaps do not necessarily comment on the current status of supply
and demand for occupations, but rather are based upon a long-term outlook. Finally, these gaps are at the
occupation group level and considerable variation may be present within groups; for example, although the
education, training, and library occupations group is projected to have a surplus, elementary and middle school
teachers are projected to be in demand.
Market Analysis Eastern Michigan University 20
4. Training Gaps
4. Training Gaps
This section is an analysis of the training concentration of the EMU market areas—in other words, a look at the
postsecondary award output in comparison to that of the nation. To establish a baseline for comparison, award
output is measured against occupation demand. For example, if the nation produces one registered nurse
graduate for every ten employed nurses, the one-to-ten ratio is the national standard. If a region such as the
EMU Core Region produces one registered nurse graduate for every twelve employed nurses, then we
conclude the region’s output for this occupation is trailing the national rate of production.
4.1. Supply and Demand by Education Level
In the 2010-11 academic year, 922,000 postgraduate awards9 were awarded in the nation, or 3.0 awards per
every thousand individuals. This trails the rate found in the EMU Core Region where 22,357 postgraduate
awards were granted (by institutions located in the region) at a rate of 3.5 per every thousand individuals. In
terms of four-year awards,10 however, the region is right on par. In the nation for the same academic year,
approximately 1.85 million four-year awards were granted, or 6.0 awards per every thousand individuals. By
comparison, 37,643 four-year awards were earned in the EMU Core Region in the same academic year, at the
same rate of 6.0 per thousand individuals. In the Expanded Region, the pace of four-year awards slightly
exceeds that of the nation while postgraduate awards are a bit behind the pace in the nation.
Figure 4.1: Postsecondary Awards per Capita, 2010-2011 Academic Year
Awards per thousand population
7.0
6.0
5.0
4.0
3.0
2.0
1.0
-
6.0
6.0
6.1
USA
3.0
3.5
2.8
EMU Core Region
EMU Expanded Region
Four-Year
Postgraduate
Source: NCES and Chmura Economics & Analytics
In general, this analysis alone indicates that both the Core Region and the Extended Region are
hypercompetitive, and in most cases are at or near equilibrium in terms of the supply and demand of individuals
9
Postgraduate awards are defined here as master’s degrees, post-master’s certificates, doctor’s degrees, first-professional
degrees, and first-professional certificates.
10
Four-year awards are defined here as bachelor’s degrees and post-baccalaureate certificates.
Market Analysis Eastern Michigan University 21
4. Training Gaps
with specific degrees. This results in relatively little untapped market space and leaves room for only cautious
and modest expansion of programs.
4.2. Training Concentration by Occupation Groups
In analyzing occupation training, we first translate the awards by training program into occupation output (as
described in Section 2.4) and then calculate the rate of awards per employment. In the nation, the rate of
awards per employment is the benchmark, and the regional rate of production is described as a percentage of
this benchmark; this percentage is termed the “training concentration.” For example: if a region’s training
concentration is 100%, it is producing awards at the same rate as the nation; if a region’s training concentration
is 50%, it is producing awards at half the national pace.11
In areas where there exists substantial shortfalls in the training concentration (about 75% or less), we would
expect industries to be either drawing applicants from outside their immediate market area or to be hiring
individuals that lack the desired occupation-specific skills and background, thus needing to commit to a longer
initial training and familiarization period. This strongly indicates that local job-seekers with degrees providing
desired occupation skills would have an edge in gaining employment, which in turn should lead to a competitive
advantage for those schools offering advanced degrees in these fields.
In looking at training concentrations at the occupation group level for the EMU market areas, we see the
regions are near or exceeding the national rate of training for the occupation groups most linked with
postsecondary education, especially at the four-year level and higher. For example, schools in the Core Region
produced 15,528 awards linked with education, training, and library occupations in the 2010-2011 academic
year, 14% above the national pace. The Core Region trailed the national pace in the occupation groups of
management (training concentration of 98%), healthcare practitioners and technical (91%), and community and
social services (91%). Of the most popular postsecondary-trained occupation groups, the Expanded Region
trailed the national pace only in healthcare practitioners and technical (95%) and life, physical, and social
science occupations (98%). Both market areas trailed the nation in most of the occupation groups less
associated with postsecondary awards—especially four-year and higher awards—such as production, food
preparation, and sales occupations.
Although the market areas may have above average award output at the occupation group level, this does not
mean that the regions are necessarily overproducing awards in these groups. It also does not indicate that
there is no room for or a need for an expansion in award programs. At the detailed occupation level, there may
be award shortfalls, even with occupation groups that do not have an overall gap. In addition, there may be
award shortfalls in terms of the level of awards—such as, in a specific field, more than enough doctoral awards
but an insufficient supply of master’s awards. There also may be gaps in service, such as an insufficient supply
of online awards for the market, or an insufficient supply of programs available for a niche market such as a
targeted Michigan locality or a group such as international students. These types of gaps are explored in the
remainder of this report.
11
Note that the national pace (training concentration =100%) is merely a benchmark; while the nation may be producing
occupations fairly close to the rate at which those occupations are in demand, the nation may be significantly over- or underproducing in some cases. At the local level, low training concentrations (below 100%) suggest the region may be underservicing
training in those cases and as a consequence may be a net importer of those occupations; on the other hand, high training
concentrations (above 100%) suggest the region may be producing a surplus of training and thus may be an exporter of talent for
those occupations. Regardless, wherever possible, these analyses should be further validated with first-hand data, such as surveys
and interviews with regional graduates and employers, so the unique dynamics of the local job market may be better understood.
Market Analysis Eastern Michigan University 22
4. Training Gaps
Figure 4.2: Training Concentration by Occupation Groups, EMU Market Areas
SOC
Title
Employment,
2012Q2
Postsecondary
Awards, 2010-11
Training
Concentration,
Core Region
Training
Concentration,
Expanded
Region
25-0000
Education, Training, and
Library
146,834
15,528
114%
110%
11-0000
Management
122,114
11,672
98%
106%
29-0000
Healthcare Practitioners and
Technical
184,096
11,549
91%
95%
31-0000
Healthcare Support
88,755
8,336
134%
115%
13-0000
Business and Financial
Operations
117,954
6,971
121%
136%
17-0000
Architecture and Engineering
63,306
6,142
119%
109%
27-0000
Arts, Design, Entertainment,
Sports, and Media
31,605
5,184
120%
121%
21-0000
Community and Social
Service
37,906
4,187
91%
101%
15-0000
Computer and Mathematical
67,142
3,795
123%
130%
19-0000
Life, Physical, and Social
Science
22,712
3,652
109%
98%
39-0000
Personal Care and Service
67,696
3,494
123%
113%
43-0000
Office and Administrative
Support
421,632
3,367
135%
132%
23-0000
Legal
18,737
2,604
204%
159%
33-0000
Protective Service
44,506
2,388
121%
135%
49-0000
Installation, Maintenance, and
Repair
94,076
2,060
83%
68%
35-0000
Food Preparation and
Serving Related
219,586
682
106%
73%
51-0000
Production
219,148
360
30%
42%
47-0000
Construction and Extraction
70,912
340
85%
65%
41-0000
Sales and Related
255,759
149
45%
83%
53-0000
Transportation and Material
Moving
153,446
142
30%
35%
37-0000
Building and Grounds
Cleaning and Maintenance
81,490
62
72%
71%
45-0000
Farming, Fishing, and
Forestry
4,508
33
214%
52%
Crosswalking EMU awards into occupations for the 2010-11 academic year models that the university
produced awards linked to 4,733 occupations. Close to half of the awards crosswalked into one of two
occupation groups: education, training, and library (30%) and management (18%). The next-largest occupation
groups by EMU awards were business and financial operations (11%); arts, design, entertainment, sports, and
media (9%); community and social service (8%); and healthcare practitioners and technical (8%). Thus, of the
top six occupation groups, three are groups with overall below-average training concentrations in the Core
Region, implying more overall room for expansion: management, community and social service, and healthcare
practitioners and technical. Moreover, none of the top six occupation groups produced from EMU correspond
with the most award-saturated groups in the Core Region such as legal and healthcare support occupations.
Market Analysis Eastern Michigan University 23
4. Training Gaps
Figure 4.3: EMU Awards by Occupation Group, 2010-2011
Protective Architecture and
Service
Engineering
Other
2%
2%
4%
Computer and
Mathematical
Life, Physical, and 3%
Social Science
5%
Education,
Training, and
Library
30%
Healthcare
Practitioners and
Technical
8%
Community and
Social Service
8%
Management
18%
Arts, Design,
Entertainment,
Sports, and Media
9%
Business and
Financial
Operations
11%
4.3. High-Growth, High-Wage Occupations
Postsecondary institutions in the EMU Core Region granted a total 92,697 post-secondary awards in the 201011 academic year that directly crosswalked into an established occupation. Approximately 54,500 awards fed
naturally into one of the high-growth, high-wage occupations (as defined in Section 3.3.3 of this report).12 In
aggregate, the high-growth, high-wage occupations had a training concentration of 111% in the Core Region,
meaning the region is producing graduates in these occupations at about 11% above the average pace in the
nation. All other occupations in the Core Region had an aggregate 109% training concentration, meaning the
regional postsecondary education institutions have program offerings that are slightly skewed in favor of the
region’s high-growth, high-wage occupations. The postsecondary program awards output in the Extended
Region is even more skewed towards the high-growth, high-wage occupations with a training concentration of
112% for these occupations compared to 101% for all other occupatons.
12
These awards were all postsecondary degrees—associate’s degrees, bachelor’s, master’s, and doctoral level. Also see footnote
11 for further clarification.
Market Analysis Eastern Michigan University 24
4. Training Gaps
Figure 4.4: Training Concentration for High-Growth, High-Wage Occupations, 2010-2011
U.S. Average
111%
High-Growth, High-Wage Occupations
112%
Core Region
Expanded Region
109%
All Other Occupations
101%
0%
50%
100%
Source: Chmura Economics & Analytics
For the 2010-11 academic year, of Eastern Michigan University produced 4,556 awards that crosswalked into a
detailed occupation. Of these EMU awards, 56% crosswalked into high-growth, high-wage occupation.13 By
comparison, 41% of postsecondary awards in the Core Region crosswalked into a high-growth, high-wage
occupation. Thus, by this broad measure, EMU has a favorable alignment with local industry needs, more so
than the region’s postsecondary institutions overall. When evaluated in terms of market share, EMU’s training
alignment with high-growth, high-wage jobs is even more dramatic: EMU accounted for 6.6% of high-growth,
high-wage occupation awards in the Core Region in the 2010-11 academic year compared to 3.7% of awards
for all other occupations.
This report also highlights degrees that naturally feed into a “STEM+” grouping occupation, which represent
occupations associated with a degree and understanding of science, technology, engineering and math
(STEM). The STEM+ definition utilized in this report covers traditional STEM occupations but also includes
occupations that are math and science-heavy in the healthcare and business fields—hence the STEM “plus”
designation—that ultimately encompasses 188 occupations (see appendix for the full SOC-based
listing/definition). It is worth highlighting that job placement and initial salary trends highly favor degrees in the
STEM fields.14,15 Similarly, Chmura estimates that STEM+ occupations will grow 30% greater per year over the
13
Note that this calculation is slightly different than a similar calculation presented later in this report. In this case, the calculation is
made across all education levels and is made not at the program level, but at the occupation level—in other words, after the
program awards are crosswalked into occupations. In contrast, subsequent analysis assumes that all CIP codes that crosswalk into
a high-growth, high-wage (or STEM+) occupation will necessarily do so.
14
“STEM: Good Jobs Now and for the Future.” ESA Issue Brief #03-11. U.S. Department of Commerce, July-2011.
Market Analysis Eastern Michigan University 25
4. Training Gaps
next decade than non-STEM+ occupations, which is consistent with other long-range employment projections
examining STEM-related occupation growth trends.16 Furthermore, student outcomes are enhanced by
including additional STEM-related content in social science, education, health, and business programs.17
Anecdotal evidence also abounds that employers are increasingly seeking students with broad quantitative
analytical skills and the ability to develop strategies and solutions using structured and systematic techniques.
Approximately 27% of EMU degrees awarded in the 2010-11 academic year were in the STEM+ category.
15
Source: Georgetown University Center on Education and the Workforce/WSJ “From College Major to Career.”
16
“STEM: Good Jobs Now and for the Future.” ESA Issue Brief #03-11. U.S. Department of Commerce, July-2011.
17
Knezek, G., Christensen, R., & Tyler-Wood, T. (2011). Contrasting Perceptions of STEM Content and Careers. Contemporary
Issues in Technology and Teacher Education, 11(1).
Market Analysis Eastern Michigan University 26
5. Market Share for Select Occupations
5. Market Share for Select
Occupations
In this section, only “highly-educated” occupations are examined in order to exclude those occupations with
significant sources of non-postsecondary training—a condition which would otherwise obscure the training
supply analysis. Highly-educated occupations are defined here as only those occupations in which 75% or
more are college-educated.18 Each of the following portions in Section 5 focuses on detailed occupations (at
the six-digit SOC level) within an occupation group (at the two-digit SOC level).
5.1. Education, Training, and Library Occupations
In the 2010-11 academic year, EMU had an approximate 11% market share of postsecondary-educated
occupations in the education, training, and library group (excluding postsecondary teachers 19) in the Core
Region. The majority of these occupations have above-average postsecondary output in the region. For
instance, the Core Region produces about 22% more elementary, middle-school, and secondary school
teachers—comprising over half of this group by employment—than the national norm. Only a few specialty
occupations in this group have lower-than-average award production in the Core Region—such as adult basic
literacy teachers and career/technical education teachers. The Expanded Region similarly is above-average in
award production for most occupations in this group.
Many of the education, training, and library occupations are high-wage occupations projected to be growing.
This forecast, however, assumes a moderate 0.4% annualized average job growth rate for the education sector
in the EMU Core Region over the next ten years. This projection thus assumes a break from the immediate
past trend, since the education sector has been struggling in the EMU market region compared to the
remainder of the nation. National employment in education expanded about 2% from the second quarter of
2007 to the second quarter of 2012; jobs contracted approximately 9% in the EMU Core Region in this sector
over the same period.
18
The percentage of college-educated by occupation is based upon Table 1.11 from the 2008 Employment Projections Program of
the BLS, namely, being the sum of education levels of “Some college, no degree” and above. See:
http://stats.bls.gov/emp/#tables.
19
Postsecondary teachers are excluded in this presentation since the group is treated somewhat uniquely in the CIP-SOC
crosswalk. Because of the variety of specialties of postsecondary teachers, the group somewhat acts as a catch-all for
postsecondary programs. Results for this group, therefore, can be misleading and are thus not aggregated here with the remainder
of the education-related occupations.
Market Analysis Eastern Michigan University 27
5. Market Share for Select Occupations
Figure 5.1: EMU Core Region Postsecondary Training Output for "Highly-Educated" Education, Training, and
Library Occupations, 2010-11
SOC
Title
Employment
Awards
EMU
Awards
Training
Concentration
HighGrowth,
High-Wage
25-2031
Secondary School Teachers,
Except Special and
Career/Technical Education
15,443
3,283
216
118%
25-2021
Elementary School Teachers,
Except Special Education
21,778
2,654
423
126%

25-2022
Middle School Teachers, Except
Special and Career/Technical
Education
9,871
1,202
192
126%

25-9031
Instructional Coordinators
2,345
699
10
150%

25-3999
Teachers and Instructors, All
Other*
13,469
386
89
141%
25-2011
Preschool Teachers, Except
Special Education
5,249
313
20
94%
25-2041
Special Education Teachers,
Preschool, Kindergarten, and
Elementary School*
3,441
229
53
171%
25-4021
Librarians
2,649
216
0
152%
25-9021
Farm and Home Management
Advisors
246
132
0
111%

25-2012
Kindergarten Teachers, Except
Special Education
2,510
122
8
88%

25-2053
Special Education Teachers,
Middle School
1,541
98
22
167%

25-2054
Special Education Teachers,
Secondary School
2,046
90
21
155%
25-4012
Curators
178
65
7
135%
25-9011
Audio-Visual and Multimedia
Collections Specialists
171
43
1
148%
25-3011
Adult Basic and Secondary
Education and Literacy Teachers
and Instructors
1,307
39
10
74%
25-4013
Museum Technicians and
Conservators
172
38
4
123%
25-4011
Archivists
25-2032
Career/Technical Education
Teachers, Secondary School
25-2023
Career/Technical Education
Teachers, Middle School
Total (excluding
postsecondary teachers)
94
26
3
135%
1,347
6
1
19%
258
1
0
20%
84,115
9,640
1,078
124%


Source: Chmura Economics & Analytics, NCES, and BLS
The Core Region has a slight under-production for preschool and kindergarten teachers. EMU produced 28
awards for these occupations in 2010-11 with the primary source being postgraduate awards in CIP 13.1210
(Early Childhood Education and Teaching). At the postgraduate level, only Oakland University produced more
awards (46) in the Core Region in the same academic year. Award output in this program in the Core Region
has been slowly trending upward since 2003.
Market Analysis Eastern Michigan University 28
5. Market Share for Select Occupations
Award production in CIP programs beginning “13,” the Education series in the CIP codes, has been dropping
over the last several years in the EMU Core Region. Awards have fallen from 9,323 in the 2005-06 academic
year to 6,872 in 2010-11—a 40% decline for the region overall—the same pace of decline for EMU awards in
this group. Over the same period, two specific programs that have contracted the most are CIP 13.0101
(Education, General) falling from 2,552 to 744, and CIP 13.1202 (Elementary Education and Teaching),
contracting from 1,661 to 773. Other specialty education programs, though, have been expanding region-wide
over the same period, including CIP 13.1315 (Reading Teacher Education); CIP 13.1299 (Teacher Education
and Professional Development, Specific Levels and Methods, Other); and CIP 13.0301 (Curriculum and
Instruction).
Despite the relative equilibrium (or even surplus) of degrees associated with employment in the education field,
a unique market opportunity exists to transition individuals with strong technical and vocational backgrounds
into needed teaching roles, such as career and technical teachers—especially pertinent in a heavy
manufacturing region such as EMU’s market area. Recent studies have noted a national and global trend in the
manufacturing sector as expanding firms typically cite “skill mismatches” and “skill shortages” in key
engineering and technician-level positions.20,21 This skills gap is in no small part due to the fact that higherskilled positions are increasingly the norm as automation and outsourcing reduces the need for unskilled labor
and assembly workers in manufacturing processes. This mega-trend increases the need for programs that can
help those with the relevant technical/vocational background (such as in precision machining or welding) move
into teaching roles, most likely at the secondary level.
5.2. Management Occupations
EMU’s market share for highly-educated management occupations was 7% in the 2010-11 academic year.
Overall, this group had award production in the Core Region approximately equal to that of the nation, therefore
limiting the opportunities to expand programs designed to feed into management occupations in the region.
This conclusion is relatively insensitive to removing a portion—Chmura modeled 30%—of the MBAs from the
University of Michigan that are expected to relocate outside the expanded region upon graduation.
Some occupations in the management group had production considerably below the national norm, most
notably SOC 11-1021 (general and operations managers) for which award production was 24% below the
national average. The mix of awards in the Core Region especially was lacking at the four-year level compared
to the nation; the national mix for this occupation was 46% four-year awards while the mix in the Core Region
was 34% four-year awards. EMU produced 158 awards in 2010-11 linked with this occupation with its source
programs including: CIP 44.0401 (Public Administration); CIP 52.0101 (Business/Commerce, General); CIP
52.0201 (Business Administration and Management, General); and CIP 52.1101 (International
Business/Trade/Commerce). It should be noted that these programs cross into many other occupations as well,
such as chief executives; sales managers; and managers, all other.
20
“Boiling point? The skills gap in U.S. manufacturing.” Deloitte Consulting & National Association of Manufacturers, 2011.
21
“The Future of Manufacturing: Opportunities to Drive Economic Growth.” World Economic Forum & Deloitte Touche Tohmatsu
Limited, April 2012.
Market Analysis Eastern Michigan University 29
5. Market Share for Select Occupations
Figure 5.2: EMU Core Region Postsecondary Training Output for "Highly Educated" Management
Occupations, 2010-11
SOC
Title
11-1021
General and Operations Managers
11-9199
Employment
Awards
EMU
Awards
Training
Concentration
HighGrowth,
HighWage
34,997
2,131
158
76%
Managers, All Other
6,498
1,931
84
87%
11-2022
Sales Managers
6,172
898
66
99%
11-9111
Medical and Health Services Managers
6,981
741
61
114%

11-3011
Administrative Services Managers
4,899
634
47
104%

11-9041
Architectural and Engineering
Managers
4,391
561
3
138%
11-1011
Chief Executives
5,358
516
38
90%
11-9121
Natural Sciences Managers
947
513
34
131%
11-9151
Social and Community Service
Managers
2,255
414
31
104%
11-3031
Financial Managers
9,153
332
18
121%
11-9033
Education Administrators,
Postsecondary
2,848
319
58
104%
11-2021
Marketing Managers
3,448
284
30
135%
11-9032
Education Administrators, Elementary
and Secondary School
3,430
268
49
90%
11-3021
Computer and Information Systems
Managers
5,802
239
6
121%
11-3121
Human Resources Managers
1,700
113
8
228%
11-2031
Public Relations and Fundraising
Managers
1,078
98
20
84%

11-9031
Education Administrators, Preschool
and Childcare Center/Program
747
91
17
100%

All Other SOC 11-0000 Occupations
3,555
522
14
161%
104,259
10,603
740
97%
TOTAL



Source: Chmura Economics & Analytics, NCES, and BLS
5.3. Business and Financial Operations Occupations
For highly-educated business and financial operations occupations, the EMU Core Region is producing
graduates at 23% above the national rate. The largest occupation in this group, accountants and auditors, had
1,604 awards region in the 2010-11 academic year, putting training output of this occupation 18% above the
national pace. Management analysts received 1,486 awards in the same year, putting this occupation a slight
1% below the national average. For both of these occupations, the Core Region had a higher mix of
postsecondary awards than the nation—meaning, expansion possibilities have less competition at the four-year
level.
EMU has about a 7.4% market share for the highly-educated business and financial operations occupations.
Eastern Michigan University’s share is a bit higher in some occupations, including market research analysts
and marketing specialists (10.6%) as well as accountants and auditors (8.1%). In CIP 52.0301 (Accounting),
the primary feeder program for accountants and auditors, EMU produced 95 four-year awards in the 2010-11
academic year, the third-most awards at this level behind Michigan State (239) and Wayne State (109) and just
Market Analysis Eastern Michigan University 30
5. Market Share for Select Occupations
ahead of Walsh College (94). In CIP 52.1401 (Marketing/Marketing Management, General), the prime feeder
program for market research analysts and marketing specialists, EMU produced 118 four-year awards in the
recent academic year, trailing both University of Toledo (231) and Michigan State (151).
Figure 5.3: EMU Core Region Postsecondary Training Output for "Highly Educated" Business and Financial
Operations Occupations, 2010-11
SOC
Title
Employment
Awards
EMU
Awards
Training
Concentration
HighGrowth,
High-Wage
13-2011
Accountants and Auditors
22,449
1,604
130
118%
13-1111
Management Analysts
10,579
1,486
110
99%

13-1161
Market Research Analysts and
Marketing Specialists
6,057
873
93
146%

13-1078
Human Resources, Training, and
Labor Relations Specialists, All
Other*
9,611
624
44
230%

13-1151
Training and Development
Specialists
4,000
325
23
240%

13-2051
Financial Analysts
4,131
310
17
146%

13-2072
Loan Officers
5,009
272
15
136%
All Other 13-0000 Occupations
28,380
882
41
93%
Total
90,216
6,376
471
123%
Source: Chmura Economics & Analytics, NCES, and BLS
5.4. Arts, Design, Entertainment, Sports, and Media Occupations
Among highly-educated arts, design, entertainment, sports, and media occupations, EMU had a 7.8% market
share in the 2010-11 academic year. However, EMU recorded over a 20% share in two occupations: coaches
and scouts (23.0%) and actors (20.8%).
Three existing CIP programs in the market area cross into the coaches and scouting occupation—an
occupation receiving awards in the EMU core region at about 45% below the national pace. The first is CIP
31.0504 (Sports and Fitness Administration/Management), in which EMU granted 23 postgraduate awards in
the 2010-11 academic year—the most in this program in the Core Region. EMU was one of four schools to
grant awards in CIP 31.0501 (Health and Physical Education/Fitness, General) —the second program that
crosses into the coaches and scouts occupation. The third program is CIP 13.1314 (Physical Education
Teaching and Coaching), which also crosses into teachers in elementary, middle, and secondary school.
Regarding acting, EMU has one of the larger theatre programs in the Core Region. In CIP 50.0501 (Drama and
Dramatics/Theatre Arts, General), EMU granted 31 four-year awards and 9 postgraduate awards in the 201011 academic year. This was only exceeded by Wayne State with 22 four-year and 15 postgraduate awards in
the same program. Visual and performing arts awards (CIP programs beginning “50”) have been steadily
growing in the Core Region, expanding from 2,029 in 2002-03 to 3,351 in 2010-11, a 65% increase over eight
years.22
22
Some of this growth, however, has been for two-year awards, such as in general art studies and programs related to graphic
design.
Market Analysis Eastern Michigan University 31
5. Market Share for Select Occupations
The largest occupation in the arts, design, entertainment, sports, and media group is the public relations
specialists occupation. The primary training program for this occupation is CIP 09.0101 (Speech
Communication and Rhetoric), in which EMU granted the third-most awards (146) in the 2010-11 academic
year, following Michigan State (330) and the University of Michigan, Ann Arbor campus (231). EMU also
granted 20 awards in 09.0902 (Public Relations/Image Management), which also flows into this occupation.
Over the last eight years (2002-03 to 2010-11), Speech Communication and Rhetoric awards have slowed
down somewhat in the Core Region (-10%) while the smaller Public Relations/Image Management program
has grown (+48%).
Figure 5.4: EMU Core Region Postsecondary Training Output for "Highly Educated" Arts, Design,
Entertainment, Sports, and Media Occupations, 2010-11
SOC
Title
Employment
Awards
EMU
Awards
Training
Concentration
27-3031
Public Relations Specialists
4,294
1,044
124
122%
27-1024
Graphic Designers
3,958
666
0
150%
27-3091
Interpreters and Translators
966
460
30
142%
27-2012
Producers and Directors
1,146
384
0
182%
27-2022
Coaches and Scouts
3,447
247
57
55%
27-1025
Interior Designers
1,204
229
25
117%
27-3041
Editors
1,587
197
23
91%
27-2011
Actors
868
154
32
133%
27-1021
Commercial and Industrial
Designers
1,023
139
0
131%
27-2042
Musicians and Singers
670
139
14
110%
27-4021
Photographers
1,021
128
0
102%
27-3042
Technical Writers
905
120
19
111%
27-3099
Media and Communication
Workers, All Other
380
117
0
278%
27-3043
Writers and Authors
718
109
13
100%
27-4012
Broadcast Technicians
506
104
10
211%
27-2041
Music Directors and Composers
476
104
10
115%
27-3022
Reporters and Correspondents
673
102
12
92%
All Other 27-0000 Occupations
Total
3,961
525
21
110%
27,803
4,969
390
120%
HighGrowth,
HighWage




Source: Chmura Economics & Analytics, NCES, and BLS
5.5. Community and Social Services Occupations
In the 2010-11 academic year, Eastern Michigan University accounted for a 9.0% market share of
postsecondary education awards going towards community and social service occupations in the Core Region.
Many of these occupations share an overlapping set of feeder programs such as CIP 42.0101 (Psychology,
General) and CIP 44.0701 (Social Work). The overall Core Region output for community and social services
occupation in the Core Region is about 9% below the national average.
Market Analysis Eastern Michigan University 32
5. Market Share for Select Occupations
Figure 5.5: EMU Core Region Postsecondary Training Output for "Highly Educated" Community and Social
Services Occupations, 2010-11
SOC
Title
Employment
EMU
Awards
Awards
Training
Concentration
HighGrowth,
HighWage
21-1021
Child, Family, and School Social
Workers
5,079
650
63
101%
21-1012
Educational, Guidance, School, and
Vocational Counselors
4,634
575
56
106%

21-1022
Healthcare Social Workers
3,023
543
53
108%

21-1014
Mental Health Counselors
2,363
425
41
107%
21-1023
Mental Health and Substance Abuse
Social Workers
2,346
402
39
107%
21-1015
Rehabilitation Counselors
2,179
337
33
107%
21-1011
Substance Abuse and Behavioral
Disorder Counselors
1,577
232
22
104%
21-1798
Community and Social Service
Specialists, All Other*
2,379
203
10
108%
21-1092
Probation Officers and Correctional
Treatment Specialists
1,487
150
15
95%

21-1091
Health Educators
1,219
148
7
115%

21-1029
Social Workers, All Other
1,189
141
14
101%

21-1013
Marriage and Family Therapists
660
134
13
111%

21-1093
Social and Human Service Assistants
7,083
18
0
8%
All Other 21-0000 Occupations
2,688
230
11
28%
37,906
4,187
375
91%
Total
Source: Chmura Economics & Analytics, NCES, and BLS
In CIP 42.0101 (Psychology, General), EMU granted 176 awards in the 2010-11 academic year, nearly all at
the bachelor’s level. Overall, psychology awards (programs with CIP codes beginning “42”) have been
expanding in the Core Region, increasing 29% from 2002-03 through 2010-11.
Public administration and social service profession awards (programs with CIP codes beginning “44”) have also
been expanding in the Core Region, up 43% over the last eight years. EMU offers three programs in this group:
CIP 44.0701 (Social Work); CIP 44.0401 (Public Administration); and CIP 44.9999 (Public Administration and
Social Service Professions, Other).
The EMU Core Region only has three small programs granting awards in CIP 44.0000 (Human Services,
General), the primary feeder program according to the traditional crosswalk for SOC 21-1093 (social and
human service assistants). The programs granting awards in the 2010-11 year—all at the four-year level—were
University of Phoenix-Metro Detroit Campus (12 awards), Siena Heights University (3), and University of Detroit
Mercy (3). For comparison purposes, 11,358 awards were granted in the nation in this program in the same
academic year, with 5,281 of those awards being at the four-year level. However, the University of Phoenix
granted 1,160, four-year awards in 2010-11 from their large online program.
Market Analysis Eastern Michigan University 33
5. Market Share for Select Occupations
5.6. Healthcare Practitioners and Technical Occupations
EMU has a 3.6% market share in the Core Region for all highly-educated healthcare practitioners and technical
occupations—one of the fastest-growing occupation groups. EMU has over a 40% market share for two of
these occupations—recreational therapists and occupational therapists—and about a 15% share for two
others—the dietitians and nutritionists occupation as well as speech-language pathologists. Awards in health
professions and related programs (programs with CIP codes beginning “51”) more than doubled in the EMU
Core Region, expanding 137% from the 2002-03 academic year through 2010-11.
Overall, highly-educated healthcare practitioners and technologists receive awards in the Core Region at about
6% below the national average pace—still relatively close to equilibrium. A large number of detailed healthcare
occupations receive awards at below the national average pace in the Core Region, but in nearly all cases the
Expanded Region has a better supply pipeline. For instance, the registered nurses occupation has an 89%
training concentration in the Core Region, but in the Expanded Region it is 92%. LPNs receive awards at just
61% of the national pace in the Core Region, but 95% of the pace in the Expanded Region. Speech-language
pathologists are at a 90% training concentration in the Core Region but at 105% in the Expanded Region. The
one exception to this rule is for medical and clinical laboratory technicians, which is below the pace in the Core
Region and at an even lower pace in the Expanded Region.
Figure 5.6: EMU Core Region Postsecondary Training Output for "Highly Educated" Healthcare Practitioners
and Technical Occupations, 2010-11
SOC
Title
Employment
Awards
EMU
Awards
Training
Concentration
HighGrowth,
HighWage

29-1111
Registered Nurses*
71,616
4,639
183
89%
29-2061
Licensed Practical and Licensed
Vocational Nurses
16,123
816
0
61%
29-1069
Physicians and Surgeons, All Other
7,241
754
0
205%
29-2041
Emergency Medical Technicians and
Paramedics
5,161
322
0
57%
29-1031
Dietitians and Nutritionists
1,318
289
44
136%

29-1051
Pharmacists
6,333
284
0
92%

29-2037
Radiologic Technologists and
Technicians*
5,804
267
0
69%

29-1062
Family and General Practitioners
2,358
246
0
205%

29-2021
Dental Hygienists
4,635
231
0
118%

29-1021
Dentists, General
2,273
226
0
169%

29-2799
Health Technologists and Technicians,
All Other*
2,536
214
0
572%
29-2011
Medical and Clinical Laboratory
Technologists
4,258
197
11
197%
29-1127
Speech-Language Pathologists
2,283
184
29
90%

29-1126
Respiratory Therapists
3,173
168
0
74%

29-1123
Physical Therapists
4,374
154
0
66%

29-1122
Occupational Therapists
2,301
145
61
112%

29-2031
Cardiovascular Technologists and
Technicians
1,419
124
2
122%

29-1131
Veterinarians
1,085
121
0
208%


Market Analysis Eastern Michigan University 34
5. Market Share for Select Occupations
SOC
Title
Employment
Awards
EMU
Awards
Training
Concentration
HighGrowth,
HighWage
29-2032
Diagnostic Medical Sonographers
1,446
110
0
70%

29-1071
Physician Assistants
1,977
107
0
76%

29-9091
Athletic Trainers
407
86
5
104%

29-2012
Medical and Clinical Laboratory
Technicians
3,884
66
0
43%
29-9011
Occupational Health and Safety
Specialists
1,090
63
0
121%
29-1128
Exercise Physiologists
370
59
4
129%
29-1125
Recreational Therapists
407
29
13
231%
3,302
140
4
111%
157,174
10,040
357
94%
All Other 29-0000 Occupations
Total

Source: Chmura Economics & Analytics, NCES, and BLS
For the occupation dietitians and nutritionists, EMU produced 27 postgraduate awards in 2010-11, more than
any other single school in the Core Region. These awards were from CIP 19.0501 (Foods, Nutrition, and
Wellness Studies, General), and CIP 51.3101 (Dietetics/Dietitian), two programs that have each grown in the
Core Region in awards output over the last eight years.
For the occupational therapists occupation, EMU granted the most awards in the Core Region in the 2010-11
year: 24 four-year degrees and 37 postgraduate degrees. No other school in the region produced both fouryear and postgraduate degrees for this occupation. Only one program in the region is linked with training for
occupational therapists: CIP 51.2306 (Occupational Therapy/Therapist). Award output in this program has been
trending upward in the Core Region, especially at the master’s level, growing from 25 master’s awards in 200203 to 90 master’s awards in 2010-11.
For speech language pathologists, EMU granted 32 four-year awards in CIP 51.0203 (Speech-Language
Pathology/Pathologists), the only program of its kind that granted awards in the 2010-11 year. However, two
other programs are also linked to this occupation, each including an offering of a postgraduate award. CIP
51.0201 (Communication Sciences and Disorders, General) was offered at Wayne State with 34 postgraduate
awards in the past academic year. CIP 51.0204 (Audiology/Audiologist and Speech-Language
Pathology/Pathologist) was offered at Michigan State with 30 postgraduate awards in 2010-11. Each of these
three programs at their respective schools has expanded output over the last several years. In addition, the
speech language pathologist occupation received awards in 2010-11 at about 10% below the national pace;
moreover, the mix of awards in the Core Region was only 31% postgraduate awards where the national mix for
this occupation is 48% postgraduate awards—suggesting particular room for growth for this occupation may
exist locally at the postgraduate level.
EMU produced 11 four-year awards in 2010-11 in CIP 51.1005 (Clinical Laboratory Science/Medical
Technology/Technologist), a program that is linked with SOC 29-2011 (medical and clinical laboratory
technologists). This occupation has a large training output in the Core Region, nearly at double the national
average in 2010-11. Nevertheless, awards output in CIP 51.1005 has more than doubled in recent years in the
Core Region, growing from 80 awards in 2002-03 to 197 awards in 2010-11.
Only one program exists for recreational therapists in the Core Region: CIP 51.2309 (Therapeutic
Recreation/Recreational Therapy). This program produced only four-year awards in 2010-11—13 at EMU and
Market Analysis Eastern Michigan University 35
5. Market Share for Select Occupations
16 at University of Toledo. Output from this program has been larger than in 2002-03, but has been somewhat
flat the last several years. The training concentration for this occupation in the Core Region was at over double
the national pace in 2010-11.
Finally, registered nurses in the Core Region are serviced by several programs, led by CIP 51.3801
(Registered Nursing/Registered Nurse). EMU granted 186 awards in this program in 2010-11, 16 of which were
at the postgraduate level. Awards in the Core Region in this program have soared from 1,811 in 2002-03 to
4,084 in 2010-11. Even so, awards output for this occupation in the Core Region was about 11% behind the
national pace in 2010-11.
EMU is planning on introducing a master’s level physician assistant program which should become a vehicle
for EMU to gain market share in both the Core and Expanded Regions in the coming years. Trends in this
degree (CIP 51.0912) at the master’s degree level have been flat since 2006, averaging about 230 degrees
awarded per year in the Expanded Region with no one school in the area producing more than 20% of the
degrees. In the Core Region, the physician assistants occupation (29-1071) appears to have room for
additional output, with current award output 24% under the national pace; in the Extended Region, though, the
training concentration is at 98%, just 2% below the national pace of award production.
5.7. STEM-Related Occupations
In this section, “STEM-related occupations” comprises the following three occupational groupings: (1) computer
and mathematical occupations, (2) architecture and engineering occupations, and (3) life, physical, and social
science occupations.
A number of educational program families are linked with these occupations, and it is worthwhile to mention the
trends for each of these in the Core Region. Computer and information sciences and support services (CIPs
starting “11”) declined earlier in the last decade but has grown rapidly the last several years, from 2,262 awards
in 2007-08 to 3,269 in 2010-11. Engineering awards (CIPs starting “14”) were close to flat over the last few
years. Biological and biomedical sciences (CIPs starting “26”) have been expanding steadily over the last eight
years, from 1,717 in 2002-03 to 2,892 in 2010-11. Mathematics and statistics (CIPs starting “27”) has also been
growing fairly steadily, though the numbers have been smaller, with 652 total awards in the last academic year.
Physical science awards (CIPs starting “40”) totaled 820 in 2010-11, the fewest in the last six years on a
downward trend. Psychology awards (CIPs starting “42”), however, are the largest of these groups and has
been trending upward, with 2,761 awards in 2010-11 compared to 2,134 awards in 2002-03.
Eastern Michigan University had a 2.9% market share for these STEM-related occupations in the Core Region
in 2010-11. Overall, this group of occupations has a training concentration in the Core Region at about 20%
above the national pace.
Market Analysis Eastern Michigan University 36
5. Market Share for Select Occupations
Figure 5.7: EMU Core Region Postsecondary Training Output for "Highly Educated" STEM-Related
Occupations, 2010-11
SOC
Title
Employment
Awards
EMU
Awards
Training
Concentration
HighGrowth,
HighWage
19-3031
Clinical, Counseling, and School
Psychologists
1,930
397
36
115%

19-1042
Medical Scientists, Except
Epidemiologists
2,210
249
31
128%

19-2031
Chemists
1,672
323
26
102%
15-1150
Computer Support Specialists
12,548
645
17
130%

15-1132
Software Developers, Applications
10,461
553
15
133%

15-2041
Statisticians
468
206
15
116%
19-3099
Social Scientists and Related Workers,
All Other
586
219
14
144%
19-1021
Biochemists and Biophysicists
526
215
14
133%

15-1121
Computer Systems Analysts
10,068
522
14
126%

19-4061
Social Science Research Assistants
644
212
14
142%
15-1133
Software Developers, Systems
Software
7,242
482
13
148%

15-2011
Actuaries
310
163
11
116%

19-3051
Urban and Regional Planners
857
165
11
143%

15-1142
Network and Computer Systems
Administrators
6,876
380
10
126%

19-3092
Geographers
35
31
10
89%

19-3022
Survey Researchers
333
198
9
98%
15-1131
Computer Programmers
6,598
298
8
125%
19-2012
Physicists
368
114
7
133%
19-2042
Geoscientists, Except Hydrologists and
Geographers
618
80
7
77%
17-3011
Architectural and Civil Drafters
3,140
166
7
77%
15-1179
Information Security Analysts, Web
Developers, and Computer Network
Architects*
5,385
245
6
123%
17-3013
Mechanical Drafters
1,976
150
6
81%
19-1022
Microbiologists
322
84
6
176%
17-2131
Materials Engineers
477
68
5
124%
19-3011
Economists
241
114
5
97%
19-3091
Anthropologists and Archeologists
120
98
4
104%
19-1023
Zoologists and Wildlife Biologists
330
68
4
108%
15-1141
Database Administrators
2,127
132
4
128%
59,524
5,593
27
116%
137,992
12,170
357
120%
All Other 15-0000, 17-0000, and 190000 Occupations
Total





Source: Chmura Economics & Analytics, NCES, and BLS
Market Analysis Eastern Michigan University 37
5. Market Share for Select Occupations
For clinical, counseling, and school psychologists, EMU had a 9.1% market share of awards linked with this
occupation. EMU has three programs linked with this occupation, each with a postgraduate component: CIP
42.0101(Psychology, General); CIP 42.2801 (Clinical Psychology); and CIP 42.2803 (Counseling Psychology).
While the US mix of awards for this occupation is 88% at the postgraduate level, the regional mix is 79% at the
postgraduate level, suggesting more room for expansion with this occupation may be with programs at the
postgraduate level.
EMU has four programs that are linked with the occupation SOC 19-1042 (medical scientists, except
epidemiologists): CIP 26.0204 (Molecular Biology), CIP 26.0908 (Exercise Physiology), CIP 30.1101
(Gerontology), and CIP 51.2006 (Clinical and Industrial Drug Development).23 Due to the educational
requirements of clinical and drug development position, only postgraduate awards are linked with this
occupation.
5.8. All Other Occupation Groups
Among highly-educated occupations in all other occupation groups not examined separately in Section 5, EMU
has a 2.4% market share. Overall, these occupations have a training concentration at 41% above the national
average; though some occupations are significantly below the national pace, particularly in a couple of
occupations for which EMU has a large market share.
Figure 5.8: EMU Core Region Postsecondary Training Output for "Highly Educated" "All Other" Occupations,
2010-11
SOC
Title
Employment
Awards
EMU
Awards
Training
Concentration
33-3051
Police and Sheriff's Patrol Officers
7,334
636
31
138%
39-9031
Fitness Trainers and Aerobics
Instructors
4,024
441
28
123%
41-4012
Sales Representatives, Wholesale
and Manufacturing, Except Technical
and Scientific Products
25,212
55
23
40%
23-2011
Paralegals and Legal Assistants
4,871
375
15
133%
33-1012
First-Line Supervisors of Police and
Detectives
1,169
100
5
138%
53-2011
Airline Pilots, Copilots, and Flight
Engineers
1,961
5
5
10%
43-4061
Eligibility Interviewers, Government
Programs
2,005
101
5
138%
53-2012
Commercial Pilots
796
4
4
16%
63,804
3,562
11
165%
111,176
5,280
127
141%
All Other 23-0000, 31-0000, 33-0000,
39-0000, 41-0000, 43-0000, and 490000 Occupations
Total
HighGrowth,
HighWage


Source: Chmura Economics & Analytics, NCES, and BLS
23
Both the Exercise Physiology and Clinical and Industrial Drug Development programs are the only ones of their kind in the Core
Region—per 2010-11 data.
Market Analysis Eastern Michigan University 38
5. Market Share for Select Occupations
EMU has a 43% market share for the occupation SOC 41-4012 (sales representatives, wholesale and
manufacturing, except technical and scientific products), an occupation that receives awards at only 40% of the
national average pace. Two EMU programs are linked with this occupation: CIP 52.1899 (General
Merchandising, Sales, and Related Marketing Operations, Other) and CIP 52.1902 (Fashion Merchandising).
The first of these programs, General Merchandising, is only offered at EMU and has been relatively flat the last
several years. The second program, Fashion Merchandising, dropped in awards at EMU in the latest academic
year after somewhat trending upward; EMU has new competition in this program in the Art Institute of
Michigan.
EMU had 100% of the market share for commercial pilots as well as airline pilots, copilots, and flight engineers
per its CIP 49.0102 (Airline/Commercial/Professional Pilot and Flight Crew) program, which granted 9 four-year
awards in 2010-11. Per NCES data, only Lansing Community College also offers this program, but had no
graduates in that academic year. EMU granted 19 awards in the two years ending 2010 and 2011 after
graduating 19 in the preceding five years. In the nation, the mix of awards flowing into these occupations is
about 36% four-year, 36% postgraduate, and the remaining at the two-year/certificate level.
EMU has one program linked with SOC 33-3051 police and sheriff’s patrol officers: CIP 45.0401 (Criminology),
with 101 awards in 2010-11; five of those were at the postgraduate level. This program has grown at EMU from
73 graduates in the 2002-03 academic year. While this program is in the “45” CIP series, many of the
programs for this and similar occupations are in the “43” series—security and protective services—a program
series which has been growing in the EMU Core Region, nearly doubling from 1,179 awards in 2002-03 to
2,351 awards in 2010-11.
Market Analysis Eastern Michigan University 39
6. Market Share Analysis and Primary Competitors
6. Market Share Analysis and Primary
Competitors
The number of bachelor’s, master’s, and doctoral level degrees in aggregate earned in the EMU Expanded
Region has grown by close to 1.6% per year over the past ten years. In that time, the total bachelor’s degrees
awarded has grown from roughly 61,000 in 2001-02 to nearly 72,000 in the 2010-11 academic year, or just
under 2% annualized growth per year. Master’s level degrees in this region have increased very little in the
past decade—in stark contrast to national trends—growing only 0.3% per year in the same time frame. In
contrast, doctoral level degree awards have grown much faster in this region over this period, increasing by
more than 4% per year as compared to the national trend of roughly 3% annual growth. During 2002 to 2011,
the number of degrees awarded at the region’s educational institutions rose at less than half the pace of
national trends. The non-existent pace of master’s degree production coupled with the rapid expansion of
doctoral degrees in this area is difficult to explain given this region’s overall postgraduate educational
attainment is on par with the national level norm.
Figure 6.1: Changes in the Supply of Postsecondary Degrees
165.0
155.0
Bachelor's (Expanded
Region)
145.0
Year 2002 = 100
Master's (Expanded Region)
135.0
Doctoral (Expanded Region)
Bachelor's (USA)
125.0
Master's (USA)
115.0
Doctoral (USA)
105.0
95.0
2002 2003 2004 2005 2006 2007 2008 2009 2010 2011
While nearly 100 separate colleges and universities exist in the Expanded Region, the top twenty institutions
represent approximately 75% of all the degrees awarded in a given year. In fact the top ten institutions account
for about 63% of all the degrees produced in a given year. This concentration of degrees is found throughout
the baccalaureate and post-baccalaureate space. The ten large institutions award more than 60% of all
bachelor’s degrees, two-thirds of all master’s degrees, and roughly 70% of doctoral programs. Of these large
Market Analysis Eastern Michigan University 40
6. Market Share Analysis and Primary Competitors
universities, Grand Valley State University stands out in having increased its bachelor’s degrees by 6.6% on
average per year since 2002. While more than 15 schools have dropped doctoral programs in the past decade,
a slightly greater number have expanded their doctoral programs. The University of Toledo and Ferris State
University have more than doubled their program awards between 2002 and 2010 and Oakland University
more than quintupled its doctoral awards from 19 in 2002-03 to 105 in 2010-11.
In this time period (2002-03 to 2010-11) EMU’s market share in both the Core Region and the Expanded
Region has held steady. EMU lost ground slightly in terms of it market share at the bachelor’s degree level but
increased its market share slightly at the master’s degree level. Overall EMU awarded 9% bachelor’s degrees
and 6.5% of the master’s degrees (4.8% of the bachelor’s and 4.4% of the master’s in the Expanded Region) in
the 2002-03 academic year, and 8.6% of the bachelor’s degrees and 7.5% of the master’s degrees (4.4%
bachelor’s and 5.7% of the master’s in the Expanded Region) in the 2010-11 academic year.
6.1. Regional Market Share Analysis
The following sections evaluate EMU’s market share in the Core Region as well as providing a detailed market
share analysis for several sub-markets in this market area. It will address EMU and its main competitors in
terms of overall market share as well as market share associated with degrees likely to lead into a STEM+
occupation or into a high-growth, high-wage occupation.
6.1.1. Market Share in the Expanded Region
In general, the degrees offered in the Expanded Region are fairly well aligned with jobs that meet the criteria for
being considered high-growth, high-wage occupations. In the Core Region, just under 65% of bachelor’s
degrees awarded in 2010-11 would likely feed into at least one high-growth, high-wage occupation and just
under 75% of master’s degrees and 85% of doctoral programs fed into these select occupations. However, in
terms of the area’s largest institutions, 8 of the 12 are well below the regional norm in terms of bachelor’s
degrees that are geared towards high-growth, high-wage occupations. In contrast, approximately 72% of
EMU’s bachelor’s degrees were aligned to at least one high-growth, high-wage occupation in 2010-11, which is
7 percentage points above the regional average. The share of EMU’s doctoral level programs that align to highgrowth, high-wage jobs are on par with the regional average. However, at the master’s degree level, only 70%
of EMU’s master’s degrees in 2010-11 were likely to feed into a high-growth, high-wage job, which is about 5
percentage points below the regional norm and the lowest among the area’s largest universities.
Figure 6.5: EMU 2010-11 Degree Summary
Total
Degrees
High-Growth,
High-Wage
related Degrees
STEM+Related
Degrees
High-Growth, HighWage related Degrees
(Share or Total)
% of STEM+related Degrees
(Share of Total)
Bachelor's Degrees
3,150
2,273
824
72%
26%
Master's Degrees
1,256
882
342
70%
27%
Doctoral Awards
25
21
0
84%
0%
Degree Type
Source: National Center for Education Statistics and Chmura Economics & Analytics
The region’s education providers are also providing a slightly greater number of degrees related to Science,
Technology, Engineering, and Math (STEM)24 than the national norm. Overall, about 36% of bachelor’s
24
We utilize a STEM+ definition that includes select health care degree programs as well as math-intensive business programs
which include several Finance, Accounting, and Economics degrees.
Market Analysis Eastern Michigan University 41
6. Market Share Analysis and Primary Competitors
degrees in the Expanded Region meet Chmura’s STEM+ definition compared to 34% in the nation as a whole.
At the bachelor’s degree level, EMU is underweight in its STEM+ degrees with only 26% of its bachelor’s
degrees feeding into STEM+ occupations—about 10 and 8 percentage points below the regional and national
norm, respectively. This STEM+ shortfall can be solely attributed to the fact that EMU lacks an engineering
program.
Figure 6.2: Bachelor's Degrees — Greater Michigan Region 2010-11
STEM+Related
Degrees
High-Growth,
High-Wage
related
Degrees
(Share of
Total)
% of
STEM+related
Degrees
(Share of
Total)
Total
Degrees
Market
Share
HighGrowth,
High-Wage
related
Degrees
Univ. of Michigan: Ann Arbor,
Dearborn, & Flint
9,572
13.3%
6,057
4,436
63%
46%
Michigan State University
8,018
11.1%
4,118
3,756
51%
47%
Grand Valley State University
4,388
6.1%
2,441
1,356
56%
31%
Central Michigan University
4,187
5.8%
2,810
1,264
67%
30%
Western Michigan University
4,124
5.7%
2,578
1,297
63%
31%
Eastern Michigan University
3,150
4.4%
2,273
824
72%
26%
University of Toledo
2,855
4.0%
2,122
1,237
74%
43%
Bowling Green State University
2,823
3.9%
1,432
832
51%
29%
University of Notre Dame
2,730
3.8%
1,559
1,220
57%
45%
Wayne State University
2,675
3.7%
1,785
974
67%
36%
Oakland University
2,388
3.3%
1,723
970
72%
41%
Saginaw Valley State
University
1,400
1.9%
1,138
444
81%
32%
School
Source: National Center for Education Statistics and Chmura Economics & Analytics
At the master’s level, EMU is on par for the regional norm with 27% of its master’s level degrees linked to a
STEM+ occupation. None of EMU’s doctoral programs are linked to a STEM+ occupation compared with a
46% regional norm. In this broader region, the University of Michigan produces more than twice the regional
average of STEM+-related master’s degrees, while both the University of Toledo and Michigan State University
are also STEM+-heavy in their master’s degree production.
Market Analysis Eastern Michigan University 42
6. Market Share Analysis and Primary Competitors
Figure 6.3: Master's Degrees — Greater Michigan Region 2010-11
Total
Degrees
Market
Share
HighGrowth,
High-Wage
related
Degrees
Univ. of Michigan: Ann Arbor,
Dearborn, & Flint
4,769
14.7%
3,269
2,388
69%
61%
Michigan State University
2,007
7.5%
1,454
747
72%
38%
Grand Valley State University
1,043
3.9%
760
188
73%
18%
Central Michigan University
1,926
7.3%
1,312
238
68%
12%
Western Michigan University
1,293
4.9%
1,078
266
83%
21%
Eastern Michigan
University
1,256
4.8%
882
342
70%
27%
University of Toledo
1,018
3.9%
824
445
81%
44%
Bowling Green State
University
966
3.7%
748
163
77%
17%
School
University of Notre Dame
STEM+related
Degrees
High-Growth,
High-Wage
related Degrees
(Share of Total)
% of STEM+related
Degrees
(Share of
Total)
951
3.6^
702
302
74%
32%
2,283
8.6%
1,746
661
76%
29%
Oakland University
974
3.7%
857
234
88%
24%
Saginaw Valley State
University
480
1.8%
459
23
96%
5%
Wayne State University
Source: National Center for Education Statistics and Chmura Economics & Analytics
Figure 6.4 illustrates that while most large schools have seen their bachelor’s degree awards expand modestly
over the past decade—of the seven largest only one has expanded its bachelor’s degree programs more than
2% per year—there is great variation in the growth (or shrinkage) of these institutions’ master’s degree
programs. EMU’s overall market share at the bachelor’s level has slipped very slightly in recent years from its
2002-2007 average of 4.7% to roughly 4.4% for the past four years. At the master’s level, EMU’s market share
has increased roughly half a percentage point to 4.9% over the past four years, up from an average of 4.5% in
the period of 2002-2007. Overall, EMU has exhibited close to balanced growth between its bachelor’s and
master’s degree programs with modest expansion in both areas.
Market Analysis Eastern Michigan University 43
6. Market Share Analysis and Primary Competitors
Figure 6.4: Bachelor's & Master's Level Growth
5.0%
Annual Average Growth 2002-2011 Master's Degrees
Balanced Growth Line
4.0%
3.0%
Univ of Michigan*
Michigan State Univ
2.0%
Central Michigan Univ
-3.0%
0.0%
-1.0%
Grand Valley State Univ
Eastern Michigan
University
1.0%
Western Michigan Univ
Wayne State Univ
1.0%
3.0%
5.0%
7.0%
9.0%
-1.0%
Eastern Michigan Univ
Bowling Green State Univ
Univ of Notre Dame
-2.0%
-3.0%
Oakland Univ
Univ of Toledo
Saginaw Valley State Univ
-4.0%
-5.0%
Annual Average Growth 2002-2011 Bachelor's Degrees
Bubble Size Indicates
Combined Market Share for
Bachelor's & Master's
6.1.2. Market Share in the Core Region
There is a great deal of competition in the Core Region. This region is much more concentrated in terms of
market share than the Expanded Region. The schools in this region have a curriculum that is similarly aligned
with the high-growth, high-wage jobs (66% of all bachelor’s degrees) as in the broader region, but are more
likely to produce a graduate with a degree (40% of all degrees) that would lead to a STEM+ occupation than in
the broader region. The University of Michigan (all three campuses) and Michigan State Univversity provide
close to half of all bachelor’s degrees and more than 40% of all master’s degrees in this region. EMU is above
the regional norm in terms of the share of its bachelor’s degrees that feed into high-growth, high-wage
occupations, but it is 5 percentage points behind at the master’s level in terms of master’s degrees that are
likely to feed into high-growth, high-wage occupations. EMU’s offering of STEM+-related bachelor’s and
master’s degrees are also below the regional norm of 42% and 35%, respectively—which is solely a
consequence of the lack of an engineering program at EMU.
Market Analysis Eastern Michigan University 44
6. Market Share Analysis and Primary Competitors
Figure 6.6: Bachelor's Degrees — Greater Detroit “Core” Region 2010-11
Total
Degrees
Market
Share
HighGrowth,
High-Wage
related
Degrees
Univ. of Michigan: Ann Arbor,
Dearborn, & Flint
9,572
26%
6,057
4,436
63%
46%
Michigan State University
8,018
22%
4,118
3,756
51%
47%
Eastern Michigan University
3,150
9%
2,273
824
72%
26%
University of Toledo
2,855
8%
2,122
1,237
74%
43%
Wayne State University
2,675
7%
1,785
974
67%
36%
Oakland University
2,388
7%
1,723
970
72%
41%
University of Detroit Mercy
750
3%
627
524
84%
70%
Spring Arbor University
738
2%
626
298
85%
40%
Siena Heights University
726
2%
442
239
61%
33%
Baker College Center for
Graduate Studies
634
2%
579
190
91%
30%
Madonna University
626
2%
509
188
81%
30%
School
STEM+related
Degrees
High-Growth,
High-Wage
related Degrees
(Share of Total)
% of STEM+related
Degrees
(Share of
Total)
Source: National Center for Education Statistics and Chmura Economics & Analytics
EMU’s market share of bachelor’s degrees that feed into high-growth, high-wage jobs is about one percentage
point higher than its overall market share, but its market share in terms of master’s programs that feed into
these select occupations is half a percentage point underweight compared to its overall market share of
master’s degrees. While EMU’s doctoral level offerings are limited, 84% of them track into a high-growth, highwage occupation, which is close to the regional norm of 87%.
Figure 6.7: Master's Degrees — Greater Detroit “Core” Region 2010-11
Total
Degrees
Market
Share
HighGrowth,
High-Wage
related
Degrees
Univ. of Michigan: Ann Arbor,
Dearborn, & Flint
4,769
29%
3,269
2,388
69%
50%
Michigan State University
2,007
12%
1,454
747
72%
37%
Eastern Michigan University
1,256
8%
882
342
70%
27%
University of Toledo
1,018
6%
824
445
81%
44%
Wayne State University
2,283
14%
1,746
661
76%
29%
Oakland University
974
6%
857
234
88%
24%
University of Detroit Mercy
503
3%
343
320
68%
64%
Spring Arbor University
398
2%
125
0
31%
0%
Siena Heights University
136
1%
128
36
94%
26%
Baker College Center for
Graduate Studies
308
2%
308
48
100%
16%
Madonna University
347
2%
323
31
93%
9%
School
STEM+related
Degrees
High-Growth,
High-Wage
related Degrees
(Share of Total)
% of STEM+related
Degrees (Share
of Total)
Source: National Center for Education Statistics and Chmura Economics & Analytics
Market Analysis Eastern Michigan University 45
6. Market Share Analysis and Primary Competitors
6.1.3. Market Share in Oakland County
Oakland County features the most intense competition of all the counties in the Core Region, particularly at the
graduate level. In Oakland County, there is greatest alignment towards bachelor’s degrees that feed into at
least one high-growth, high-wage occupation than any other sub-region in the Core Region, with roughly 76%
of all bachelor’s degrees awarded in Oakland County likely to lead to a high-growth, high-wage occupation.
About 39% of bachelor’s degrees in Oakland County are linked to a STEM+ occupation which is just slightly
less than the norm in the broader Core Region. Similarly, nearly 88% of the master’s degrees awarded in
Oakland County are likely to lead to at least one high-growth, high-wage occupation. Oakland County is also
underweight in terms of STEM+-related master’s degrees with less than a third of master’s degrees awarded in
a STEM+ field compared with 35% in the Core Region.
Figure 6.8: Bachelor's Degrees — Oakland County (Pontiac) 2010-11
High-Growth,
High-Wage
related
Degrees
STEM+related
Degrees
High-Growth,
High-Wage
related Degrees
(Share of Total)
% of STEM+related
Degrees
(Share of
Total)
Total
Degrees
Market
Share
2,388
55%
1,723
970
72%
41%
Lawrence Technological
University
413
10%
343
325
83%
79%
Walsh College of Accountancy
and Business Administration
400
9%
400
218
100%
55%
University of Phoenix-Metro
Detroit Campus
378
9%
377
74
100%
20%
Rochester College
252
6%
165
9
65%
4%
Baker College of Auburn Hills
215
5%
199
48
93%
22%
International Academy of Design
and Technology-Troy
146
3%
22
0
15%
0%
ITT Technical Institute-Troy
82
2%
62
48
76%
59%
The Art Institute of Michigan
13
0%
2
2
15%
15%
Devry University-Michigan
12
0%
0
0
0%
0%
Yeshiva Gedolah Of Greater
Detroit
4
0%
0
0
0%
0%
Michigan Jewish Institute
3
0%
1
1
33%
33%
Cranbrook Academy of Arts
0
0%
0
0
0%
0%
0%
0
0
0%
0%
School
Oakland University
Michigan School of Professional
Psychology
Source: National Center for Education Statistics and Chmura Economics & Analytics
Market Analysis Eastern Michigan University 46
6. Market Share Analysis and Primary Competitors
Figure 6.9: Master's Degrees — Oakland County (Pontiac) 2010-11
Total
Degrees
Market
Share
HighGrowth,
High-Wage
related
Degrees
Oakland University
974
44%
857
234
24%
24%
Lawrence Technological
University
389
18%
333
229
59%
59%
Walsh College of Accountancy
and Business Administration
542
25%
533
207
38%
38%
University of Phoenix-Metro
Detroit Campus
182
8%
156
13
7%
7%
Rochester College
10
0%
0
0
0%
0%
Baker College of Auburn Hills
0
0%
0
0
0%
0%
International Academy of Design
and Technology-Troy
0
0%
0
0
0%
0%
ITT Technical Institute-Troy
0
0%
0
0
0%
0%
The Art Institute of Michigan
0
0%
0
0
0%
0%
Devry University-Michigan
0
0%
0
0
0%
0%
Yeshiva Gedolah Of Greater
Detroit
0
0%
0
0
0%
0%
Michigan Jewish Institute
0
0%
0
0
0%
0%
Cranbrook Academy of Arts
80
4%
29
29
36%
36%
Michigan School of Professional
Psychology
30
1%
30
0
0%
0%
School
STEM+related
Degrees
High-Growth,
High-Wage
related Degrees
(Share or Total)
% of STEM+related
Degrees (Share
of Total)
Source: National Center for Education Statistics and Chmura Economics & Analytics
Market Analysis Eastern Michigan University 47
6. Market Share Analysis and Primary Competitors
6.1.4. Market Share in Wayne County
In Wayne County, there is greater alignment towards bachelor’s degrees that feed into at least one highgrowth, high-wage occupation than in the Core Region, with roughly 70% of all bachelor’s degrees awarded in
Wayne County likely to lead to a high-growth, high-wage occupation. About 41% of bachelor’s degrees in
Wayne County are likely to lead to a STEM+ occupation which is similar to the norm in the Core Region.
Similarly, nearly 80% of master’s degrees awarded in Wayne County are likely to lead to at least one highgrowth, high-wage occupation. Wayne County is also heavy in terms of STEM+-related master’s degrees with
more than half of master’s degrees awarded in a STEM+ field compared with only 35% in the Core Region.
Figure 6.10: Bachelor's Degrees — Wayne County (Detroit/Livonia) 2010-11
STEM+related
Degrees
High-Growth,
High-Wage
related
Degrees
(Share of
Total)
% of STEM+related
Degrees (Share
of Total)
Total
Degrees
Market
Share
HighGrowth,
High-Wage
related
Degrees
Wayne State University
2,675
47%
1,785
974
67%
36%
University of Michigan-Dearborn
1,137
20%
779
514
69%
45%
University of Detroit Mercy
750
13%
627
524
84%
70%
Madonna University
626
11%
509
188
81%
30%
College for Creative Studies
252
4%
106
88
42%
35%
Marygrove College
112
2%
82
18
73%
16%
Baker College of Allen Park
96
2%
96
19
100%
20%
ITT Technical Institute-Canton
76
1%
60
51
79%
67%
Sacred Heart Major Seminary
23
0%
0
0
0%
0%
Ecumenical Theological
Seminary
0
0%
0
0
0%
0%
School
Source: National Center for Education Statistics and Chmura Economics & Analytics
Market Analysis Eastern Michigan University 48
6. Market Share Analysis and Primary Competitors
Figure 6.11: Master's Degrees — Wayne County (Detroit/Livonia) 2010-11
STEM+related
Degrees
High-Growth,
High-Wage
related
Degrees
(Share of
Total)
Total
Degrees
Market
Share
High-Growth,
High-Wage
related
Degrees
2,283
50%
1,746
661
76%
29%
University of Michigan-Dearborn
524
11%
385
267
73%
51%
University of Detroit Mercy
503
11%
343
320
68%
64%
Madonna University
347
8%
323
31
93%
9%
School
Wayne State University
College for Creative Studies
% of STEM+related
Degrees (Share
of Total)
9
0%
9
9
100%
100%
866
19%
823
0
95%
0%
Baker College of Allen Park
0
0%
0
0
0%
0%
ITT Technical Institute-Canton
0
0%
0
0
0%
0%
Sacred Heart Major Seminary
38
1%
0
0
0%
0%
Ecumenical Theological
Seminary
16
0%
0
0
0%
0%
Marygrove College
Source: National Center for Education Statistics and Chmura Economics & Analytics
6.1.5. Market Share in Genesee County
In Genesee County, there is greater alignment towards bachelor’s degrees that feed into at least one highgrowth, high-wage occupation than in the Core Region, with roughly 83% of all bachelor’s degrees awarded in
Genesee County likely to lead to a high-growth, high-wage occupation. About half of the bachelor’s degrees in
Genesee County are likely to lead to a STEM+ occupation which is well above the norm in the Core Region.
Approximately 75% of master’s degrees awarded in Genesee County are likely to lead to at least one highgrowth, high-wage occupation, which is on par for the Core Region. In contrast, Genesee County is also quite
underweight in terms of STEM+-related master’s degrees with less than a quarter of master’s degrees awarded
in a STEM+ field compared with 35% in the Core Region.
Figure 6.12: Bachelor's Degrees — Genesee County (Flint) 2010-11
STEM+related
Degrees
High-Growth,
High-Wage
related Degrees
(Share of Total)
% of STEM+related
Degrees
(Share of
Total)
Total
Degrees
Market
Share
High-Growth,
High-Wage
related
Degrees
University of Michigan-Flint
970
45%
780
441
80%
45%
Baker College Center for
Graduate Studies
634
30%
579
190
91%
30%
Kettering University
337
16%
243
327
72%
97%
Baker College of Flint
145
7%
137
52
94%
36%
ITT Technical Institute-Swartz
Creek
47
2%
31
32
66%
68%
School
Source: National Center for Education Statistics and Chmura Economics & Analytics
Market Analysis Eastern Michigan University 49
6. Market Share Analysis and Primary Competitors
Figure 6.13: Master's Degrees — Genesee County (Flint) 2010-11
STEM+related
Degrees
High-Growth,
High-Wage
related Degrees
(Share of Total)
% of STEM+related
Degrees
(Share of
Total)
Total
Degrees
Market
Share
High-Growth,
High-Wage
related
Degrees
University of Michigan-Flint
349
45%
236
76
68%
22%
Baker College Center for
Graduate Studies
308
39%
308
48
100%
16%
Kettering University
126
16%
40
46
32%
37%
Baker College of Flint
0
0%
0
0
0%
0%
ITT Technical Institute-Swartz
Creek
0
0%
0
0
0%
0%
School
Source: National Center for Education Statistics and Chmura Economics & Analytics
6.1.6. Market Share in Jackson, Macomb, and St. Clair Counties
These are all small, rural markets with a very limited number of schools that are based in these counties.
Overall, these small schools feature good alignment in the bachelor’s degrees they award and high-growth,
high-wage occupations. However, the postgraduate opportunities in this area are very limited — none are
offered in St. Clair and Macomb Counties — and Spring Arbor University’s master’s degrees poorly align with
needs of high-growth, high-wage occupations or STEM+ occupations. In Macomb County, Oakland University
has two small satellite campuses which also offer a limited number of undergraduate and graduate degrees.
In Jackson County, the greatest potential exists in programs geared toward occupations in architecture and
engineering and protective services, and to a lesser extent in degrees linked to careers in law, the arts, design,
entertainment, sports, and media, and some personal care and counseling positions. In Macomb and St.
Clair—together more than one million in population—there is some opportunity in EMU’s core business,
physical science, and education programs. There is also market space for degrees linked to community and
social work occuapations and protective services. (See the appendix for additional detail.)
Figure 6.14: Bachelor's Degrees — Jackson, Macomb, & St. Clair Counties 2010-11
HighGrowth,
High-Wage
related
Degrees
STEM+related
Degrees
High-Growth,
High-Wage
related Degrees
(Share of Total)
% of STEM+related
Degrees
(Share of
Total)
Total
Degrees
Market
Share
Spring Arbor University
738
90%
626
298
85%
40%
Baker College of Jackson
82
10%
82
26
100%
32%
262
100%
246
62
94%
24%
69
100%
68
17
99%
25%
School
Jackson County
Macomb County
Baker College of Clinton
Township
St. Clair County
Baker College of Port Huron
Source: National Center for Education Statistics and Chmura Economics & Analytics
Market Analysis Eastern Michigan University 50
6. Market Share Analysis and Primary Competitors
Figure 6.15: Master's Degrees — Jackson, Macomb, & St. Clair Counties 2010-11
School
Total
Degrees
Market
Share
398
100%
HighGrowth,
High-Wage
related
Degrees
High-Growth,
High-Wage
related Degrees
(Share of Total)
STEM+related
Degrees
% of STEM+related
Degrees
(Share of
Total)
Jackson County
Spring Arbor University
125
0
31%
0%
Source: National Center for Education Statistics and Chmura Economics & Analytics
6.1.7. Market Share in Livingston & Monroe Counties
Neither Livingston nor Monroe County is home to a college or university granting four-year or higher
postsecondary degrees. Livingston County graduates about 2,300 and Monroe County about 2,250 high school
students per year. Based upon the educational attainment profile, Chmura estimates that roughly 715 to 1,500
high school graduates in Livingston County and 675 to 1,125 graduates in Monroe County per year are likely to
enroll in a four-year college. In Livingston, the University of Michigan-Flint has partnered with select public
school systems to allow for high school students to build up to 12 credit hours in either a business- or
economic-related curriculum or a law- or criminal justice-related curriculum. Chmura estimates25 that the
relative market share for these students breaks down as follows:
Figure 6.16 Enrollment Estimates for Top 15 Schools for Residents of Monroe & Livingston Counties
Share of Total College
Bound Students Monroe
County, Michigan
Share of Total College
Bound Students
Livingston, County
Michigan
University of Michigan-Ann Arbor
18%
20%
Eastern Michigan University
12%
10%
University of Toledo
8%
2%
Wayne State University
8%
5%
Michigan State University
8%
18%
Bowling Green State University-Main Campus
4%
2%
Oakland University
4%
5%
Western Michigan University
4%
4%
University of Michigan-Dearborn
4%
2%
Central Michigan University
3%
5%
Davenport University
3%
3%
Grand Valley University
3%
4%
Saginaw Valley State University
2%
2%
University of Michigan-Flint
1%
3%
Ferris State
1%
1%
School
Source: Chmura Economics & Analytics
25
Gravity model based on enrollment, distance, and tuition costs; coefficients are assumed to be equal. This modeling may be on
the conservative side regarding EMU’s share, based upon the variables used and a comparison with EMU enrollment data by ZIP
code.
Market Analysis Eastern Michigan University 51
6. Market Share Analysis and Primary Competitors
6.2. Peer Competitor Profiles
This section examines several key competitor/peer institutions with regard to trends in online degree programs
as well as the emergence of mixed-mode (traditional classroom-based learning with an online component)
course offerings and the introduction of novel degree programs such as dual-degree structures. Several data
points suggest that online offerings are likely to grow faster than the overall growth in higher education in the
coming years.26 This same research, as well as separate research, indicates that perceptions of the quality of
online education are trending towards parity with traditional learning environments. 27,28 The geographic reach of
various satellite campuses is also examined in the section. Conventional wisdom holds that online programs
offer the possibility of increasing an institution’s profit margins—mostly via economies of scale and costeffective enrollment increases. Nevertheless, most public universities have not experienced online-derived
profits sufficient in size to offset other funding declines in recent years. 29
Unambiguously, offering online programs allows a school to broaden its appeal and enrollment figures with
non-traditional students—adult learners, second-careerists, and experienced individuals seeking to upskill
within their given field.30 Because national trends are increasingly compelling workers to upskill, as well as
requiring the re-education of mid-career individuals—usually in part due to technology changes—there is a
competitive edge to those colleges and universities that can effectively deliver programs either fully or partially
online and capture this growing market. However, Chmura’s analysis indicates that introducing an online
program alone does not necessarily lead to increased market share, but it may help maintain market share in
the face of stiff competition. Overall, Chmura found that on average more non-online programs declined than
grew in enrollment over the past decade in both the Core and Expanded Regions. However, of the programs
that are delivered online, the vast majority saw steady enrollment figures; the number of programs growing
online exceeded those that were floundering.
6.2.1. University of Michigan-Ann Arbor/Dearborn/Flint
The University of Michigan (UoM) has three distinct campuses — its main campus at Ann Arbor, a Detroitcentric Dearborn campus, and a northern Flint campus. UoM has not expanded any of its three campuses in
any significant way to include additional locations in the past five years. While the satellite campuses (Dearborn
and Flint) don’t offer every program available at UoM, both offer substantial undergraduate programs and at
least some graduate level offerings — although no doctoral level degrees are available directly from the
Dearborn campus, and the Flint campus offers only a doctorate in physical therapy.
26
“Going the Distance: Online Education in the United States, 2011,” Babson Survey Research Group, November 2011.
27
Ibid.
28
“Learning from Adult Students,” Karen Lauristen, NASPA Poster Session 2011.
29
“The Digital Campus” The Chronicle of Higher Education, 6-Nov-2011.
30
“Growth in Distance Education Programs and Implications for Federal Education Policy.” US General Accounting Office,
September 2002.
Market Analysis Eastern Michigan University 52
6. Market Share Analysis and Primary Competitors
Online Programs
UoM offers a mix of fully-online as well as partially-online programs mostly at the graduate level (master’s), but
offers a few options at the undergraduate level. Overall, these online programs have been only modestly
successful in driving increased enrollment at UoM. In particular, UoM offers nearly a dozen online master’s
degrees through its Graduate School of Engineering and about a half dozen online graduate certificate
programs—most of these are also available via traditional classroom enrollment. Approximately 490 students
are enrolled in at least one of these online engineering programs, but none of these programs overall have
experienced a meaningful increase in enrollment in the past five years. UoM also offers online options for
several programs: MBA, master’s in finance, master’s in information systems, and master’s in education, as
well as three dual-degree programs. It is noteworthy that three of these programs have experienced increased
enrollment in recent years—the master’s in information systems, the masters in finance, and the dual MBA-MA
in finance—all of which are offered out of the UoM business school. However, only one of these programs, the
master’s in information systems—is offered exclusively in an online capacity. The remainder of these master’s
degree programs offer the option of pursuing a fully-online degree or allowing the student to attend a mix of
some traditional classes coupled with online courses. Approximately 229 students are enrolled in one of the six
online graduate programs offered at the business school.
At the undergraduate level, UoM offers two separate 2+2 programs and one partially-online degree in business
administration. Only the nursing 2+2 program can be earned fully-online and its enrollment numbers show a
consistent upward trend in the past five years.
Figure 6.17 Online Offerings at the University of Michigan
Online Programs
School
Level
Delivery
Automotive Systems Engineering
Engineering
master's
Online Option

Computer Engineering
Engineering
master's
Online Option

Computer and Information Science
Engineering
master's
Online Option

Electrical Engineering
Engineering
master's
Online Option

Engineering Management
Engineering
master's
Online Option

Industrial and Systems Engineering
Engineering
master's
Online Option

Information Systems and Technology
Engineering
master's
Online Option

Mechanical Engineering
Engineering
master's
Online Option

Program and Project Management
Engineering
master's
Online Option

Information Systems
Engineering
master's
Online Only

Software Engineering
Business
master's
Online Option

Business Administration (MBA)
Business
master's
Online Option

Finance (MS)
Business
master's
Online Option

Dual Degree: Business Administration (MBA) and
Finance (MS)
Business
master's
Online Option
Dual Degree: Industrial & Systems Engineering (MSE)
and Business Administration (MBA)
Business
master's
Online Option
Dual Degree: Business Administration (MBA) and
Information Systems (MS)
Business
master's
Online Option
Educational Technology
Education
master's
Online Option

Education Specialist (post-masters)
Education
master's
Online Option

Arts & Sciences
master's
Online Option

Master of Public Administration (MPA)
Trend



Market Analysis Eastern Michigan University 53
6. Market Share Analysis and Primary Competitors
Online Programs
School
Level
Delivery
Doctor of Nursing Practice (DNP)
Nursing/Med
doctoral
Online Option

Transitional Doctor of Physical Therapy (t-DPT)
Nursing/Med
doctoral
Online Option

Doctor of Anesthesia Practice (DrAP)
Nursing/Med
doctoral
Online Option

Automotive Systems Engineering
Engineering
graduate certificate
Online Option

Engineering Management
Engineering
graduate certificate
Online Option

Game Design
Engineering
graduate certificate
Online Option

Software Engineering
Engineering
graduate certificate
Online Option

Vehicle Electronics
Engineering
graduate certificate
Online Option

Inclusion Specialist Certificate
Education
graduate certificate
Online Only

Bachelor of Applied Sciences
Arts & Sciences
Bachelor’s 2+2
Partially-Online

Nursing/Med
Bachelor’s 2+2
Online Option

Business
Bachelor’s
Partially-Online

Arts & Sciences
undergrad certificate
Online Option

Bachelor of Science in Nursing
Bachelor of Business Administration
African and African American Studies Certificate
Trend
Source: Chmura Economics & Analytics
Hybrid/Dual Degree Offerings
UoM offers more than 60 dual-degree graduate-level options and four direct bachelor’s-to-master’s programs.
Of these programs, several specialized postgraduate nursing degrees have shown steady growth over the past
five years. At the undergraduate level, UoM has introduced five new majors in 2011—Bioengineering, Digital
Forensics, Digital Marketing, Journalism/Screen Studies, and Reading.
6.2.2. Michigan State University
Michigan State University (MSU) has three main campuses—the main campus in East Lansing, the Detroitcentric Troy campus, and the Dubai campus in the United Arab Emirates. MSU will also occasionally utilize
leased space in Birmingham, Flint, Marquette, Novi, Rochester, Saginaw, and St. Johns, Michigan, as well as
in Washington DC, to offer some graduate-level classes and programs. The offerings at the Troy campus are
quite limited and only the master’s-level program in human resources is offered out of this campus along with
some general business-related classes. The Dubai campus is limed to four master’s degree programs—Human
Resources & Labor Relations, Public Health (introduced in 2011), U.S. Law (introduced 2012), and Local
Jurisprudence (2012). MSU has links with Al Majdouie Group, and affiliations with the Middle East Logistics
Institute (MELI) in the Eastern Province of Saudi Arabia.
At these offsite locations, students can enroll in classes pertaining to one of several graduate-level programs,
although the intermittent class schedule permits only part-time students. These programs are: master’s
degrees in Advertising, MBA, K-12 Education Administration, Public Relations, and Social Work. MSU has also
discontinued approximately 15 graduate-level programs and 10 undergraduate programs in recent years.31
Online Programs
Online, MSU offers mostly graduate programs from ten separate colleges within the university, but the
preponderance of its online enrollment is in two programs education and nursing. It is also in these two areas
31
See appendix for listing
Market Analysis Eastern Michigan University 54
6. Market Share Analysis and Primary Competitors
where MSU has been increasing its enrollment and graduates by more than 10% over the past five years.
Currently, there are approximately 260 students enrolled in one of its online master’s programs in education
and another 150 in its master’s of nursing program. At the undergraduate level, its online 2+2 program for
existing nurses to earn their bachelor’s degree has more than doubled in the past five years. MSU’s online
master’s in both social work and food safety have also shown strong gains in recent years.
Figure 6.18 Online Offerings at the Michigan State University
Program
School
Level
Delivery
Biomedical Laboratory Operations — MS
Natural Science
master's
Online Option

Biomedical Laboratory Science — MA
Natural Science
master's
Online Option

Clinical Laboratory Science — MS
Natural Science
master's
Online Option

Criminal Justice — MS
Social Science
master's
Online Option

Education — MA
Education
master's
Online Option

Educational Psychology and Educational
Technology — PhD
Education
doctoral
Partially-Online
Educational Technology — MA
Education
master's
Online Option
Ag & Natural
Resources
master's
Partially-Online
Health Professions Education — MA
Education
master's
Online Option

Higher, Adult and Lifelong Education — MA
Education
master's
Online Option

Osteopathic Med
master's
Partially-Online

Judicial Administration — Graduate Specialization
Social Science
post-master's
Partially-Online

Law Enforcement Intelligence and Analysis — MS
Social Science
master's
Online Option

Education
post-master's
Online Option
Nursing — Bachelor of Science in Nursing (RN to
BSN track only)
Nursing
bachelor 2+2
Online Option
Nursing — MS
Nursing
master's
Online Option
Clinical Nurse Specialist concentration
concentration
Online Option
n.a.
Nurse Practitioner concentration
concentration
Partially-Online
n.a.
Food Safety — MS
Integrative Pharmacology — MS
Literacy and Language Instruction — Graduate
Specialization (AP)
Trend






Packaging — Master of Science (AP)
Ag & Natural
Resources
master's
Online Option
Pharmacology and Toxicology — MS
Osteopathic Med
master's
Online Option

Physics — MS
Natural Science
master's
Partially-Online

Physics — PhD
Natural Science
doctoral
Partially-Online

Public Health — MPH
Human Medicine
master's
Partially-Online

Social Science
master's
Partially-Online
Special Education — MA
Education
master's
Online Option

Supply Chain Management — MS
Business
master's
Partially-Online

Teaching and Curriculum — MA
Education
master's
Partially-Online

Youth Development — MA
Education
master's
Online Option

Clinical Nurse Specialist
Nursing
grad certificate
Online Option

Educational Technology
Education
grad certificate
Online Option

Social Work — MSW (Statewide Blended Clinical
Master of Social Work Program)


Market Analysis Eastern Michigan University 55
6. Market Share Analysis and Primary Competitors
Program
School
Level
Delivery
Human Medicine
grad certificate
Online Option

Nursing
grad certificate
Partially-Online

Public Health
Human Medicine
grad certificate
Online Option

Public Health Administration
Human Medicine
grad certificate
Online Option

Public Health Informatics
Human Medicine
grad certificate
Online Option

Safety Pharmacology
Osteopathic Med
grad certificate
Online Option

Communication Arts &
Science
grad certificate
Online Option
Teaching and Learning in Postsecondary Education
Education
grad certificate
Online Option

Youth Development Specialist
Education
grad certificate
Online Option

Youth Program Management and Evaluation
Education
grad certificate
Online Option

International Public Health
Nurse Practitioner
Serious Game Design and Research
Trend

Source: Chmura Economics & Analytics
Hybrid/Dual-Degree Offerings
MSU graduated more than 1,400 master’s-level students last year in over 50 separate programs, but offers little
in the way of joint or dual master’s degrees. Several doctoral level-programs in medicine and veterinary
sciences allow for a joint professional doctoral degree and PhD. MSU offers about a dozen direct bachelor’s-tomaster’s programs in several of its science-based colleges.
6.2.3. Wayne State University
Wayne State University (WSU) has one main campus and five small extension campuses all located in
southeastern Michigan—three in Macomb County, one in Wayne County, and one in Oakland County. These
satellite locations offer a limited number of undergraduate programs and some graduate programs—mostly in
education and business. While WSU remains heavy in its market share at the graduate level (particularly for
master’s degrees) it has steadily been curtailing its graduate-level programs over the past decade. WSU now
graduates approximately 400 fewer master’s degree students per year now than it did in the 2002-03 academic
year.
Online Programs
WSU offers a full online bachelor’s degree program in social work as well two fully-online master’s programs in
Education and one master’s degree in Library & Information Science. Five graduate-level certificates can also
be earned fully-online. In contrast to UoM, WSU’s partially-online MBA program has not helped in maintaining
its market share this field.
Market Analysis Eastern Michigan University 56
6. Market Share Analysis and Primary Competitors
Figure 6.19 Online Offerings at the Wayne State University
Program
School
Level
Delivery
Trend
Social Work
Social Work
bachelor's
Online Option

Educational Instructional Technology
Education
master's
Online Option

Career & Technical Education
Education
master's
Online Option

Library & Information Sciences
Library & Information Science
master's
Online Option

Career & Technical Education
Education
grad certificate
Online Option

Communication & New Media
Fine Arts & Communication
grad certificate
Online Option

Public Library Services to Children & Young Adults
Library & Information Science
grad certificate
Online Option

Information Management for Librarians
Library & Information Science
grad certificate
Online Option

Records & Information Management
Library & Information Science
grad certificate
Online Option

Business Administration
Business
master's
Partially-Online

Transitional DPT
Pharmacy & Health Sciences
doctoral
Partially-Online

Online Teaching
Education
grad certificate
Partially-Online

College & University Teaching
Education
grad certificate
Partially-Online

Systems Engineering
Engineering
grad certificate
Partially-Online

Source: Chmura Economics & Analytics
Hybrid/Dual-Degree Offerings
WSU offers more than 50 separate master’s degrees and nearly every corresponding undergraduate
curriculum can be utilized in a 3+2 arrangement by which a direct bachelor’s-to-master’s program can be
created. WSU offers great flexibility in this regard. Similarly, any two existing master’s degree programs can be
combined to produce a dual/joint degree so long as the student is accepted under normal procedures into both
programs and that only 20% of the credit hours earned can be applied to both programs.
6.2.4. University of Toledo
The University of Toledo (UoT) operates solely out of the greater Toledo area. Until 2006, UoT’s facilities were
almost exclusively located in downtown Toledo, but its merger with the former Medical School of Ohio created
its Health Science campus in northwest Toledo. UoT also has a science facility in northeast Toledo.
Online Programs
UoT offers some of the most extensive online 2+2 programs of all of EMU’s peer universities, with five separate
colleges offering at least one 2+2 program. The most extensive is the Education, Health Science, and Human
Service College which offers four separate 2+2 programs. At the master’s degree level, UoT offers only six
fully-online master’s degree programs and one doctoral program. UoT’s master’s of engineering program has
less than 40 students currently enrolled and its MBA program is only available partially-online. A small number
of post-baccalaureate and graduate certificates are also available online.
Figure 6.20 Online Offerings at the University of Toledo
Program
School
Applied Organizational Technology (Degree Completion) Business
Level
bachelor’s 2+2
Delivery
Trend
Online Option

Market Analysis Eastern Michigan University 57
6. Market Share Analysis and Primary Competitors
Program
School
Level
Delivery
Trend
Computer Science and Engineering Technology (Degree Engineering
Completion)
bachelor’s 2+2
Online Option
Criminal Justice
Education, Health &
Human Service
bachelor's
Partially-Online
Early Childhood Education — Fast-Track Degree
Completion (Bachelor of Education, Non-Licensure)
Education, Health &
Human Service
bachelor’s 2+2
Online Option
Health Care Administration (Degree Completion)
Education, Health &
Human Service
bachelor’s 2+2
Online Option
Health Information Administration (Degree Completion)
Education, Health &
Human Service
bachelor’s 2+2
Online Option
Information Technology (Degree
Completion, Engineering)
Engineering
bachelor’s 2+2
Online Option
Interdisciplinary Studies Programs
Arts & Science
bachelor’s 2+2
Online Option

Liberal Studies
Arts & Science
bachelor's
Partially-Online

Nursing, RN to BSN
Nursing
bachelor’s 2+2
Online Option

Early Childhood Education (non-licensure)
Education, Health &
Human Service
master's
Online Option
Engineering
Engineering
master's
Online Option

Liberal Studies
Arts & Science
master's
Online Option

Nurse Educator
Nursing
master's
Online Option

Recreation Administration
Education, Health &
Human Service
master's
Online Option
Special Education/Early Childhood (ECIS)
Education, Health &
Human Service
master's
Online Option
Business Administration
Business
master's
Partially-Online
Health Information Administration (CHIA)
Education, Health &
Human Service
post baccalaureate
Online Option
Nurse Educator Certificate Program
Nursing
post baccalaureate
Online Option
Ohio Reading Endorsement
Education, Health &
Human Service
post baccalaureate
Online Option
Child Advocate
Education, Health &
Human Service
grad certificate
Online Option
Contemporary Gerontological Practice
Nursing
grad certificate
Online Option

Elder Law
Law
grad certificate
Online Option

Patient Advocate
Education, Health &
Human Service
grad certificate
Online Option
Nursing Practice (MSN-DNP)
Nursing
doctoral
Online Option
















Source: Chmura Economics & Analytics
Hybrid/Dual-Degree Offerings
UoT offers about a dozen dual degree programs, mostly confined to combinations between the Law School,
Business School, and Medical School. However the Medical School also allows for MD/PhD with biomedical
science and a JD degree can also be combined with a master’s degree in public policy or criminal justice. UoT
plans to begin offering—mostly likely in 2012-2013—a new 5-year program that will allow students to receive a
BS in Biological Sciences and an MS in Biomedical Sciences with a concentration in Bioinformatics &
Proteomics/Genomics.
Market Analysis Eastern Michigan University 58
6. Market Share Analysis and Primary Competitors
6.2.5. Oakland University
Oakland University (Oakland) began as a satellite campus of Michigan State University and its main campus is
in Auburn Hills, a suburb of Detroit. Oakland operates two small satellite campuses in Macomb County —
Mount Clemens and Clinton Township — that offer a limited number of undergraduate and graduate programs.
Online Programs
Oakland offers two fully-online bachelor’s degree programs, one of which is in integrative studies, a flexible,
multi-disciplinary program that can be customized to the needs of the student and is designed to attract both
non-traditional students and adult learners. Oakland’s undergraduate nursing program (that includes the online
2+2 program) has quadrupled over the past decade, graduating over 400 RNs in 2010-11 compared to just
over 100 in 2001-02. Additionally, Oakland’s programs in educational leadership have also seen steady gains
in the past five years. Meanwhile, Oakland’s MBA program, a portion of which can be earned online, is down
roughly 15% over the past decade.
Figure 6.21 Online Offerings at the Oakland University
Program
School
Level
Delivery
Health Sciences
bachelor's
Online Option

Nursing
Bachelor’s 2+2
Online Option

Integrative Studies
Education
bachelor's
Online Option

Information Technology Management — Business
Analytics
Business
master's
Partially-Online
Business Administration (MBA)
Business
master's
Partially-Online
Special Education with Concentration in Autism
Spectrum Disorder
Education
master's
Online Option
Teacher Leadership
Education
master's
Online Option

Engineering
master's
Online Option

Health Sciences
master's
Online Option

Family Nurse Practitioner
Nursing
master's
Partially-Online

Adult/Gerontological Nurse Practitioner
Nursing
master's
Partially-Online

Nurse Anesthesia
Nursing
master’s
Partially-Online

Nursing Practice (DNP)
Nursing
doctorate
Partially-Online

Education Specialist in K-12 Leadership
Education
doctorate
Online Option

Autism Spectrum Disorder
Education
grad certificate
Online Option

International Education Certificate
Education
grad certificate
Online Option

Health Sciences
grad certificate
Partially-Online

Family Nurse Practitioner
Nursing
grad certificate
Partially-Online

Adult/Gerontological Nurse Practitioner
Nursing
grad certificate
Partially-Online

Occupational Safety
Nursing
Engineering Management
Safety Management
Oncology Rehabilitation
Trend



Source: Chmura Economics & Analytics
Hybrid/Dual-Degree Offerings
Oakland offers a limited number of joint or dual degree programs. These include coupling a JD with either an
MBA or a master’s degree in public administration. Oakland also has a direct bachelor’s-to-master’s program in
the Information Technology Management Program.
Market Analysis Eastern Michigan University 59
6. Market Share Analysis and Primary Competitors
6.2.6. Central Michigan University
Central Michigan University (CMU) is one of the most geographically far-reaching institutions of EMU’s regional
peer competitors. CMU’s global campus includes three metro satellite campus clusters in Detroit, Atlanta, and
Washington DC. CMU also maintains a presence at 21 military bases in 13 separate states, and CMU has a
formal partnership with six Canadian colleges and one university in Mexico.
Online Programs
CMU offers the most extensive online bachelor’s degree programs including five full-time bachelor’s degrees.
Two of these degrees (psychology and community development) have seen large increases in awards over the
past five years. Over 1,000 students are currently enrolled in one of CMU’s online bachelor’s degree programs.
Conversely, despite high rankings for its online business program, which offers several specialties, the overall
number of graduates in these programs is down over the past five years and currently about 208 students are
enrolled online in one of its business programs—Chmura estimates this to be about 1/3 of CMU’s current
enrollment. CMU’s online master’s programs in education, similarly, have not contributed meaningfully to
expanding enrollment in these programs. Currently about 260 students are enrolled in one of CMU’s four
education-oriented online master’s degrees.
Figure 6.22 Online Offerings at the Central Michigan University
Program
School
Level
Delivery
Building Code Administration
Applied Arts
bachelor's
Partially-Online

Organization Administration
Applied Arts
bachelor's
Partially-Online

Leadership Studies
Arts & Sciences
bachelor's
Partially-Online

Psychology
Arts & Sciences
bachelor's
Online Option

Community Services
Arts & Sciences
bachelor’s 2+2
Online Option

Health Science
Arts & Sciences
bachelor’s 2+2
Online Option

Public Administration
Arts & Sciences
bachelor's
Partially-Online

Instruction/Curriculum
Education
master's
Online Option

Education Technology
Education
master's
Online Option

School Principalship
Education
master's
Online Option

Teacher Leadership
Education
master's
Online Option

Business Administration (MBA)
Business
master's
Online Option

Human Resource Administration
Business
master's
Online Option

Information Administration
Business
master's
Online Option

Health Admin
master's
Online Option

Arts & Sciences
post baccalaureate
Online Option

ERP Graduate Certificate using SAP
Software
Business
grad certificate
Online Option
General Administration
Business
grad certificate
Online Option

Human Resources Administration
Business
grad certificate
Online Option

Information Resource Management
Business
grad certificate
Online Option

International Administration
Business
grad certificate
Online Option

Health Admin
grad certificate
Online Option

Education
grad certificate
Online Option

Nutrition & Dietetics
Social Media
International Health
Leadership
Trend

Market Analysis Eastern Michigan University 60
6. Market Share Analysis and Primary Competitors
Program
Logistics Management Graduate
Certificate
School
Level
Delivery
Business
grad certificate
Online Option
Trend

Source: Chmura Economics & Analytics
Hybrid/Dual-Degree Offerings
CMU has recently cut seven master’s degree programs and currently offers no dual-degree masters programs.
However, CMU offers direct bachelors-to-masters programs in eleven separate programs:

Apparel Product Development & Merchandising Technology

Business (MBA) — Accounting

Computer Science

Economics

Geographic Information Science

History

Human Development and Family Studies

Mathematics

Political Science

Psychology, Experimental

Spanish
6.2.7. Bowling Green State University
Bowling Green State University (BGSU) has two campuses located in western and central Ohio. BGSU also
has a small satellite campus in Sandusky (northwestern Ohio), which offers its MBA and master’s in public
administration programs.
Online Programs
BGSU offers five separate 2+2 programs, but only its bachelor’s in Liberal Arts program has shown any growth
over the past decade. At the graduate level, BGSU’s master’s programs in education are the largest and are
nationally recognized for their quality. Currently, about 300 students are in enrolled in one of the six online
programs.
Figure 6.23 Online Offerings at Bowling Green State University
Program
Fire & Emergency Management
Administration
Advanced Technological Education
(ATE)
Quality Systems
School
Level
Delivery
Arts & Science
bachelor’s 2+2
Online Option
Technology
bachelor’s 2+2
Online Option
Trend


Technology
bachelor’s 2+2
Online Option

Liberal Studies
Arts & Science
bachelor’s 2+2
Online Option

Nursing — RN/BSN Completion
Nursing/Health
bachelor’s 2+2
Online Option

Education/Human Development
master's
Online Option
Teaching Biology — Specialization in
Interdisciplinary Science

Market Analysis Eastern Michigan University 61
6. Market Share Analysis and Primary Competitors
Program
School
Level
Delivery
Education/Human Development
master's
Online Option
Business (and Marketing) Education —
Computer Technology Endorsement
Certificate
Arts & Science
master's
Online Option
Classroom Technology
Arts & Science
master's
Online Option

Curriculum and Teaching
Education/Human Development
master's
Online Option

Special Education — Assistive
Technology Specialization
Education/Human Development
master's
Online Option
Learning Design
Education/Human Development
master's
Online Option
Family and Consumer Sciences — Food
and Nutrition Specialization
Education/Human Development
master's
Online Option
Organization Development
Business
master's
Partially-Online

Business Administration (MBA)
Business
master's
Partially-Online

Technology
doctorate
Online Option

Nursing/Health
grad certificate
Online Option

Education/Human Development
grad certificate
Online Option

Computer Technology Endorsement
Technology
grad certificate
Online Option

International Scientific & Technical
Communication
Technology
grad certificate
Online Option
Nursing/Health
grad certificate
Online Option

Technology
grad certificate
Online Option

Arts & Science
grad certificate
Partially-Online

Early Childhood Generalist Endorsement
Education/Human Development
grad certificate
Online Option

Middle Childhood Generalist
Endorsement
Education/Human Development
grad certificate
Online Option
Ohio Reading Endorsement Program
Education/Human Development
English, Plan II (non-thesis)





Technology Management
Assistive Technology
Autism Spectrum Disorders
Trend

Food and Nutrition
Quality Systems
Women's Studies Certificate

grad certificate
Partially-Online

Source: Chmura Economics & Analytics
Hybrid/Dual-Degree Offerings
BGSU has a great deal of flexibility in its dual-degree programs. Most of its master’s programs can be
combined so long as the student completes more than 40+ semester hours (split relatively evenly between the
two programs), and completes six semester hours of thesis writing. If the dual master’s degrees are in a
professional program that does not require a thesis, then approximately 50 semester hours are required.
Normal master’s degree programs require about 30+ semester hours for completion.
6.2.8. Grand Valley State University
Grand Valley State University (GVSU) has four campuses in the greater Grand Rapids region and one satellite
campus in Traverse City. The Traverse City campus offers a limited number of undergraduate programs and a
half dozen master’s degree programs primarily in health and education-related fields.
Online Programs
GVSU offers no degree programs fully-online, but offers some individual courses at both the graduate level and
undergraduate level either fully-online or at least partially-online.
Market Analysis Eastern Michigan University 62
6. Market Share Analysis and Primary Competitors
Hybrid/Dual Degree Offerings
GVSU offers 30 graduate programs, but only offers a few dual or joint degree master’s degree programs, such
as MA in social work and master’s in public administration. GVSU does offer a direct bachelor’s-to-doctorate in
pharmacy where the bachelor’s degree is awarded by GVSU and a PharmD is awarded by the University of
Michigan. GVSU offers a similar program with the Michigan State University College of Law with a direct
bachelor’s-to-JD program.
Market Analysis Eastern Michigan University 63
7. Niche Markets
7. Niche Markets
7.1. Transfer Students & 2 + 2 Programs
EMU offers several bachelor’s and graduate programs that would belong to natural career ladders, such as in
the areas of healthcare, education, science and math, computers and electronics, and general business. These
are areas where logical and well-established career paths exist and whereby advancement is largely
preconditioned by the level of formal education one has received. Because of this natural or established
progression, there is an opportunity for EMU to build upon its core strengths and potentially develop programs
and curriculums to help those at the associate’s degree-level of education upskill to a bachelor’s degree in
order to enhance their long-term earnings potential.
Chmura analyzed the select programs in the EMU Expanded Region to determine the market potential for EMU
to offer 2+2 programs. Overall, roughly 37,500 associate’s degrees were earned in this region in the 2010-11
academic year, representing 533 distinct programs. Combining the existing associate’s degree programs
already present in this region with EMU’s existing program offerings32 yields a potential of 107 separate 2+2
type programs that could be implemented by EMU.
Chmura further refined the list of 107 by examining which of the potential 2+2 programs (1) are degrees that
have been trending upwards over the past decade,33 (2) have sufficient supply of associate’s degree awards,34
suggesting sufficient demand for the creation of a 2+2 program by EMU, and (3) are likely to feed into a highgrowth, high-wage occupation. This analysis results in twelve potential 2+2 programs that would most leverage
the existing core strengths of EMU so it could profitably build market share in all key markets (see Figure 7.1).
Some consideration should be given to making a portion of any of these new 2+2 programs “virtual” by allowing
for the option of some online-based instruction. EMU already has fully developed this model for its 2+2 program
for a bachelor’s degree in nursing, applied technology, business, and technology management.
Figure 7.1 EMU Potential 2 +2 Programs
CIP
Code
Program
51.3801
Registered Nursing/Registered Nurse
24.0102
General Studies
52.0101
Business/Commerce, General
Existing
EMU 2 + 2


Associate’s
Degree
Awards 201011
% Change AS
Degrees 20022011
3,722
102%

3,654
68%

1,009
33%

32
Same or closely related CIP code.
33
Defined as % change of the average number of degrees (2002-04) and (2009-11).
34
Defined as at least 50 associate’s degree awards granted in 2010-11 academic year in the Expanded Region.
High-Growth
& High-Wage
Market Analysis Eastern Michigan University 64
7. Niche Markets
CIP
Code
Program
Associate’s
Degree
Awards 201011
% Change AS
Degrees 20022011

528
58%

Existing
EMU 2 + 2
High-Growth
& High-Wage
15.0303
Electrical, Electronic and
Communications Engineering
Technology/Technician
22.0302
Legal Assistant/Paralegal

391
47%

45.0101
Social Sciences, General

347
200%+

50.0701
Art/Art Studies, General

335
200%+

15.1302
CAD/CADD Drafting and/or Design
Technology/Technician

254
200%+

26.0101
Biology/Biological Sciences, General

194
200%+

13.1210
Elementary Education and Teaching

179
200%+

52.1001
Human Resources
Management/Personnel Administration,
General

114
200%+

15.0000
Engineering Technology, General

109
200%+

44.0701
Social Work

106
27%

50.0408
Interior Design

101
42%

11.1003
Computer and Information Systems
Security

97
200%+

52.0204
Office Management and Supervision

89
28%

52.0701
Entrepreneurship/Entrepreneurial
Studies

86
60%

15.1001
Construction Engineering
Technology/Technician

62
145%

51.0701
Health/Health Care
Administration/Management

61
200%+

10.0304
Animation, Interactive Technology,
Video Graphics and Special Effects

59
200%+

44.0201
Community Organization and Advocacy

56
200%+

52.0399
Accounting and Related Services, Other

53
200%+

30.0101
Biological and Physical Sciences

52
61%

Source: Chmura Economics & Analytics

7.3. Graduate Program Mix
This section is designed to inform the relative mix of EMU degree offerings in terms of the level of education —
bachelor’s degree, master’s degree, or doctoral. This analysis compares the EMU degree mix to the
educational attainment mix of related occupations — as derived from national survey data collected by the
Bureau of Labor Statistics.35
35
Educational attainment data derived from Table 1.12 from the 2010 Employment Projections Program of the BLS;
http://stats.bls.gov/emp/, which is derived from the BLS/Census ACS survey.
Market Analysis Eastern Michigan University 65
7. Niche Markets
This analysis focuses on occupations where the training concentration—a proxy for equilibrium of supply and
demand—is at or below 100%, where EMU has a program that would naturally feed into the occupation in
question and would normally require an advanced degree (bachelor’s degree or above) to gain employment.
Figure 7.2 contains 15 degree programs at EMU crosswalked to the primary occupations into which these
programs naturally flow. In general, the relative mix of undergraduate to graduate-level programs corresponds
well given the typical employment profile for the select occupations. However, expansion opportunities may
exist, such as the addition of a master’s degree program in Speech Language Pathology, Journalism, Geology
& Earth Science, and Public Relations & Image Management with an emphasis on fundraising. While a few
management and education occupations are seemingly underserved by the regional educational providers,
Chmura judges these academic fields to be very competitive and offer only limited space to increase program
offerings.
Figure 7.2: Occupation Educational Attainment versus Level- Mix of EMU Awards
Bachelor’s
degree
Master’s
degree
37%
37%
17-1021 Cartographers and Photogrammetrists
60%
13%
45.0702 Geographic Information Science and Cartography
42%
58%
SOC/CIP
19-3092
19-2042
Occupations/Degree Programs
Geographers
48%
36%
19-2043 Hydrologists
48%
36%
40.0601 Geology/Earth Science, General
100%
0%
4%
45%
99%
1%
43%
10%
91%
9%
49%
21%
100%
0%
6%
29%
19-3032
Geoscientists, Except Hydrologists and Geographers
Industrial-Organizational Psychologists
42.0101 Psychology, General
29-1111
Registered Nurses*
51.3801 Registered Nursing/Registered Nurse
11-2031
Public Relations and Fundraising Managers
09.0902 Public Relations/Image Management
19-1099
Life Scientists, All Other
26.0101 Biology/Biological Sciences, General
89%
11%
Speech-Language Pathologists
9%
87%
51.0203 Speech-Language Pathology/Pathologist
100%
0%
38%
14%
66%
33%
29-1127
21-1092
Probation Officers and Correctional Treatment Specialists
44.0701 Social Work
19-3011
Economists
25%
41%
19-3022
Survey Researchers
49%
26%
45.0601 Economics, General
87%
13%
27.0501 Statistics, General
0%
100%
27.0101 Mathematics, General
27-3041
100%
Editors
27-3022 Reporters and Correspondents
9.0401 Journalism
57%
20%
61%
18%
100%
0%
25-2023
Career/Technical Education Teachers, Middle School
47%
45%
25-2032
Career/Technical Education Teachers, Secondary School
45%
47%
25-3011
Adult Basic and Secondary Education and Literacy Teachers and Instructors
35%
20%
Market Analysis Eastern Michigan University 66
7. Niche Markets
SOC/CIP
Occupations/Degree Programs
Bachelor’s
degree
Master’s
degree
25-2012
Kindergarten Teachers, Except Special Education
33%
12%
25-2011
Preschool Teachers, Except Special Education
33%
12%
11-9032
Education Administrators, Elementary and Secondary School
22%
45%
11-9039
Education Administrators, All Other
22%
45%
66%
35%
13.0000 All Education Programs
11-2022
Sales Managers
48%
17%
11-1011
Chief Executives
39%
19%
11-1021
General and Operations Managers
34%
12%
13-1111
Management Analysts
41%
29%
11-9021
Construction Managers
24%
5%
11-3051
Industrial Production Managers
31%
11%
13-2053
Insurance Underwriters
43%
6%
52.0000 All Business Programs
71%
29%
Note: figures may not sum due to rounding.
*Occupation mix per national 2009 data.
Source: Chmura Economics & Analytics, NCES, and BLS.
7.4. International Students
International students represent a growing marketing opportunity for EMU. The population of foreign students
has been expanding rapidly, especially from Asian countries such as China and India. While foreign students
are especially attracted to the field of engineering (not a core area of strength at EMU), international student
interests do align with other programs of study at EMU—including business, physical sciences, and health
care—whereby EMU can expand enrollment if it were to expand and approach national norms in foreign
student participation.
The population of foreign students has grown fairly steadily in the United States over the last three decades
with a dramatic surge over the last few years. From 1981 to 2006,36 foreign student enrollment in US higher
education institutions expanded 81% from 311,880 to 564,766. From 2006 to 2010, however, foreign student
enrollment jumped 22% further to 690,923.
36
All year references in this section refer to the end of an academic year; e.g. 1981 refers to the 1980-1981 academic year.
Market Analysis Eastern Michigan University 67
7. Niche Markets
Figure 7.3: Foreign Student Enrollment in US Higher Education Instituions
800,000
700,000
600,000
500,000
400,000
300,000
200,000
1980
1985
1990
1995
2000
2005
2010
Source: NCES
Per doctoral degree data, it is clear that foreign students in the United States are disproportionately distributed
across fields of study. For example, in 2009, 74% of doctoral degrees earned by temporary visa holders in the
United States were in three fields: engineering, physical sciences (including computer and mathematics), and
life sciences (which includes agricultural and health sciences).
Figure 7.4: Doctoral Degrees Earned by International Students in the US (2009)
All Students
Temporary Visa Holders
Number of Doctoral Degrees Conferred
Percentage
Number
All Fields
49,562
30%
14,720
Education
6,531
9%
568
Engineering
7,634
55%
4,211
Humanities
4,899
15%
725
Life Sciences
11,402
27%
3,099
Physical Sciences
8,331
42%
3,530
Social Sciences and Psychology
7,836
22%
1,707
Business & Management
1,403
38%
527
Other Fields
1,526
23%
354
TOTAL
49,562
14,720
Source: NCES
Growth in international doctoral degrees has also varied dramatically by field of study. Between 1979 and 2009,
the number of awards to temporary visa holders increased by more than a factor of five in engineering and
physical sciences and by more than a factor of four in life sciences. Education has been a relatively slowgrowing field, increasing from 484 awards in 1979 to 570 in 2009.
Market Analysis Eastern Michigan University 68
7. Niche Markets
Figure 7.5: Doctoral Awards to Temporary Visa Holders
4,500
4,000
3,500
3,000
2,500
2,000
1,500
1,000
500
0
1975
1980
1985
Life Sciences
Engineering
Other Fields
1990
1995
2000
2005
Physical Sciences
Education
2010
2015
Social Sciences
Humanities
Source: NSF/NIH/USED/USDA/NEH/NASA, 2009 Survey of Earned Doctorates.
In Fall 2011, 692 non-resident aliens were enrolled at EMU. A little over half of these were from one of four
countries: China, Saudi Arabia, India, and South Korea—countries exhibiting a variety of recent enrollment
trends nationwide. While overall foreign student enrollment in the United States grew 22% from 2006 to 2010,
Chinese enrollment doubled with a 104% expansion. Indian enrollment in the United States also grew faster
than average with 37% growth over this period, while South Korean enrollment grew about the average pace at
22%. From 2006 to 2010, Saudi Arabian enrollment jumped dramatically from 3,448 to 15,810. However, this
jump in enrollment is attributed to the low enrollment numbers from 2006, considering that in 1981 enrollment
was 10,400.
Figure 7.6: Fall 2011, EMU Non-Resident Alien Visa Nation Description
China
116
17%
Saudi Arabia
109
16%
India
85
12%
South Korea
42
6%
Other (including unknown)
340
49%
Total
692
100%
Source: EMU
EMU’s mix of non-resident alien students is comparable to the nationwide average for both Chinese and Indian
students, but is above average for Saudi Arabian students. Chinese and Indian students account for 18% and
15%, respectively, of enrolled higher education students in the United States,37 not far off the 17% and 12%
mix, respectively, of these students at EMU. However, Saudi Arabians account for about 2% of foreign enrolled
37
National enrollment figures are for 2010.
Market Analysis Eastern Michigan University 69
7. Niche Markets
students in the United States, far less than the 16% mix at EMU. The 6% mix of South Korean students at EMU
is a bit below the national norm of 10%.38
Michigan is not one of the top states for nonimmigrant students. The top three states by volume are California
(147,401 active students), New York (103,630), and Texas (64,887). Michigan, by contrast, has less than
30,000 active students.39
EMU’s mix of foreign students is about evenly split between graduates and undergraduates. In Fall 2011, 345
of the school’s non-resident foreign students were undergraduates and 347 were graduates. By far, the largest
program major for foreign students is the field of business and management, constituting a foreign enrollment
of 277 or 40% of total foreign students at EMU. The next-largest fields of study for foreign students at EMU are
engineering technologies, health professions, and education.
38
The Student Exchange Visitor Program, however, has alternative data. Per the SEVP Quarterly Review: January – March 2012,
the top four countries of citizenship of nonimmigrant students were, in this order: China, South Korea, India, and Saudi Arabia.
39
Source: SEVP Quarterly Review: January – March 2012; data retrieved April 2, 2012.
Market Analysis Eastern Michigan University 70
7. Niche Markets
Figure 7.7: EMU Foreign Non-Resident Program Majors, Fall 2011
CIP 2-Digit
Level
Description
Graduate
Undergraduate
Total
52
Business, Management, Marketing, and Related Support
Services
123
154
277
15
Engineering Technologies/Technicians
50
19
69
51
Health Professions and Related Clinical Sciences
25
25
50
13
Education
30
11
41
50
Visual and Performing Arts
20
7
27
11
Computer and Information Sciences and
Support Services
11
15
26
26
Biological and Biomedical Sciences
15
11
26
45
Social Sciences
15
9
24
99
Guest/Self Improvement
2
19
21
24
Undeclared
4
15
19
40
Physical Sciences
13
5
18
16
Foreign Languages, Literatures, Linguistics
12
2
14
42
Psychology
5
9
14
-
Intensive English Language
-
13
13
27
Mathematics
6
-
6
14
Engineering
-
2
2
All Others
16
29
45
Total
347
345
692
Source: EMU
While EMU’s foreign students comprise 7.4% of the school’s total postgraduate enrollment, the mix of foreign
students by field varies considerably. Foreign students account for 25.0% of EMU’s postgraduate enrollment in
physical sciences (including computer and mathematics) and 20.1% of EMU’s postgraduate enrollment in
business and administration.
When the mix of EMU postgraduate enrollment is compared to national figures (using foreign student mix in
doctoral awards as a proxy), the EMU mix of foreign enrollment is lower in every field of study. If the mix of
EMU matched these national targets—keeping the number of domestic students constant—the school would
add an additional 718 foreign postgraduate students. For example, if the mix of physical sciences postgraduate
students rose from 25.0% to 42.4%, EMU would have a total of 66 foreign students along with the existing 90
domestic students—thus, an increase of 36 foreign students in this field. Using these targets, the largest gains
by field would be in business and management (+172 students), life sciences (+98), and education (+96).
Market Analysis Eastern Michigan University 71
7. Niche Markets
Figure 7.8: Postgraduate Foreign Enrollment vs. National Targets
Postgraduate Enrollment, Fall 2011
Foreign
Total
% Foreign
National Doctoral
Awards, 2009,
% Foreign
Foreign Enrollment
Gain to Match
National %
Business and Management
123
613
20.1%
37.6%
172
Education
30
1,355
2.2%
8.7%
96
Life Sciences (including Health
Sciences)
40
410
9.8%
27.2%
98
Physical Sciences (including
Computers and Mathematics)
30
120
25.0%
42.4%
36
Social Sciences (including
Psychology)
20
314
6.4%
21.8%
62
Other
104
1,872
5.6%
16.8%
253
Total
347
4,684
-
-
718
Program
Source data: EMU and NCES
7.5. Select Graduate Certificates
More than 700 separate types of graduate certificates were awarded in the United States in 2011, but not all
certificate programs instill real value. At their best, they provide a quality check and ensure the holder has
mastered some minimum level of industry-specific skills that can be applied directly to one or several
occupations. Some feature the added value of providing an interim step between an undergraduate and a
formal graduate degree. In some fields, these certifications are “nice to have” in that they serve as a signal to
differentiate quality; in other fields they can be mandatory, as is the case in most medical or education-related
careers. Currently, the graduate certificate market is dominated by teaching certificates and other educationrelated certifications. Nearly half of the nearly 54,000 graduate certificates awarded across the United States
were directly related to teacher certification or other education-related certification.
While education-related certification is by far the most common—almost 70% of the top 25 certificate awards
were in the education field—non-degree graduate certificates in business, human resources, and accounting
were also quite popular and accounted for 3.5% of all certificates awarded nationally in 2010. Most certificate
programs at the university level would feature some “for credit” classes that would serve as the stepping stone
for eventual enrollment in a formal graduate program while they simultaneously prepare a student for eventual
accreditation by either a state licensing board (e.g. Michigan Board of Nursing) or a professional organization
(e.g. American Institute of Certified Public Accounts). In both the Core and Expanded regions, however,
certificates are being earned at nearly double the national rate, which suggest little room for additional
certificate expansion.
The computer and information technology (IT) field features a hybrid model whereby universities commonly
award non-degree, computer-related certificates (830 such certificates were awarded in 2010) that primarily
provide some quasi-specific computer training and serve as a bridge to a formal IT graduate program, while up
to 70 industry-specific certifications simultaneously exist for various IT technologies and platforms. The value
and the number of these IT-related certifications fluctuates on a continual basis; as new technologies supplant
older ones, the value of the previously earned IT certifications is diminished.
EMU already has certificates in the fields of human resources, IT, and finance. These types of certificate
programs (accounting and human resources) can simultaneously offer preparation for established professional
Market Analysis Eastern Michigan University 72
7. Niche Markets
accreditation exams (CPA, PHR, or CCP40) as well as provide an interim step—particularly important to adult
learners/students41—between a bachelor’s degree and enrolling in a formal master’s degree program. In the
business and finance fields, a certificate program that blends traditional accounting and financing training with
the preparation to eventually take all or portions of the CFA or CFP exams 42 could also serve as an interim step
for adult learners considering enrolling in a full MBA program. Unfortunately, in the field of computer science
and information technology, the data indicates there is little market space in the region.
7.6. Offsite Markets
7.6.1 Greater Traverse City Region
The greater Traverse City region43 is not home to any permanent four-year institution of higher education. The
region is home to the Northwestern Michigan College (NMCa publically-funded community college—which
houses the NMC University Center, which serves as a satellite location for ten Michigan-based universities
including EMU. In the 2010-11 school year, these ten universities combined to award 267 bachelor’s degrees
and 141 master’s degrees. NMC itself awarded 705 associate’s degrees in 2010-11, of which more than half
were in either Liberal Arts (311) or registered nursing (73). Because the bachelor’s degrees and master’s
degrees are awarded via satellite locations, there is no way to gauge the relative mix of these degrees in terms
of STEM+ occupations and high-growth, high-wage jobs.
However, based on just the population of Grand Traverse County alone, this level of postsecondary degree
production is low (see Figure 7.10). This is despite the fact that the region is roughly on par for state and
national level norms for education attainment (see Figure 7.9). This highly suggests that as many as 1,000
bachelor’s degree candidates and 500 master’s level candidates seek educational opportunities outside of the
region and then subsequently return home for employment.44 Additionally, given the industry mix of this area
and its expected population growth, this area should grow faster than the rest of Michigan, which suggests
market opportunity for gaining regional market share.
These growth prospects coupled with an analysis of the degree production by broad occupational groupings
(see figure 7.12) suggests that most of EMU’s core programs—at the bachelor’s and master’s degree level—
would be successful in this market.
40
CPA: Certified Public Accountant; PHR: Professional in Human Resources; CCP: Certified Compensation Professional.
41
“Framing New Terrain: Older Adults & Higher Education.” American Council on Education, October 2007.
42
“Framing New Terrain: Older Adults & Higher Education.” American Council on Education, October 2007.
43
Defined as the counties of Grand Traverse, Leelanau, Benzie, Kalkaska, Wexford, Antrim, and Manistee.
44
An alternate explanation would be that the region imports (on the same scale) highly-educated workers that both grew up and
were educated elsewhere, or a combination of both.
Market Analysis Eastern Michigan University 73
7. Niche Markets
Figure 7.9 Educational Attainment Comparison of the Greater Traverse City Region
Grand
Traverse
County
Educational Attainment
Greater
Traverse
Michigan
City
Region
USA
Educational Attainment: Associate's Degree (25 years and over)
10.0%
8.7%
8.1%
7.5%
Educational Attainment: Bachelor's Degree (25 years and over)
18.6%
15.5%
15.5%
17.6%
Educational Attainment: Post Graduate Degree (25 years and over)
10.3%
9.1%
9.6%
10.3%
Source: US Census- ACS 2006-2010
Figure 7.10: Postsecondary Awards per Capita, 2010-2011 w/ Grand Traverse County
Awards per thousand population
7.0
6.0
6.1
6.0
6.0
5.0
4.0
3.5
3.1
2.8
3.0
3.0
1.6
2.0
1.0
0.0
Four-Year
EMU Core Region
EMU Expanded Region
Postgraduate
USA
Greater Traverse City Region
Source: NCES and Chmura Economics & Analytics
Market Analysis Eastern Michigan University 74
7. Niche Markets
Figure 7.11 Industry Cluster Growth Projections Scaled by Employment Location Quotient
Figure 7.12 Training — Greater Traverse City Region 2010-11
SOC Code
2-Digit
Degree Program
Training
Concentration
11
Management
<60%
13
Business and Financial Operations
<60%
15
Computer and Mathematical
70%
17
Architecture and Engineering
<60%
19
Life, Physical, and Social Science
<60%
21
Community and Social Service
<60%
23
Legal
<60%
25
Education, Training, and Library
<60%
27
Arts, Design, Entertainment, Sports, and Media
<60%
29
Healthcare Practitioners and Technical
<60%
31
Healthcare Support
<60%
33
Protective Service
<60%
35
Food Preparation and Serving Related
153%
37
Building and Grounds Cleaning and Maintenance
80%
39
Personal Care and Service
<60%
Market Analysis Eastern Michigan University 75
7. Niche Markets
41
Sales and Related
<60%
43
Office and Administrative Support
<60%
Source: Chmura Economics & Analytics
Market Analysis Eastern Michigan University 76
7. Niche Markets
7.6.2 Greater Fish Lake Region
The greater Fish Lake region45 is home to more than two dozen four-year institutions of higher education.
However, the region is slightly underweight in terms of degrees likely to lead to high-growth, high-wage
occupations or STEM+ occupations. Four of the region’s five largest schools—approximately 70% of the
market—are below the regional norm in terms of degrees oriented towards high-growth, high-wage occupations
in particular. In contrast, these largest schools are relatively on par for the region in terms of STEM+ degrees.
At the master’s level, about 79% of the graduate degrees from these schools feed into high-growth, high-wage
occupations compared to a regional norm of 75%. However, the master’s programs are lacking in terms of
STEM+-related degrees with only 14% linked to a STEM+ career compared to a regional norm of 27%. In
contrast to the greater Traverse City region, the greater Fish Lake region is a bit heavy in its bachelor’s degree
production, but falls short at the postgraduate level (see figure 7.15). Based upon this and analysis of the
degree production by broad occupational groupings (see figure 7.16) Chmura would expect that master’s levels
programs in life and physical sciences, healthcare, education, and art, design, entertainment, sports, and
media would be successful in this region.
Figure 7.13: Bachelor's Degrees — Greater Fish Lake Region 2010-11
STEM+related
Degrees
HighGrowth,
HighWage
related
Degrees
(Share or
Total)
% of
STEM+related
Degrees
(Share of
Total)
Total
Degrees
Market
Share
HighGrowth,
HighWage
related
Degrees
Western Michigan University
4,124
40%
2,578
1,297
63%
31%
Davenport University
1,075
11%
1,006
415
94%
39%
Calvin College
989
10%
629
330
64%
33%
Albion College
483
5%
226
164
47%
34%
Aquinas University
367
4%
232
63
63%
17%
Cornerstone University
359
4%
263
33
73%
9%
Kalamazoo College
352
3%
128
130
36%
37%
Olivet College
165
2%
104
48
63%
29%
University of Phoenix-West
Michigan Campus
74
1%
72
12
97%
16%
The Robert B Miller College
62
1%
41
10
66%
16%
Kuyper College
48
0%
14
0
29%
0%
Great Lakes Christian College
46
0%
7
0
15%
0%
ITT Technical Institute-Wyoming
28
0%
22
16
79%
57%
Grace Bible College
23
0%
6
0
26%
0%
School
Source: National Center for Education Statistics and Chmura Economics & Analytics
45
Defined as the counties of Barry, Kent, Ionia, Eaton, Kalamazoo, Allegan, and Calhoun.
Market Analysis Eastern Michigan University 77
7. Niche Markets
Figure 7.14 Master's Degrees — Greater Fish Lake Region 2010-11
STEM+related
Degrees
HighGrowth,
HighWage
related
Degrees
(Share or
Total)
% of
STEM+related
Degrees
(Share of
Total)
Total
Degrees
Market
Share
HighGrowth,
HighWage
related
Degrees
1,293
65%
1,078
266
83%
21%
Davenport University
261
13%
261
12
100%
5%
Cornerstone University
252
13%
188
0
75%
0%
Calvin Theological Seminary
60
3%
0
0
0%
0%
Aquinas University
59
3%
0
0
0%
0%
Olivet College
22
1%
0
0
0%
0%
University of Phoenix-West
Michigan Campus
22
1%
16
2
73%
9%
Calvin College
18
1%
18
0
100%
0%
School
Western Michigan University
Source: National Center for Education Statistics and Chmura Economics & Analytics
Figure 7.15: Postsecondary Awards per Capita, 2010-2011 w/ Greater Fish Lake Region
Awards per thousand population
8.0
7.6
7.0
6.0
6.1
6.0
6.0
5.0
4.0
3.5
2.8
3.0
3.0
2.0
2.0
1.0
0.0
Four-Year
EMU Core Region
EMU Expanded Region
Postgraduate
USA
Greater Fish Lake Region
Source: NCES and Chmura Economics & Analytics
Market Analysis Eastern Michigan University 78
7. Niche Markets
Figure 7.16 Training — Greater Fish Lake Region 2010-11
SOC Code
2-Digit
Degree Program
Training
Concentration
11
Management
72%
13
Business and Financial Operations
82%
15
Computer and Mathematical
102%
17
Architecture and Engineering
<60%
19
Life, Physical, and Social Science
<60%
21
Community and Social Service
82%
23
Legal
<60%
25
Education, Training, and Library
<60%
27
Arts, Design, Entertainment, Sports, and Media
<60%
29
Healthcare Practitioners and Technical
<60%
31
Healthcare Support
120%
33
Protective Service
63%
35
Food Preparation and Serving Related
<60%
37
Building and Grounds Cleaning and Maintenance
132%
39
Personal Care and Service
114%
41
Sales and Related
86%
43
Office and Administrative Support
105%
Source: Chmura Economics & Analytics
Market Analysis Eastern Michigan University 79
8. Conclusion
8. Conclusion
EMU operates in a hypercompetive market that is marked by slow growth and gradual population decline. This
is true in both the “Core Region” of southeastern Michigan and in the “Expanded Region” which encompasses
most of Michigan and portions of northwestern Indiana and northeastern Ohio. In such an environment,
aggressive market share growth is difficult to manage and a premium should be placed on effective brand
management. At the postgraduate level, both regions are overweight in doctoral degree production.
Both regions are heavy in manufacturing sector employment, which tends to pay relatively high wages, but has
been in a 30-year decline as technological advances allow greater production with fewer workers. The sectors
with the brightest prospects lie in healthcare and social assistance, professional services, and education. The
occupations, therefore, that are expected to grow the fastest are related to specialty healthcare positions, social
assistance and counseling jobs, and a host of positions that are reliant on training in science, technology,
engineering, and math (STEM). Chmura forecasts that STEM-related occupations (including some healthcare
and math intensive business occupations) are likely to grow 30% faster annually than non-STEM-related
positions. Chmura’s analysis suggests that, in the long-run, the largest “gaps” in supply and demand are likely
to be in the healthcare occupations and many empathy-based community and social service positions.
Despite the market saturation present in most areas important to EMU, some opportunities are present for
EMU to leverage its existing strengths and gain market share on its main competitors. While it is a false choice
to say a university cannot expand both online as well as geographically, resources are limited and Chmura’s
analysis suggests that focusing on better servicing some of the smaller, less competitive sub-markets in
Michigan is a better prospect for improving enrollment than pushing more aggressively into online programs.
Similarly, increasing EMU’s international student base may provide a profitable avenue to boost EMU’s
enrollment in both its core business programs and its physical sciences where it is slightly underweight given its
size and program offerings. This study indicates that having an online presence helps preserve market share
and facilitates enrollment of non-traditional students which are expected to grow faster than the population of
traditional freshmen.
The sub-markets that stand out in terms of their undersupply of locally produced degrees are the greater
Traverse City region and the counties of Macomb and St. Clair. In these two areas, most of EMU’s core
programs—at the undergraduate and graduate level—should be successful. Secondarily, there is some market
space, mostly at the graduate level, in Jackson County and the greater Fish Lake region.
This study strongly suggests that EMU’s new physician assistant master’s program is needed in the region.
EMU could consider a health informatics program—at either the undergraduate or graduate level—as only one
other such program exists in the area and it would leverage EMU’s existing strengths in healthcare and
computer science. Assuming no changes to the state’s licensing requirements, expansion of EMU’s speech
pathology program, particularly at the master’s degree level, should be considered. Chmura’s analysis also
suggests there is space for the introduction of master’s level programs in journalism, geology and earth
sciences, and public relations and image management. Furthermore, this study indicates that some additional
opportunity exists in providing a dozen 2+2 programs—potentially with an online element—that could help
Market Analysis Eastern Michigan University 80
8. Conclusion
bolster EMU’s transfer students. Converslely, there is little room in expanding certificate level awards as both
regions are producing certificates at roughly double the national rate.
Market Analysis Eastern Michigan University 81
Appendix
Appendix
A.1 Complete CIP to SOC Crosswalk
cip_code
cip_title
soc_code
soc title
04.0301
City/Urban, Community and Regional Planning
11-9041
Architectural and Engineering Managers
04.0301
City/Urban, Community and Regional Planning
19-3051
Urban and Regional Planners
04.0301
City/Urban, Community and Regional Planning
25-1031
Architecture Teachers, Postsecondary
04.0301
City/Urban, Community and Regional Planning
25-1069
Social Sciences Teachers, Postsecondary, All Other
05.0199
Area Studies, Other
25-1062
Area, Ethnic, and Cultural Studies Teachers, Postsecondary
05.0201
African-American/Black Studies
25-1062
Area, Ethnic, and Cultural Studies Teachers, Postsecondary
05.0207
Women's Studies
25-1062
Area, Ethnic, and Cultural Studies Teachers, Postsecondary
09.0101
Speech Communication and Rhetoric
25-1122
Communications Teachers, Postsecondary
09.0101
Speech Communication and Rhetoric
27-3011
Radio and Television Announcers
09.0101
Speech Communication and Rhetoric
27-3012
Public Address System and Other Announcers
09.0101
Speech Communication and Rhetoric
27-3031
Public Relations Specialists
09.0101
Speech Communication and Rhetoric
27-3043
Writers and Authors
09.0401
Journalism
25-1122
Communications Teachers, Postsecondary
09.0401
Journalism
27-3021
Broadcast News Analysts
09.0401
Journalism
27-3022
Reporters and Correspondents
09.0401
Journalism
27-3041
Editors
09.0401
Journalism
27-3043
Writers and Authors
09.0902
Public Relations/Image Management
11-2011
Advertising and Promotions Managers
09.0902
Public Relations/Image Management
11-2031
Public Relations and Fundraising Managers
09.0902
Public Relations/Image Management
25-1122
Communications Teachers, Postsecondary
09.0902
Public Relations/Image Management
27-3031
Public Relations Specialists
10.0105
Communications Technology/Technician
27-3099
Media and Communication Workers, All Other
10.0105
Communications Technology/Technician
27-4012
Broadcast Technicians
10.0105
Communications Technology/Technician
27-4014
Sound Engineering Technicians
10.0105
27-4032
Film and Video Editors
10.0304
Communications Technology/Technician
Animation, Interactive Technology, Video
Graphics and Special Effects
27-1014
Multimedia Artists and Animators
11.0101
Computer and Information Sciences, General
11-3021
Computer and Information Systems Managers
11.0101
Computer and Information Sciences, General
15-1111
Computer and Information Research Scientists
11.0101
Computer and Information Sciences, General
15-1121
Computer Systems Analysts
11.0101
Computer and Information Sciences, General
15-1141
Database Administrators
11.0101
Computer and Information Sciences, General
15-1142
11.0101
Computer and Information Sciences, General
15-1179
Network and Computer Systems Administrators
Information Security Analysts, Web Developers, and Computer
Network Architects*
Market Analysis Eastern Michigan University 82
Appendix
11.0101
Computer and Information Sciences, General
15-1799
Computer Occupations, All Other*
11.0101
Computer and Information Sciences, General
25-1021
Computer Science Teachers, Postsecondary
11.0401
Information Science/Studies
11-3021
Computer and Information Systems Managers
11.0401
Information Science/Studies
15-1111
Computer and Information Research Scientists
11.0401
Information Science/Studies
15-1133
Software Developers, Systems Software
11.0401
Information Science/Studies
15-1799
Computer Occupations, All Other*
11.0401
Information Science/Studies
25-1021
Computer Science Teachers, Postsecondary
11.0701
Computer Science
11-3021
Computer and Information Systems Managers
11.0701
Computer Science
15-1111
Computer and Information Research Scientists
11.0701
Computer Science
15-1131
Computer Programmers
11.0701
Computer Science
15-1132
Software Developers, Applications
11.0701
Computer Science
15-1133
Software Developers, Systems Software
11.0701
Computer Science
15-1150
11.0701
Computer Science
15-1179
Computer Support Specialists
Information Security Analysts, Web Developers, and Computer
Network Architects*
11.0701
Computer Science
15-1799
Computer Occupations, All Other*
11.0701
25-1021
Computer Science Teachers, Postsecondary
11-3021
Computer and Information Systems Managers
15-1141
Database Administrators
15-1142
Network and Computer Systems Administrators
15-1150
11.1003
Computer Science
Computer and Information Systems
Security/Information Assurance
Computer and Information Systems
Security/Information Assurance
Computer and Information Systems
Security/Information Assurance
Computer and Information Systems
Security/Information Assurance
Computer and Information Systems
Security/Information Assurance
13.0202
Multicultural Education
25-3011
Computer Support Specialists
Information Security Analysts, Web Developers, and Computer
Network Architects*
Adult Basic and Secondary Education and Literacy Teachers and
Instructors
13.0202
Multicultural Education
25-3999
Teachers and Instructors, All Other*
13.0301
25-9031
11-9031
Instructional Coordinators
Education Administrators, Preschool and Childcare
Center/Program
11-9032
Education Administrators, Elementary and Secondary School
11-9033
Education Administrators, Postsecondary
11-9039
11-9031
Education Administrators, All Other
Education Administrators, Preschool and Childcare
Center/Program
11-9032
Education Administrators, Elementary and Secondary School
11-9033
Education Administrators, Postsecondary
11-9039
Education Administrators, All Other
11-9033
Education Administrators, Postsecondary
13.0406
Curriculum and Instruction
Educational Leadership and Administration,
General
Educational Leadership and Administration,
General
Educational Leadership and Administration,
General
Educational Leadership and Administration,
General
Educational, Instructional, and Curriculum
Supervision
Educational, Instructional, and Curriculum
Supervision
Educational, Instructional, and Curriculum
Supervision
Educational, Instructional, and Curriculum
Supervision
Higher Education/Higher Education
Administration
Higher Education/Higher Education
Administration
11-9039
Education Administrators, All Other
13.0407
Community College Education
11-9033
Education Administrators, Postsecondary
13.0409
Secondary School Administration/Principalship
11-9032
Education Administrators, Elementary and Secondary School
11.1003
11.1003
11.1003
11.1003
13.0401
13.0401
13.0401
13.0401
13.0404
13.0404
13.0404
13.0404
13.0406
15-1179
Market Analysis Eastern Michigan University 83
Appendix
13.0501
Educational/Instructional Technology
25-9011
Audio-Visual and Multimedia Collections Specialists
13.0501
Educational/Instructional Technology
25-9031
Instructional Coordinators
13.0901
Social and Philosophical Foundations of Education
25-9031
13.0901
Social and Philosophical Foundations of Education
25-2022
13.0901
Social and Philosophical Foundations of Education
25-2031
Instructional Coordinators
Middle School Teachers, Except Special and Career/Technical
Education
Secondary School Teachers, Except Special and Career/Technical
Education
13.0901
Social and Philosophical Foundations of Education
25-2021
13.1001
Special Education and Teaching, General
25-2041
Elementary School Teachers, Except Special Education
Special Education Teachers, Preschool, Kindergarten, and
Elementary School*
13.1001
Special Education and Teaching, General
25-2053
Special Education Teachers, Middle School
13.1001
Special Education and Teaching, General
25-2054
Special Education Teachers, Secondary School
13.1001
Special Education and Teaching, General
Education/Teaching of Individuals with Hearing
Impairments Including Deafness
Education/Teaching of Individuals with Hearing
Impairments Including Deafness
Education/Teaching of Individuals with Hearing
Impairments Including Deafness
Education/Teaching of Individuals with Hearing
Impairments Including Deafness
Education/Teaching of Individuals with Hearing
Impairments Including Deafness
Education/Teaching of Individuals with Emotional
Disturbances
Education/Teaching of Individuals with Emotional
Disturbances
Education/Teaching of Individuals with Emotional
Disturbances
Education/Teaching of Individuals with Emotional
Disturbances
Education/Teaching of Individuals with Mental
Retardation
Education/Teaching of Individuals with Mental
Retardation
Education/Teaching of Individuals with Mental
Retardation
Education/Teaching of Individuals with Mental
Retardation
Education/Teaching of Individuals with
Orthopedic and Other Physical Health
Impairments
Education/Teaching of Individuals with
Orthopedic and Other Physical Health
Impairments
Education/Teaching of Individuals with
Orthopedic and Other Physical Health
Impairments
Education/Teaching of Individuals with
Orthopedic and Other Physical Health
Impairments
Education/Teaching of Individuals with Vision
Impairments Including Blindness
Education/Teaching of Individuals with Vision
Impairments Including Blindness
Education/Teaching of Individuals with Vision
Impairments Including Blindness
Education/Teaching of Individuals with Vision
Impairments Including Blindness
25-3999
25-2041
Teachers and Instructors, All Other*
Special Education Teachers, Preschool, Kindergarten, and
Elementary School*
25-2053
Special Education Teachers, Middle School
25-2054
Special Education Teachers, Secondary School
25-3999
Teachers and Instructors, All Other*
27-3091
25-2041
Interpreters and Translators
Special Education Teachers, Preschool, Kindergarten, and
Elementary School*
25-2053
Special Education Teachers, Middle School
25-2054
Special Education Teachers, Secondary School
25-3999
25-2041
Teachers and Instructors, All Other*
Special Education Teachers, Preschool, Kindergarten, and
Elementary School*
25-2053
Special Education Teachers, Middle School
25-2054
Special Education Teachers, Secondary School
25-3999
Teachers and Instructors, All Other*
25-2041
Special Education Teachers, Preschool, Kindergarten, and
Elementary School*
25-2053
Special Education Teachers, Middle School
25-2054
Special Education Teachers, Secondary School
25-3999
25-2041
Teachers and Instructors, All Other*
Special Education Teachers, Preschool, Kindergarten, and
Elementary School*
25-2053
Special Education Teachers, Middle School
25-2054
Special Education Teachers, Secondary School
25-3999
Teachers and Instructors, All Other*
13.1003
13.1003
13.1003
13.1003
13.1003
13.1005
13.1005
13.1005
13.1005
13.1006
13.1006
13.1006
13.1006
13.1008
13.1008
13.1008
13.1008
13.1009
13.1009
13.1009
13.1009
Market Analysis Eastern Michigan University 84
Appendix
13.1012
Education/Teaching of Individuals with Specific
Learning Disabilities
Education/Teaching of Individuals with Specific
Learning Disabilities
Education/Teaching of Individuals with Specific
Learning Disabilities
Education/Teaching of Individuals with Specific
Learning Disabilities
Education/Teaching of Individuals with Speech or
Language Impairments
Education/Teaching of Individuals with Speech or
Language Impairments
Education/Teaching of Individuals with Speech or
Language Impairments
Education/Teaching of Individuals with Speech or
Language Impairments
13.1013
Education/Teaching of Individuals with Autism
25-2041
Teachers and Instructors, All Other*
Special Education Teachers, Preschool, Kindergarten, and
Elementary School*
13.1013
Education/Teaching of Individuals with Autism
25-2053
Special Education Teachers, Middle School
13.1013
Education/Teaching of Individuals with Autism
25-2054
Special Education Teachers, Secondary School
13.1013
Education/Teaching of Individuals with Autism
Counselor Education/School Counseling and
Guidance Services
College Student Counseling and Personnel
Services
25-3999
Teachers and Instructors, All Other*
21-1012
Educational, Guidance, School, and Vocational Counselors
21-1012
Educational, Guidance, School, and Vocational Counselors
25-2021
13.1203
Elementary Education and Teaching
Junior High/Intermediate/Middle School
Education and Teaching
Junior High/Intermediate/Middle School
Education and Teaching
13.1205
Secondary Education and Teaching
25-2031
Elementary School Teachers, Except Special Education
Middle School Teachers, Except Special and Career/Technical
Education
Secondary School Teachers, Except Special and Career/Technical
Education
Secondary School Teachers, Except Special and Career/Technical
Education
13.1205
Secondary Education and Teaching
25-2022
Middle School Teachers
13.1210
Early Childhood Education and Teaching
25-2011
Preschool Teachers, Except Special Education
13.1210
25-2012
25-2031
Kindergarten Teachers, Except Special Education
Middle School Teachers, Except Special and Career/Technical
Education
Secondary School Teachers, Except Special and Career/Technical
Education
13.1299
Early Childhood Education and Teaching
Teacher Education and Professional
Development, Specific Levels and Methods, Other
Teacher Education and Professional
Development, Specific Levels and Methods, Other
Teacher Education and Professional
Development, Specific Levels and Methods, Other
25-2021
Elementary School Teachers, Except Special Education
13.1302
Art Teacher Education
25-1081
Education Teachers, Postsecondary
13.1302
Art Teacher Education
25-1121
13.1302
Art Teacher Education
25-2022
13.1302
Art Teacher Education
25-2031
Art, Drama, and Music Teachers, Postsecondary
Middle School Teachers, Except Special and Career/Technical
Education
Secondary School Teachers, Except Special and Career/Technical
Education
13.1303
Business Teacher Education
25-1011
Business Teachers, Postsecondary
13.1303
Business Teacher Education
25-1081
Education Teachers, Postsecondary
13.1303
Business Teacher Education
25-1194
Vocational Education Teachers, Postsecondary
13.1303
Business Teacher Education
25-2023
Career/Technical Education Teachers, Middle School
13.1303
Business Teacher Education
25-2032
Career/Technical Education Teachers, Secondary School
13.1305
English/Language Arts Teacher Education
25-1081
Education Teachers, Postsecondary
13.1305
English/Language Arts Teacher Education
25-1123
English Language and Literature Teachers, Postsecondary
13.1305
English/Language Arts Teacher Education
25-2022
Middle School Teachers, Except Special and Career/Technical
13.1011
13.1011
13.1011
13.1011
13.1012
13.1012
13.1012
13.1101
13.1102
13.1202
13.1203
13.1299
13.1299
25-2041
Special Education Teachers, Preschool, Kindergarten, and
Elementary School*
25-2053
Special Education Teachers, Middle School
25-2054
Special Education Teachers, Secondary School
25-3999
25-2041
Teachers and Instructors, All Other*
Special Education Teachers, Preschool, Kindergarten, and
Elementary School*
25-2053
Special Education Teachers, Middle School
25-2054
Special Education Teachers, Secondary School
25-3999
25-2022
25-2031
25-2022
Market Analysis Eastern Michigan University 85
Appendix
Education
Secondary School Teachers, Except Special and Career/Technical
Education
13.1305
English/Language Arts Teacher Education
25-2031
13.1307
Health Teacher Education
25-1081
13.1307
Health Teacher Education
25-2022
13.1307
25-2031
25-1081
Education Teachers, Postsecondary
25-1194
Vocational Education Teachers, Postsecondary
Middle School Teachers, Except Special and Career/Technical
Education
13.1309
Health Teacher Education
Technology Teacher Education/Industrial Arts
Teacher Education
Technology Teacher Education/Industrial Arts
Teacher Education
Technology Teacher Education/Industrial Arts
Teacher Education
Technology Teacher Education/Industrial Arts
Teacher Education
Technology Teacher Education/Industrial Arts
Teacher Education
Technology Teacher Education/Industrial Arts
Teacher Education
Education Teachers, Postsecondary
Middle School Teachers, Except Special and Career/Technical
Education
Secondary School Teachers, Except Special and Career/Technical
Education
13.1311
13.1311
13.1309
13.1309
13.1309
13.1309
25-2022
25-2031
Career/Technical Education Teachers, Middle School
Secondary School Teachers, Except Special and Career/Technical
Education
25-2032
Career/Technical Education Teachers, Secondary School
Mathematics Teacher Education
25-1022
Mathematical Science Teachers, Postsecondary
Mathematics Teacher Education
25-1081
13.1311
Mathematics Teacher Education
25-2022
13.1311
Mathematics Teacher Education
25-2031
Education Teachers, Postsecondary
Middle School Teachers, Except Special and Career/Technical
Education
Secondary School Teachers, Except Special and Career/Technical
Education
13.1311
Mathematics Teacher Education
25-2021
Elementary School Teachers
13.1312
Music Teacher Education
25-1081
Education Teachers, Postsecondary
13.1312
Music Teacher Education
25-1121
13.1312
Music Teacher Education
25-2022
13.1312
Music Teacher Education
25-2031
Art, Drama, and Music Teachers, Postsecondary
Middle School Teachers, Except Special and Career/Technical
Education
Secondary School Teachers, Except Special and Career/Technical
Education
13.1312
Music Teacher Education
25-2021
Elementary School Teachers
13.1314
Physical Education Teaching and Coaching
25-1081
Education Teachers, Postsecondary
13.1314
Physical Education Teaching and Coaching
25-1193
13.1314
Physical Education Teaching and Coaching
25-2022
13.1314
Physical Education Teaching and Coaching
25-2031
Recreation and Fitness Studies Teachers, Postsecondary
Middle School Teachers, Except Special and Career/Technical
Education
Secondary School Teachers, Except Special and Career/Technical
Education
13.1314
Physical Education Teaching and Coaching
27-2022
Coaches and Scouts
13.1314
Physical Education Teaching and Coaching
39-9031
Fitness Trainers and Aerobics Instructors
13.1314
Physical Education Teaching
25-2021
Elementary School Teachers
13.1315
Reading Teacher Education
25-1081
13.1315
Reading Teacher Education
25-2022
13.1315
Reading Teacher Education
25-2031
Education Teachers, Postsecondary
Middle School Teachers, Except Special and Career/Technical
Education
Secondary School Teachers, Except Special and Career/Technical
Education
13.1315
Reading Teacher Education
Science Teacher Education/General Science
Teacher Education
Science Teacher Education/General Science
Teacher Education
Science Teacher Education/General Science
Teacher Education
25-2021
Elementary School Teachers
25-1041
Agricultural Sciences Teachers, Postsecondary
25-1042
Biological Science Teachers, Postsecondary
25-1043
Forestry and Conservation Science Teachers, Postsecondary
13.1309
13.1316
13.1316
13.1316
25-2023
Market Analysis Eastern Michigan University 86
Appendix
13.1316
Science Teacher Education/General Science
Teacher Education
Science Teacher Education/General Science
Teacher Education
Science Teacher Education/General Science
Teacher Education
Science Teacher Education/General Science
Teacher Education
Science Teacher Education/General Science
Teacher Education
Science Teacher Education/General Science
Teacher Education
Science Teacher Education/General Science
Teacher Education
13.1317
Social Science Teacher Education
25-1061
Anthropology and Archeology Teachers, Postsecondary
13.1317
Social Science Teacher Education
25-1063
Economics Teachers, Postsecondary
13.1317
Social Science Teacher Education
25-1065
Political Science Teachers, Postsecondary
13.1317
Social Science Teacher Education
25-1066
Psychology Teachers, Postsecondary
13.1317
Social Science Teacher Education
25-1067
Sociology Teachers, Postsecondary
13.1317
Social Science Teacher Education
25-1069
Social Sciences Teachers, Postsecondary, All Other
13.1317
Social Science Teacher Education
25-1081
13.1317
Social Science Teacher Education
25-2022
13.1317
Social Science Teacher Education
25-2031
Education Teachers, Postsecondary
Middle School Teachers, Except Special and Career/Technical
Education
Secondary School Teachers, Except Special and Career/Technical
Education
13.1318
Social Studies Teacher Education
25-1062
Area, Ethnic, and Cultural Studies Teachers, Postsecondary
13.1318
Social Studies Teacher Education
25-1081
13.1318
Social Studies Teacher Education
25-2022
13.1318
Social Studies Teacher Education
25-2031
Education Teachers, Postsecondary
Middle School Teachers, Except Special and Career/Technical
Education
Secondary School Teachers, Except Special and Career/Technical
Education
13.1322
Biology Teacher Education
25-1042
Biological Science Teachers, Postsecondary
13.1322
Biology Teacher Education
25-1081
13.1322
Biology Teacher Education
25-2022
13.1322
Biology Teacher Education
25-2031
Education Teachers, Postsecondary
Middle School Teachers, Except Special and Career/Technical
Education
Secondary School Teachers, Except Special and Career/Technical
Education
13.1323
Chemistry Teacher Education
25-1052
Chemistry Teachers, Postsecondary
13.1323
Chemistry Teacher Education
25-1081
13.1323
Chemistry Teacher Education
25-2022
13.1323
Chemistry Teacher Education
25-2031
Education Teachers, Postsecondary
Middle School Teachers, Except Special and Career/Technical
Education
Secondary School Teachers, Except Special and Career/Technical
Education
13.1328
History Teacher Education
25-1081
Education Teachers, Postsecondary
13.1328
History Teacher Education
25-1125
13.1328
History Teacher Education
25-2022
13.1328
History Teacher Education
25-2031
History Teachers, Postsecondary
Middle School Teachers, Except Special and Career/Technical
Education
Secondary School Teachers, Except Special and Career/Technical
Education
13.1330
Spanish Language Teacher Education
25-1081
Education Teachers, Postsecondary
13.1330
Spanish Language Teacher Education
25-1124
13.1330
Spanish Language Teacher Education
25-2022
13.1330
Spanish Language Teacher Education
25-2031
Foreign Language and Literature Teachers, Postsecondary
Middle School Teachers, Except Special and Career/Technical
Education
Secondary School Teachers, Except Special and Career/Technical
Education
13.1316
13.1316
13.1316
13.1316
13.1316
13.1316
25-1051
Atmospheric, Earth, Marine, and Space Sciences Teachers,
Postsecondary
25-1052
Chemistry Teachers, Postsecondary
25-1053
Environmental Science Teachers, Postsecondary
25-1054
Physics Teachers, Postsecondary
25-1081
25-2031
Education Teachers, Postsecondary
Middle School Teachers, Except Special and Career/Technical
Education
Secondary School Teachers, Except Special and Career/Technical
Education
25-2022
Market Analysis Eastern Michigan University 87
Appendix
13.1399
13.1399
13.1399
13.1401
13.1401
13.1401
13.1401
13.1401
Teacher Education and Professional
Development, Specific Subject Areas, Other
Teacher Education and Professional
Development, Specific Subject Areas, Other
Teacher Education and Professional
Development, Specific Subject Areas, Other
Teaching English as a Second or Foreign
Language/ESL Language Instructor
Teaching English as a Second or Foreign
Language/ESL Language Instructor
Teaching English as a Second or Foreign
Language/ESL Language Instructor
Teaching English as a Second or Foreign
Language/ESL Language Instructor
Teaching English as a Second or Foreign
Language/ESL Language Instructor
25-2031
Middle School Teachers, Except Special and Career/Technical
Education
Secondary School Teachers, Except Special and Career/Technical
Education
25-2021
Elementary School Teachers, Except Special Education
25-2012
Kindergarten Teachers, Except Special Education
25-2021
Elementary School Teachers, Except Special Education
Middle School Teachers, Except Special and Career/Technical
Education
Secondary School Teachers, Except Special and Career/Technical
Education
Adult Basic and Secondary Education and Literacy Teachers and
Instructors
25-2022
25-2022
25-2031
25-3011
Market Analysis Eastern Michigan University 88
Appendix
15.0000
Engineering Technology, General
11-9041
Architectural and Engineering Managers
15.0000
Engineering Technology, General
Electrical, Electronic and Communications
Engineering Technology/Technician
Plastics and Polymer Engineering
Technology/Technician
17-2199
Engineers, All Other
17-3023
Electrical and Electronic Engineering Technicians
17-3029
Engineering Technicians, Except Drafters, All Other
Industrial Technology/Technician
Manufacturing Engineering
Technology/Technician
17-3026
Industrial Engineering Technicians
17-3026
Industrial Engineering Technicians
51-9061
Inspectors, Testers, Sorters, Samplers, and Weighers
15.0805
Quality Control Technology/Technician
Mechanical Engineering/Mechanical
Technology/Technician
17-3027
Mechanical Engineering Technicians
15.1001
Construction Engineering Technology/Technician
11-9021
Construction Managers
15.1001
Construction Engineering Technology/Technician
13-1051
Cost Estimators
15.1001
Construction Engineering Technology/Technician
17-3022
Civil Engineering Technicians
15.1201
17-3023
Electrical and Electronic Engineering Technicians
17-3011
Architectural and Civil Drafters
17-3012
Electrical and Electronics Drafters
17-3013
Mechanical Drafters
15.1302
Computer Engineering Technology/Technician
CAD/CADD Drafting and/or Design
Technology/Technician
CAD/CADD Drafting and/or Design
Technology/Technician
CAD/CADD Drafting and/or Design
Technology/Technician
CAD/CADD Drafting and/or Design
Technology/Technician
17-3019
Drafters, All Other
15.1501
Engineering/Industrial Management
11-3051
Industrial Production Managers
15.1501
Engineering/Industrial Management
11-9041
Architectural and Engineering Managers
15.1501
Engineering/Industrial Management
17-3026
Industrial Engineering Technicians
16.0102
Linguistics
25-1124
Foreign Language and Literature Teachers, Postsecondary
16.0102
Linguistics
27-3091
Interpreters and Translators
16.0302
Japanese Language and Literature
25-1124
Foreign Language and Literature Teachers, Postsecondary
16.0302
Japanese Language and Literature
27-3091
Interpreters and Translators
16.0501
German Language and Literature
25-1124
Foreign Language and Literature Teachers, Postsecondary
16.0501
German Language and Literature
27-3091
Interpreters and Translators
16.0901
French Language and Literature
25-1124
16.0901
French Language and Literature
25-2031
Foreign Language and Literature Teachers, Postsecondary
Secondary School Teachers, Except Special and Career/Technical
Education
16.0901
French Language and Literature
27-3091
Interpreters and Translators
16.0905
Spanish Language and Literature
25-1124
16.0905
Spanish Language and Literature
25-2031
Foreign Language and Literature Teachers, Postsecondary
Secondary School Teachers, Except Special and Career/Technical
Education
16.0905
Spanish Language and Literature
27-3091
Interpreters and Translators
19.0501
Foods, Nutrition, and Wellness Studies, General
29-1031
Dietitians and Nutritionists
19.0501
Foods, Nutrition, and Wellness Studies, General
29-2051
Dietetic Technicians
19.0702
Adult Development and Aging
25-1113
Social Work Teachers, Postsecondary
19.0702
Adult Development and Aging
21-1029
Social Workers, All Other
22.0302
Legal Assistant/Paralegal
23-2011
Paralegals and Legal Assistants
22.0302
Legal Assistant/Paralegal
23-2093
Title Examiners, Abstractors, and Searchers
22.0302
Legal Assistant/Paralegal
23-2099
Legal Support Workers, All Other
15.0303
15.0607
15.0612
15.0613
15.0702
15.1302
15.1302
15.1302
Market Analysis Eastern Michigan University 89
Appendix
Market Analysis Eastern Michigan University 90
Appendix
23.0101
English Language and Literature, General
25-1123
23.0101
English Language and Literature, General
25-2031
23.0101
English Language and Literature, General
25-2021
23.0101
English Language and Literature, General
25-2022
Elementary School Teachers, Except Special Education
Middle School Teachers, Except Special and Career/Technical
Education
23.0101
English Language and Literature, General
43-9081
Proofreaders and Copy Markers
23.0101
English Language and Literature, General
27-3041
Editors
23.0101
English Language and Literature, General
27-3043
Writers and Authors
23.0101
English Language and Literature, General
27-3042
Technical Writers
23.1301
Writing, General
25-1123
English Language and Literature Teachers, Postsecondary
23.1301
Writing, General
25-1199
Postsecondary Teachers, All Other
23.1301
Writing, General
27-3041
Editors
23.1301
Writing, General
27-3042
Technical Writers
23.1301
Writing, General
27-3043
Writers and Authors
23.1302
Creative Writing
25-1123
English Language and Literature Teachers, Postsecondary
23.1302
Creative Writing
25-1199
Postsecondary Teachers, All Other
23.1302
Creative Writing
27-3041
Editors
23.1302
27-3043
Writers and Authors
25-1123
English Language and Literature Teachers, Postsecondary
25-1199
Postsecondary Teachers, All Other
27-3041
Editors
27-3042
Technical Writers
23.1303
Creative Writing
Professional, Technical, Business, and Scientific
Writing
Professional, Technical, Business, and Scientific
Writing
Professional, Technical, Business, and Scientific
Writing
Professional, Technical, Business, and Scientific
Writing
Professional, Technical, Business, and Scientific
Writing
27-3043
Writers and Authors
23.1304
Rhetoric and Composition
25-1123
English Language and Literature Teachers, Postsecondary
23.1304
Rhetoric and Composition
25-1199
Postsecondary Teachers, All Other
23.1304
Rhetoric and Composition
27-3041
Editors
23.1304
Rhetoric and Composition
27-3043
Writers and Authors
23.1402
American Literature (United States)
25-1123
English Language and Literature Teachers, Postsecondary
26.0101
Biology/Biological Sciences, General
11-9121
Natural Sciences Managers
26.0101
Biology/Biological Sciences, General
19-1029
Biological Scientists, All Other
26.0101
Biology/Biological Sciences, General
19-1099
Life Scientists, All Other
26.0101
Biology/Biological Sciences, General
25-1042
26.0101
Biology/Biological Sciences, General
25-2031
Biological Science Teachers, Postsecondary
Secondary School Teachers, Except Special and Career/Technical
Education
26.0202
Biochemistry
11-9121
Natural Sciences Managers
26.0202
Biochemistry
19-1021
Biochemists and Biophysicists
26.0202
Biochemistry
19-1042
Medical Scientists, Except Epidemiologists
26.0202
Biochemistry
25-1042
Biological Science Teachers, Postsecondary
26.0204
Molecular Biology
11-9121
Natural Sciences Managers
26.0204
Molecular Biology
19-1029
Biological Scientists, All Other
26.0204
Molecular Biology
19-1042
Medical Scientists, Except Epidemiologists
23.1303
23.1303
23.1303
23.1303
English Language and Literature Teachers, Postsecondary
Secondary School Teachers, Except Special and Career/Technical
Education
Market Analysis Eastern Michigan University 91
Appendix
26.0204
Molecular Biology
25-1042
Biological Science Teachers, Postsecondary
26.0908
Exercise Physiology
19-1042
Medical Scientists, Except Epidemiologists
26.0908
Exercise Physiology
29-1128
Exercise Physiologists
26.0908
Exercise Physiology
29-9091
Athletic Trainers
26.0908
Exercise Physiology
39-9031
Fitness Trainers
26.1004
Toxicology
11-9121
Natural Sciences Managers
26.1004
Toxicology
19-1029
Biological Scientists, All Other
26.1004
Toxicology
19-1042
Medical Scientists, Except Epidemiologists
26.1004
Toxicology
25-1042
Biological Science Teachers, Postsecondary
26.1103
Bioinformatics
15-1111
Computer and Information Research Scientists
26.1103
Bioinformatics
15-1132
Software Developers, Applications
26.1103
Bioinformatics
15-1799
Computer Occupations, All Other*
27.0101
Mathematics, General
11-9121
Natural Sciences Managers
27.0101
Mathematics, General
15-2011
Actuaries
27.0101
Mathematics, General
15-2021
Mathematicians
27.0101
Mathematics, General
15-2041
Statisticians
27.0101
Mathematics, General
15-2099
Mathematical Science Occupations, All Other
27.0101
Mathematics, General
25-1022
27.0101
Mathematics, General
25-2031
Mathematical Science Teachers, Postsecondary
Secondary School Teachers, Except Special and Career/Technical
Education
27.0501
Statistics, General
11-9121
Natural Sciences Managers
27.0501
Statistics, General
15-2011
Actuaries
27.0501
Statistics, General
15-2041
Statisticians
27.0501
Statistics, General
19-3022
Survey Researchers
27.0501
Statistics, General
25-1022
Mathematical Science Teachers, Postsecondary
30.1101
Gerontology
19-1042
Medical Scientists, Except Epidemiologists
30.1101
Gerontology
19-3099
Social Scientists and Related Workers, All Other
30.1201
Historic Preservation and Conservation
19-3093
Historians
30.1201
25-4011
Archivists
19-3093
Historians
30.1202
Historic Preservation and Conservation
Cultural Resource Management and Policy
Analysis
Cultural Resource Management and Policy
Analysis
25-4011
Archivists
30.1501
Science, Technology and Society
11-9121
Natural Sciences Managers
31.0501
Health and Physical Education/Fitness, General
25-1193
Recreation and Fitness Studies Teachers, Postsecondary
31.0501
Health and Physical Education/Fitness, General
27-2021
Athletes and Sports Competitors
31.0501
Health and Physical Education/Fitness, General
27-2022
Coaches and Scouts
31.0501
Health and Physical Education/Fitness, General
39-9031
Fitness Trainers and Aerobics Instructors
31.0504
Sport and Fitness Administration/Management
25-1193
Recreation and Fitness Studies Teachers, Postsecondary
31.0504
Sport and Fitness Administration/Management
27-2022
Coaches and Scouts
31.0504
Sport and Fitness Administration/Management
39-9031
Fitness Trainers and Aerobics Instructors
31.0505
Kinesiology and Exercise Science
29-1128
Exercise Physiologists
31.0505
Kinesiology and Exercise Science
29-9091
Athletic Trainers
30.1202
Market Analysis Eastern Michigan University 92
Appendix
31.0505
Kinesiology and Exercise Science
39-9031
Fitness Trainers
38.0101
Philosophy
25-1126
Philosophy and Religion Teachers, Postsecondary
Market Analysis Eastern Michigan University 93
Appendix
40.0501
Chemistry, General
11-9121
Natural Sciences Managers
40.0501
Chemistry, General
19-2031
Chemists
40.0501
Chemistry, General
25-1052
40.0501
Chemistry, General
25-2031
Chemistry Teachers, Postsecondary
Secondary School Teachers, Except Special and Career/Technical
Education
40.0601
Geology/Earth Science, General
11-9121
Natural Sciences Managers
40.0601
Geology/Earth Science, General
19-2042
Geoscientists, Except Hydrologists and Geographers
40.0601
Geology/Earth Science, General
19-2043
40.0601
Geology/Earth Science, General
25-1051
Hydrologists
Atmospheric, Earth, Marine, and Space Sciences Teachers,
Postsecondary
40.0801
Physics, General
11-9121
Natural Sciences Managers
40.0801
Physics, General
19-2012
Physicists
40.0801
Physics, General
25-1054
40.0801
Physics, General
25-2031
Physics Teachers, Postsecondary
Secondary School Teachers, Except Special and Career/Technical
Education
42.0101
Psychology, General
11-9199
Managers, All Other
42.0101
Psychology, General
19-3031
Clinical, Counseling, and School Psychologists
42.0101
Psychology, General
19-3032
Industrial-Organizational Psychologists
42.0101
Psychology, General
19-3039
Psychologists, All Other
42.0101
Psychology, General
25-1066
Psychology Teachers, Postsecondary
42.0101
Psychology, General
21-1021
Child, Family, and School Social Workers
42.0101
Psychology, General
21-1022
Healthcare Social Workers
42.0101
Psychology, General
21-1023
Mental Health and Substance Abuse Social Workers
42.0101
Psychology, General
21-1029
Social Workers, All Other
42.0101
Psychology, General
21-1011
Substance Abuse and Behavioral Disorder Counselors
42.0101
Psychology, General
21-1012
Educational, Guidance, School, and Vocational Counselors
42.0101
Psychology, General
21-1013
Marriage and Family Therapists
42.0101
Psychology, General
21-1014
Mental Health Counselors
42.0101
Psychology, General
21-1015
Rehabilitation Counselors
42.0101
Psychology, General
21-1019
Counselors, All Other
42.2801
Clinical Psychology
11-9199
Managers, All Other
42.2801
Clinical Psychology
19-3031
Clinical, Counseling, and School Psychologists
42.2801
Clinical Psychology
25-1066
Psychology Teachers, Postsecondary
42.2803
Counseling Psychology
11-9199
Managers, All Other
42.2803
Counseling Psychology
19-3031
Clinical, Counseling, and School Psychologists
42.2803
Counseling Psychology
25-1066
Psychology Teachers, Postsecondary
42.2806
Educational Psychology
11-9199
Managers, All Other
42.2806
Educational Psychology
19-3039
Psychologists, All Other
42.2806
Educational Psychology
Homeland Security, Law Enforcement,
Firefighting and Related Protective Services,
Other
Homeland Security, Law Enforcement,
Firefighting and Related Protective Services,
Other
25-1066
Psychology Teachers, Postsecondary
33-1012
First-Line Supervisors of Police and Detectives
11-9161
Emergency Management Directors
43.9999
43.9999
Market Analysis Eastern Michigan University 94
Appendix
44.0401
Public Administration
11-1011
Chief Executives
44.0401
Public Administration
11-1021
General and Operations Managers
44.0401
Public Administration
11-1031
Legislators
44.0401
Public Administration
11-3071
Transportation, Storage, and Distribution Managers
44.0401
Public Administration
11-9131
Postmasters and Mail Superintendents
44.0401
Public Administration
11-9151
Social and Community Service Managers
44.0401
Public Administration
11-9199
Managers, All Other
44.0701
Social Work
11-9151
Social and Community Service Managers
44.0701
Social Work
21-1013
Marriage and Family Therapists
44.0701
Social Work
21-1019
Counselors, All Other
44.0701
Social Work
21-1021
Child, Family, and School Social Workers
44.0701
Social Work
21-1022
Healthcare Social Workers
44.0701
Social Work
21-1023
Mental Health and Substance Abuse Social Workers
44.0701
Social Work
21-1029
Social Workers, All Other
44.0701
Social Work
21-1092
Probation Officers and Correctional Treatment Specialists
44.0701
25-1113
Social Work Teachers, Postsecondary
11-1011
Chief Executives
11-1021
General and Operations Managers
11-1031
Legislators
11-3071
Transportation, Storage, and Distribution Managers
11-9131
Postmasters and Mail Superintendents
11-9151
Social and Community Service Managers
44.9999
Social Work
Public Administration and Social Service
Professions, Other
Public Administration and Social Service
Professions, Other
Public Administration and Social Service
Professions, Other
Public Administration and Social Service
Professions, Other
Public Administration and Social Service
Professions, Other
Public Administration and Social Service
Professions, Other
Public Administration and Social Service
Professions, Other
11-9199
Managers, All Other
45.0101
Social Sciences, General
11-9199
Managers, All Other
45.0101
Social Sciences, General
19-3099
Social Scientists and Related Workers, All Other
45.0101
Social Sciences, General
19-4061
Social Science Research Assistants
45.0101
Social Sciences, General
25-1069
45.0101
Social Sciences, General
25-2031
Social Sciences Teachers, Postsecondary, All Other
Secondary School Teachers, Except Special and Career/Technical
Education
45.0201
Anthropology
11-9199
Managers, All Other
45.0201
Anthropology
19-3091
Anthropologists and Archeologists
45.0201
Anthropology
25-1061
Anthropology and Archeology Teachers, Postsecondary
45.0401
Criminology
11-9199
Managers, All Other
45.0401
Criminology
19-3041
Sociologists
45.0601
Economics, General
11-9199
Managers, All Other
45.0601
Economics, General
19-3011
Economists
45.0601
Economics, General
19-3022
Survey Researchers
45.0601
Economics, General
25-1063
Economics Teachers, Postsecondary
44.9999
44.9999
44.9999
44.9999
44.9999
44.9999
Market Analysis Eastern Michigan University 95
Appendix
45.0602
Applied Economics
11-9199
Managers, All Other
45.0602
Applied Economics
13-1161
Market Research Analysts and Marketing Specialists
45.0602
Applied Economics
19-3011
Economists
45.0602
Applied Economics
19-3022
Survey Researchers
45.0602
Applied Economics
25-1063
Economics Teachers, Postsecondary
45.0605
International Economics
11-9199
Managers, All Other
45.0605
International Economics
19-3011
Economists
45.0605
International Economics
25-1063
Economics Teachers, Postsecondary
45.0699
Economics, Other
11-9199
Managers, All Other
45.0699
Economics, Other
19-3011
Economists
45.0699
Economics, Other
25-1063
Economics Teachers, Postsecondary
45.0701
Geography
11-9199
Managers, All Other
45.0701
Geography
19-3092
Geographers
45.0701
Geography
25-1064
Geography Teachers, Postsecondary
45.0702
Geographic Information Science and Cartography
11-9199
Managers, All Other
45.0702
Geographic Information Science and Cartography
17-1021
Cartographers and Photogrammetrists
45.0702
Geographic Information Science and Cartography
25-1064
Geography Teachers, Postsecondary
45.0901
International Relations and Affairs
11-9199
Managers, All Other
45.0901
International Relations and Affairs
19-3094
Political Scientists
45.0901
International Relations and Affairs
25-1065
Political Science Teachers, Postsecondary
45.1001
Political Science and Government, General
11-9199
Managers, All Other
45.1001
Political Science and Government, General
19-3094
Political Scientists
45.1001
Political Science and Government, General
25-1065
Political Science Teachers, Postsecondary
45.1101
Sociology
11-9199
Managers, All Other
45.1101
Sociology
19-3041
Sociologists
45.1101
Sociology
25-1067
Sociology Teachers, Postsecondary
45.9999
Social Sciences, Other
11-9199
Managers, All Other
45.9999
19-3099
Social Scientists and Related Workers, All Other
53-2011
Airline Pilots, Copilots, and Flight Engineers
49.0102
Social Sciences, Other
Airline/Commercial/Professional Pilot and Flight
Crew
Airline/Commercial/Professional Pilot and Flight
Crew
53-2012
Commercial Pilots
49.0104
Aviation/Airway Management and Operations
11-3071
Transportation, Storage, and Distribution Managers
50.0301
Dance, General
25-1121
Art, Drama, and Music Teachers, Postsecondary
50.0301
Dance, General
27-2031
Dancers
50.0301
Dance, General
27-2032
Choreographers
50.0408
Interior Design
25-1031
Architecture Teachers, Postsecondary
50.0408
Interior Design
27-1025
Interior Designers
50.0501
Drama and Dramatics/Theatre Arts, General
25-1121
Art, Drama, and Music Teachers, Postsecondary
50.0501
Drama and Dramatics/Theatre Arts, General
27-2011
Actors
50.0501
Drama and Dramatics/Theatre Arts, General
27-2012
50.0501
Drama and Dramatics/Theatre Arts, General
27-2099
Producers and Directors
Entertainers and Performers, Sports and Related Workers, All
Other
49.0102
Market Analysis Eastern Michigan University 96
Appendix
50.0601
Film/Cinema/Video Studies
25-1121
50.0601
Film/Cinema/Video Studies
27-2012
Producers and Directors
50.0601
Film/Cinema/Video Studies
27-4031
Camera Operators, Television, Video, and Motion Picture
50.0601
Film/Cinema/Video Studies
27-4032
Film and Video Editors
50.0601
Film/Cinema/Video Studies
27-4099
Media and Communication Equipment Workers, All Other
50.0701
Art/Art Studies, General
25-1121
50.0701
Art/Art Studies, General
25-2031
Art, Drama, and Music Teachers, Postsecondary
Secondary School Teachers, Except Special and Career/Technical
Education
50.0701
Art/Art Studies, General
27-1012
Craft Artists
50.0701
Art/Art Studies, General
27-1013
Fine Artists, Including Painters, Sculptors, and Illustrators
50.0701
Art/Art Studies, General
27-4021
Photographers
50.0701
Art/Art Studies, General
27-1019
Artists and Related Workers, All Other
50.0702
Fine/Studio Arts, General
25-1121
Art, Drama, and Music Teachers, Postsecondary
50.0702
Fine/Studio Arts, General
27-1013
Fine Artists, Including Painters, Sculptors, and Illustrators
50.0702
Fine/Studio Arts, General
27-1019
Artists and Related Workers, All Other
50.0703
Art History, Criticism and Conservation
25-1121
Art, Drama, and Music Teachers, Postsecondary
50.0703
Art History, Criticism and Conservation
25-4011
Archivists
50.0703
Art History, Criticism and Conservation
25-4012
Curators
50.0703
Art History, Criticism and Conservation
25-4013
50.0901
Music, General
25-2031
Museum Technicians and Conservators
Secondary School Teachers, Except Special and Career/Technical
Education
50.0901
Music, General
27-2042
Musicians and Singers
50.0902
Music History, Literature, and Theory
25-1121
Art, Drama, and Music Teachers, Postsecondary
50.0903
Music Performance, General
25-1121
Art, Drama, and Music Teachers, Postsecondary
50.0903
Music Performance, General
27-2041
Music Directors and Composers
50.0903
Music Performance, General
27-2042
Musicians and Singers
50.0912
Music Pedagogy
25-1121
Art, Drama, and Music Teachers, Postsecondary
50.0912
Music Pedagogy
27-2042
Musicians and Singers
50.1002
Fine and Studio Arts Management
11-9199
50.1002
Fine and Studio Arts Management
13-1011
Managers, All Other
Agents and Business Managers of Artists, Performers, and
Athletes
50.1002
Fine and Studio Arts Management
25-1121
Art, Drama, and Music Teachers, Postsecondary
50.1004
Theatre/Theatre Arts Management
11-9199
Managers, All Other
50.1004
Theatre/Theatre Arts Management
25-1121
Art, Drama, and Music Teachers, Postsecondary
50.1004
Theatre/Theatre Arts Management
27-2012
Producers and Directors
51.0203
Speech-Language Pathology/Pathologist
25-1071
Health Specialties Teachers, Postsecondary
51.0203
Speech-Language Pathology/Pathologist
29-1127
Speech-Language Pathologists
51.0701
Health/Health Care Administration/Management
11-9111
Medical and Health Services Managers
51.0913
29-9091
Athletic Trainers
25-1071
Health Specialties Teachers, Postsecondary
51.1005
Athletic Training/Trainer
Clinical Laboratory Science/Medical
Technology/Technologist
Clinical Laboratory Science/Medical
Technology/Technologist
29-2011
Medical and Clinical Laboratory Technologists
51.2006
Clinical and Industrial Drug Development
29-1051
Pharmacists
51.2207
Public Health Education and Promotion
21-1091
Health Educators
51.1005
Art, Drama, and Music Teachers, Postsecondary
Market Analysis Eastern Michigan University 97
Appendix
51.2207
Public Health Education and Promotion
21-1798
Community and Social Service Specialists, All Other*
51.2207
Public Health Education and Promotion
25-1071
Health Specialties Teachers, Postsecondary
51.2305
Music Therapy/Therapist
25-1071
Health Specialties Teachers, Postsecondary
51.2305
Music Therapy/Therapist
29-1128
Exercise Physiologists
51.2306
Occupational Therapy/Therapist
25-1071
Health Specialties Teachers, Postsecondary
51.2306
Occupational Therapy/Therapist
29-1122
Occupational Therapists
51.2307
Orthotist/Prosthetist
25-1071
Health Specialties Teachers, Postsecondary
51.2307
Orthotist/Prosthetist
29-2091
Orthotists and Prosthetists
51.2307
Orthotist/Prosthetist
51-9082
Medical Appliance Technicians
51.2309
Therapeutic Recreation/Recreational Therapy
25-1071
Health Specialties Teachers, Postsecondary
51.2309
Therapeutic Recreation/Recreational Therapy
29-1125
Recreational Therapists
51.3101
Dietetics/Dietitian
29-1031
Dietitians and Nutritionists
51.3101
Dietetics/Dietitian
29-2051
Dietetic Technicians
51.3801
Registered Nursing/Registered Nurse
25-1072
Nursing Instructors and Teachers, Postsecondary
51.3801
Registered Nursing/Registered Nurse
29-1111
Registered Nurses*
52.0101
Business/Commerce, General
11-1011
Chief Executives
52.0101
Business/Commerce, General
11-1021
General and Operations Managers
52.0101
Business/Commerce, General
11-2022
Sales Managers
52.0101
Business/Commerce, General
11-3011
Administrative Services Managers
52.0101
Business/Commerce, General
11-3051
Industrial Production Managers
52.0101
Business/Commerce, General
11-3071
Transportation, Storage, and Distribution Managers
52.0101
Business/Commerce, General
11-9021
Construction Managers
52.0101
Business/Commerce, General
11-9151
Social and Community Service Managers
52.0101
Business/Commerce, General
11-9199
Managers, All Other
52.0101
Business/Commerce, General
13-1051
Cost Estimators
52.0101
Business/Commerce, General
13-1111
Management Analysts
52.0101
Business/Commerce, General
13-2053
Insurance Underwriters
52.0101
Business/Commerce, General
Business Administration and Management,
General
Business Administration and Management,
General
Business Administration and Management,
General
Business Administration and Management,
General
Business Administration and Management,
General
Business Administration and Management,
General
Business Administration and Management,
General
Business Administration and Management,
General
Business Administration and Management,
General
Business Administration and Management,
General
25-1011
Business Teachers, Postsecondary
11-1011
Chief Executives
11-1021
General and Operations Managers
11-2022
Sales Managers
11-3011
Administrative Services Managers
11-3051
Industrial Production Managers
11-3071
Transportation, Storage, and Distribution Managers
11-9021
Construction Managers
11-9151
Social and Community Service Managers
11-9199
Managers, All Other
13-1051
Cost Estimators
52.0201
52.0201
52.0201
52.0201
52.0201
52.0201
52.0201
52.0201
52.0201
52.0201
Market Analysis Eastern Michigan University 98
Appendix
52.0203
Business Administration and Management,
General
Business Administration and Management,
General
Business Administration and Management,
General
Logistics, Materials, and Supply Chain
Management
Logistics, Materials, and Supply Chain
Management
Logistics, Materials, and Supply Chain
Management
52.0204
Office Management and Supervision
43-1011
Business Teachers, Postsecondary
First-Line Supervisors of Office and Administrative Support
Workers
52.0206
Non-Profit/Public/Organizational Management
11-9151
Social and Community Service Managers
52.0206
Non-Profit/Public/Organizational Management
11-9199
Managers, All Other
52.0208
E-Commerce/Electronic Commerce
41-1011
52.0208
E-Commerce/Electronic Commerce
43-1011
First-Line Supervisors of Retail Sales Workers
First-Line Supervisors of Office and Administrative Support
Workers
52.0301
Accounting
13-2011
Accountants and Auditors
52.0301
Accounting
13-2031
Budget Analysts
52.0301
Accounting
13-2041
Credit Analysts
52.0301
Accounting
13-2061
Financial Examiners
52.0301
Accounting
13-2081
Tax Examiners and Collectors, and Revenue Agents
52.0301
Accounting
25-1011
Business Teachers, Postsecondary
52.0303
Auditing
13-2011
Accountants and Auditors
52.0303
Auditing
13-2061
Financial Examiners
52.0399
Accounting and Related Services, Other
13-2011
Accountants and Auditors
52.0399
Accounting and Related Services, Other
13-2031
Budget Analysts
52.0399
Accounting and Related Services, Other
13-2041
Credit Analysts
52.0399
Accounting and Related Services, Other
13-2061
Financial Examiners
52.0399
Accounting and Related Services, Other
13-2081
Tax Examiners and Collectors, and Revenue Agents
52.0601
Business/Managerial Economics
19-3011
Economists
52.0601
Business/Managerial Economics
19-3022
Survey Researchers
52.0601
Business/Managerial Economics
25-1063
Economics Teachers, Postsecondary
52.0701
Entrepreneurship/Entrepreneurial Studies
11-1011
Chief Executives
52.0701
Entrepreneurship/Entrepreneurial Studies
11-1021
General and Operations Managers
52.0701
Entrepreneurship/Entrepreneurial Studies
11-9199
Managers, All Other
52.0701
Entrepreneurship/Entrepreneurial Studies
25-1011
Business Teachers, Postsecondary
52.0801
Finance, General
11-1011
Chief Executives
52.0801
Finance, General
11-1021
General and Operations Managers
52.0801
Finance, General
11-3031
Financial Managers
52.0801
Finance, General
13-2031
Budget Analysts
52.0801
Finance, General
13-2041
Credit Analysts
52.0801
Finance, General
13-2051
Financial Analysts
52.0801
Finance, General
13-2052
Personal Financial Advisors
52.0801
Finance, General
13-2053
Insurance Underwriters
52.0201
52.0201
52.0201
52.0203
52.0203
13-1111
Management Analysts
13-2053
Insurance Underwriters
25-1011
Business Teachers, Postsecondary
11-3051
Industrial Production Managers
11-3071
Transportation, Storage, and Distribution Managers
25-1011
Market Analysis Eastern Michigan University 99
Appendix
52.0801
Finance, General
13-2072
Loan Officers
52.0801
Finance, General
13-2099
Financial Specialists, All Other
52.0801
Finance, General
25-1011
Business Teachers, Postsecondary
52.0901
Hospitality Administration/Management, General
11-9051
Food Service Managers
52.0901
Hospitality Administration/Management, General
Human Resources Management/Personnel
Administration, General
Human Resources Management/Personnel
Administration, General
Human Resources Management/Personnel
Administration, General
11-9081
Lodging Managers
11-3111
Compensation and Benefits Managers
11-3121
Human Resources Managers
11-3131
Training and Development Managers
13-1078
Human Resources, Training, and Labor Relations Specialists, All
Other*
13-1141
Compensation, Benefits, and Job Analysis Specialists
13-1151
Training and Development Specialists
25-1011
Business Teachers, Postsecondary
52.1001
52.1001
52.1001
52.1001
Human Resources Management/Personnel
Administration, General
Human Resources Management/Personnel
Administration, General
Human Resources Management/Personnel
Administration, General
Human Resources Management/Personnel
Administration, General
52.1101
International Business/Trade/Commerce
11-1011
Chief Executives
52.1101
International Business/Trade/Commerce
11-1021
General and Operations Managers
52.1101
International Business/Trade/Commerce
25-1011
Business Teachers, Postsecondary
52.1201
Management Information Systems, General
11-3021
Computer and Information Systems Managers
52.1201
Management Information Systems, General
15-1131
Computer Programmers
52.1304
Actuarial Science
15-2011
Actuaries
52.1304
Actuarial Science
25-1011
Business Teachers, Postsecondary
52.1401
Marketing/Marketing Management, General
11-2011
Advertising and Promotions Managers
52.1401
Marketing/Marketing Management, General
11-2021
Marketing Managers
52.1401
Marketing/Marketing Management, General
11-2022
Sales Managers
52.1401
Marketing/Marketing Management, General
13-1161
Market Research Analysts and Marketing Specialists
52.1401
25-1011
Business Teachers, Postsecondary
13-1022
Wholesale and Retail Buyers, Except Farm Products
13-1023
Purchasing Agents, Except Wholesale, Retail, and Farm Products
41-1011
First-Line Supervisors of Retail Sales Workers
41-1012
52.1899
Marketing/Marketing Management, General
General Merchandising, Sales, and Related
Marketing Operations, Other
General Merchandising, Sales, and Related
Marketing Operations, Other
General Merchandising, Sales, and Related
Marketing Operations, Other
General Merchandising, Sales, and Related
Marketing Operations, Other
General Merchandising, Sales, and Related
Marketing Operations, Other
First-Line Supervisors of Non-Retail Sales Workers
Sales Representatives, Wholesale and Manufacturing, Except
Technical and Scientific Products
52.1902
Fashion Merchandising
13-1022
52.1902
Fashion Merchandising
41-4012
Wholesale and Retail Buyers, Except Farm Products
Sales Representatives, Wholesale and Manufacturing, Except
Technical and Scientific Products
52.2001
Construction Management
11-9021
Construction Managers
54.0101
History, General
11-9199
Managers, All Other
54.0101
History, General
19-3093
Historians
54.0101
History, General
25-1125
54.0101
History, General
25-2031
History Teachers, Postsecondary
Secondary School Teachers, Except Special and Career/Technical
Education
52.1001
52.1001
52.1001
52.1899
52.1899
52.1899
52.1899
41-4012
Market Analysis Eastern Michigan University 100
Appendix
Source: Chmura Economics & Analytics
Market Analysis Eastern Michigan University 101
Appendix
A.2 STEM & STEM+ Occupation Definition
SOC
Title
STEM
(Core)
STEM+

11-3021
Computer and Information Systems Managers

11-9041
Architectural and Engineering Managers


11-9121
Natural Sciences Managers


15-1111
Computer and Information Research Scientists


15-1121
Computer Systems Analysts


15-1131
Computer Programmers


15-1132
Software Developers, Applications


15-1133
Software Developers, Systems Software


15-1141
Database Administrators


15-1142
Network and Computer Systems Administrators


15-1150
Computer Support Specialists


15-1179
Information Security Analysts, Web Developers, and Computer Network Architects*


15-1799
Computer Occupations, All Other*


15-2011
Actuaries


15-2021
Mathematicians


15-2031
Operations Research Analysts


15-2041
Statisticians


15-2091
Mathematical Technicians


15-2099
Mathematical Science Occupations, All Other


17-1011
Architects, Except Landscape and Naval


17-1012
Landscape Architects


17-1021
Cartographers and Photogrammetrists


17-1022
Surveyors


17-2011
Aerospace Engineers


17-2021
Agricultural Engineers


17-2031
Biomedical Engineers


17-2041
Chemical Engineers


17-2051
Civil Engineers


17-2061
Computer Hardware Engineers


17-2071
Electrical Engineers


17-2072
Electronics Engineers, Except Computer


17-2081
Environmental Engineers


17-2111
Health and Safety Engineers, Except Mining Safety Engineers and Inspectors


17-2112
Industrial Engineers


17-2121
Marine Engineers and Naval Architects


17-2131
Materials Engineers


17-2141
Mechanical Engineers


17-2151
Mining and Geological Engineers, Including Mining Safety Engineers


17-2161
Nuclear Engineers


17-2171
Petroleum Engineers


Engineers, All Other


17-2199
Market Analysis Eastern Michigan University 102
Appendix
17-3011
Architectural and Civil Drafters


17-3012
Electrical and Electronics Drafters


17-3013
Mechanical Drafters


17-3019
Drafters, All Other


17-3021
Aerospace Engineering and Operations Technicians


17-3022
Civil Engineering Technicians


17-3023
Electrical and Electronic Engineering Technicians


17-3024
Electro-Mechanical Technicians


17-3025
Environmental Engineering Technicians


17-3026
Industrial Engineering Technicians


17-3027
Mechanical Engineering Technicians


17-3029
Engineering Technicians, Except Drafters, All Other


17-3031
Surveying and Mapping Technicians


19-1011
Animal Scientists


19-1012
Food Scientists and Technologists


19-1013
Soil and Plant Scientists


19-1021
Biochemists and Biophysicists


19-1022
Microbiologists


19-1023
Zoologists and Wildlife Biologists


19-1029
Biological Scientists, All Other


19-1031
Conservation Scientists


19-1032
Foresters


19-1041
Epidemiologists


19-1042
Medical Scientists, Except Epidemiologists


19-1099
Life Scientists, All Other


19-2011
Astronomers


19-2012
Physicists


19-2021
Atmospheric and Space Scientists


19-2031
Chemists


19-2032
Materials Scientists


19-2041
Environmental Scientists and Specialists, Including Health


19-2042
Geoscientists, Except Hydrologists and Geographers


19-2043
Hydrologists


19-2099
Physical Scientists, All Other


19-4011
Agricultural and Food Science Technicians


19-4021
Biological Technicians


19-4031
Chemical Technicians


19-4041
Geological and Petroleum Technicians


19-4051
Nuclear Technicians


19-4091
Environmental Science and Protection Technicians, Including Health


19-4092
Forensic Science Technicians


19-4093
Forest and Conservation Technicians


Life, Physical, and Social Science Technicians, All Other


19-4099
Market Analysis Eastern Michigan University 103
Appendix
25-1021
Computer Science Teachers, Postsecondary


25-1022
Mathematical Science Teachers, Postsecondary


25-1031
Architecture Teachers, Postsecondary


25-1032
Engineering Teachers, Postsecondary


25-1042
Biological Science Teachers, Postsecondary


25-1043
Forestry and Conservation Science Teachers, Postsecondary


25-1051
Atmospheric, Earth, Marine, and Space Sciences Teachers, Postsecondary


25-1052
Chemistry Teachers, Postsecondary


25-1053
Environmental Science Teachers, Postsecondary


25-1054
Physics Teachers, Postsecondary








25-1061
41-4011
Anthropology and Archeology Teachers, Postsecondary
Sales Representatives, Wholesale and Manufacturing, Technical and Scientific
Products
41-9031
Sales Engineers
11-3031
Financial Managers

11-3051
Industrial Production Managers

13-1051
Cost Estimators

13-1081
Logisticians

13-2011
Accountants and Auditors

13-2021
Appraisers and Assessors of Real Estate

13-2031
Budget Analysts

13-2041
Credit Analysts

13-2051
Financial Analysts

13-2053
Insurance Underwriters

13-2061
Financial Examiners

13-2072
Loan Officers

13-2099
Financial Specialists, All Other

19-3011
Economists

19-3091
Anthropologists and Archeologists

21-1091
Health Educators

25-1041
Agricultural Sciences Teachers, Postsecondary

25-1063
Economics Teachers, Postsecondary

25-1071
Health Specialties Teachers, Postsecondary

25-1072
Nursing Instructors and Teachers, Postsecondary

27-1021
Commercial and Industrial Designers

27-4012
Broadcast Technicians

27-4014
Sound Engineering Technicians

29-1011
Chiropractors

29-1021
Dentists, General

29-1022
Oral and Maxillofacial Surgeons

29-1023
Orthodontists

29-1024
Prosthodontists

29-1029
Dentists, All Other Specialists

29-1031
Dietitians and Nutritionists

Market Analysis Eastern Michigan University 104
Appendix
29-1041
Optometrists

29-1051
Pharmacists

29-1061
Anesthesiologists

29-1062
Family and General Practitioners

29-1063
Internists, General

29-1064
Obstetricians and Gynecologists

29-1065
Pediatricians, General

29-1066
Psychiatrists

29-1067
Surgeons

29-1069
Physicians and Surgeons, All Other

29-1071
Physician Assistants

29-1081
Podiatrists

29-1111
Registered Nurses*

29-1124
Radiation Therapists

29-1126
Respiratory Therapists

29-1128
Exercise Physiologists

29-1131
Veterinarians

29-1181
Audiologists

29-1199
Health Diagnosing and Treating Practitioners, All Other

29-2011
Medical and Clinical Laboratory Technologists

29-2012
Medical and Clinical Laboratory Technicians

29-2021
Dental Hygienists

29-2031
Cardiovascular Technologists and Technicians

29-2032
Diagnostic Medical Sonographers

29-2033
Nuclear Medicine Technologists

29-2037
Radiologic Technologists and Technicians*

29-2054
Respiratory Therapy Technicians

29-2055
Surgical Technologists

29-2056
Veterinary Technologists and Technicians

29-2071
Medical Records and Health Information Technicians

29-2091
Orthotists and Prosthetists

29-2799
Health Technologists and Technicians, All Other*

29-9011
Occupational Health and Safety Specialists

29-9799
Healthcare Practitioners and Technical Workers, All Other*

31-2011
Occupational Therapy Assistants

31-2021
Physical Therapist Assistants

33-3031
Fish and Game Wardens

43-9031
Desktop Publishers

45-2021
Animal Breeders

49-2011
Computer, Automated Teller, and Office Machine Repairers

49-2022
Telecommunications Equipment Installers and Repairers, Except Line Installers

49-2091
Avionics Technicians

49-2092
Electric Motor, Power Tool, and Related Repairers

Market Analysis Eastern Michigan University 105
Appendix
49-2093
Electrical and Electronics Installers and Repairers, Transportation Equipment

49-2094
Electrical and Electronics Repairers, Commercial and Industrial Equipment

49-2095
Electrical and Electronics Repairers, Powerhouse, Substation, and Relay

49-2096
Electronic Equipment Installers and Repairers, Motor Vehicles

49-2097
Electronic Home Entertainment Equipment Installers and Repairers

49-2098
Security and Fire Alarm Systems Installers

49-3011
Aircraft Mechanics and Service Technicians

49-3023
Automotive Service Technicians and Mechanics

49-3031
Bus and Truck Mechanics and Diesel Engine Specialists

49-9062
Medical Equipment Repairers

49-9092
Commercial Divers

51-4012
Computer Numerically Controlled Machine Tool Programmers, Metal and Plastic

51-8011
Nuclear Power Reactor Operators

51-9141
Semiconductor Processors

53-2011
Airline Pilots, Copilots, and Flight Engineers

53-2012
Commercial Pilots

53-2021
Air Traffic Controllers

53-6041
Traffic Technicians

A.3 Jackon County, Macomb County, and St. Clair County Training Concentration Analysis
Training Concentration
SOC Code
2-Digit
Degree Program
Jackson
Macomb
St. Clair
11
Management
138%
<60%
<60%
13
Business and Financial Operations
131%
<60%
80%
15
Computer and Mathematical
183%
90%
>200%
17
Architecture and Engineering
<60%
<60%
82%
19
Life, Physical, and Social Science
77%
<60%
<60%
21
Community and Social Service
113%
<60%
<60%
23
Legal
68%
75%
<60%
25
Education, Training, and Library
109%
<60%
<60%
27
Arts, Design, Entertainment, Sports, and Media
68%
<60%
<60%
29
Healthcare Practitioners and Technical
191%
<60%
131%
31
Healthcare Support
>200%
121%
>200%
33
Protective Service
<60%
<60%
160%
35
Food Preparation and Serving Related
<60%
>200%
<60%
37
Building and Grounds Cleaning and Maintenance
<60%
<60%
150%
Market Analysis Eastern Michigan University 106
Appendix
39
Personal Care and Service
65%
168%
>200%
41
Sales and Related
86%
<60%
<60%
43
Office and Administrative Support
>200%
123%
>200%
Source: Chmura Economics & Analytics
Market Analysis Eastern Michigan University 107
Appendix
A.4 Discontinued MSU Programs
Agriscience - Bachelor of Science
Bioethics, Humanities, and Society - Master of Arts
Computational Chemistry - Master of Science
Counseling - Master of Arts
Curriculum, Instruction, and Teacher Education - Educational Specialist
East Asian Languages and Cultures - Bachelor of Arts
Environmental Engineering - Environmental Toxicology - Doctor of Philosophy
Environmental Science - Teaching Mnr Elem Endorsement (Teaching Mnr Elem Endorsement)
Environmental Science - Teaching Minor Sec Endorsement (Teaching Minor Sec Endorsement)
Family Studies - Master of Arts
Industrial Microbiology - Master of Science
Interdisciplinary Studies in Social Science: Global Applications - Master of Arts
K-12 Educational Administration - Educational Specialist
Literacy Instruction - Master of Arts
Marriage and Family Therapy - Master of Arts
Music Therapy - Bachelor of Music
Music Therapy - Master of Music
Operations and Engineering Management - Master of Science
Physics and Geophysics - Bachelor of Science
Retailing - Bachelor of Science
Retailing - Doctor of Philosophy
Retailing - Master of Science
Special Education - Bachelor of Arts (Special Ed-Deaf Education)
Specialization in Film Studies - Specialization Undergraduate
Theatre - Master of Arts
Source: MSU
Market Analysis Eastern Michigan University 108
Appendix
A.5 High Growth & High Wage Occupations
SOC Code
Occupation
11-2031
Public Relations and Fundraising Managers
11-3011
Administrative Services Managers
11-3021
Computer and Information Systems Managers
11-9021
Construction Managers
11-9031
Education Administrators, Preschool and Childcare Center/Program
11-9033
Education Administrators, Postsecondary
11-9039
Education Administrators, All Other
11-9111
Medical and Health Services Managers
11-9151
Social and Community Service Managers
13-1041
Compliance Officers
13-1051
Cost Estimators
13-1078
Human Resources, Training, and Labor Relations Specialists, All Other*
13-1081
Logisticians
13-1111
Management Analysts
13-1121
Meeting, Convention, and Event Planners
13-1151
Training and Development Specialists
13-1161
Market Research Analysts and Marketing Specialists
13-2041
Credit Analysts
13-2051
Financial Analysts
13-2052
Personal Financial Advisors
13-2061
Financial Examiners
15-1111
Computer and Information Research Scientists
15-1121
Computer Systems Analysts
15-1132
Software Developers, Applications
15-1133
Software Developers, Systems Software
15-1141
Database Administrators
15-1142
Network and Computer Systems Administrators
15-1150
Computer Support Specialists
15-1179
Information Security Analysts, Web Developers, and Computer Network
Architects*
15-2011
Actuaries
15-2021
Mathematicians
17-1011
Architects, Except Landscape and Naval
17-1012
Landscape Architects
17-1021
Cartographers and Photogrammetrists
17-1022
Surveyors
17-2031
Biomedical Engineers
17-2051
Civil Engineers
17-2061
Computer Hardware Engineers
17-2081
Environmental Engineers
Market Analysis Eastern Michigan University 109
Appendix
17-2121
Marine Engineers and Naval Architects
17-2151
Mining and Geological Engineers, Including Mining Safety Engineers
17-2171
Petroleum Engineers
17-3025
Environmental Engineering Technicians
19-1011
Animal Scientists
19-1021
Biochemists and Biophysicists
19-1022
Microbiologists
19-1041
Epidemiologists
19-1042
Medical Scientists, Except Epidemiologists
19-2011
Astronomers
19-2041
Environmental Scientists and Specialists, Including Health
19-2042
Geoscientists, Except Hydrologists and Geographers
19-2043
Hydrologists
19-3031
Clinical, Counseling, and School Psychologists
19-3032
Industrial-Organizational Psychologists
19-3039
Psychologists, All Other
19-3041
Sociologists
19-3051
Urban and Regional Planners
19-3091
Anthropologists and Archeologists
19-3092
Geographers
19-3093
Historians
19-4041
Geological and Petroleum Technicians
19-4092
Forensic Science Technicians
21-1012
Educational, Guidance, School, and Vocational Counselors
21-1013
Marriage and Family Therapists
21-1022
Healthcare Social Workers
21-1029
Social Workers, All Other
21-1091
Health Educators
21-1092
Probation Officers and Correctional Treatment Specialists
23-1022
Arbitrators, Mediators, and Conciliators
23-2011
Paralegals and Legal Assistants
25-1011
Business Teachers, Postsecondary
25-1021
Computer Science Teachers, Postsecondary
25-1022
Mathematical Science Teachers, Postsecondary
25-1031
Architecture Teachers, Postsecondary
25-1032
Engineering Teachers, Postsecondary
25-1041
Agricultural Sciences Teachers, Postsecondary
25-1042
Biological Science Teachers, Postsecondary
25-1043
Forestry and Conservation Science Teachers, Postsecondary
25-1051
Atmospheric, Earth, Marine, and Space Sciences Teachers, Postsecondary
25-1052
Chemistry Teachers, Postsecondary
Market Analysis Eastern Michigan University 110
Appendix
25-1053
Environmental Science Teachers, Postsecondary
25-1054
Physics Teachers, Postsecondary
25-1061
Anthropology and Archeology Teachers, Postsecondary
25-1062
Area, Ethnic, and Cultural Studies Teachers, Postsecondary
25-1063
Economics Teachers, Postsecondary
25-1064
Geography Teachers, Postsecondary
25-1065
Political Science Teachers, Postsecondary
25-1066
Psychology Teachers, Postsecondary
25-1067
Sociology Teachers, Postsecondary
25-1069
Social Sciences Teachers, Postsecondary, All Other
25-1071
Health Specialties Teachers, Postsecondary
25-1072
Nursing Instructors and Teachers, Postsecondary
25-1081
Education Teachers, Postsecondary
25-1082
Library Science Teachers, Postsecondary
25-1111
Criminal Justice and Law Enforcement Teachers, Postsecondary
25-1112
Law Teachers, Postsecondary
25-1113
Social Work Teachers, Postsecondary
25-1121
Art, Drama, and Music Teachers, Postsecondary
25-1122
Communications Teachers, Postsecondary
25-1123
English Language and Literature Teachers, Postsecondary
25-1124
Foreign Language and Literature Teachers, Postsecondary
25-1125
History Teachers, Postsecondary
25-1126
Philosophy and Religion Teachers, Postsecondary
25-1192
Home Economics Teachers, Postsecondary
25-1193
Recreation and Fitness Studies Teachers, Postsecondary
25-1194
Vocational Education Teachers, Postsecondary
25-1199
Postsecondary Teachers, All Other
25-2012
Kindergarten Teachers, Except Special Education
25-2021
Elementary School Teachers, Except Special Education
25-2022
Middle School Teachers, Except Special and Career/Technical Education
25-2041
Special Education Teachers, Preschool, Kindergarten, and Elementary School*
25-2053
Special Education Teachers, Middle School
25-4012
Curators
25-9021
Farm and Home Management Advisors
25-9031
Instructional Coordinators
27-1025
Interior Designers
27-1029
Designers, All Other
27-3031
Public Relations Specialists
27-3042
Technical Writers
27-3091
Interpreters and Translators
29-1011
Chiropractors
Market Analysis Eastern Michigan University 111
Appendix
29-1021
Dentists, General
29-1022
Oral and Maxillofacial Surgeons
29-1023
Orthodontists
29-1024
Prosthodontists
29-1029
Dentists, All Other Specialists
29-1031
Dietitians and Nutritionists
29-1041
Optometrists
29-1051
Pharmacists
29-1061
Anesthesiologists
29-1062
Family and General Practitioners
29-1063
Internists, General
29-1064
Obstetricians and Gynecologists
29-1065
Pediatricians, General
29-1066
Psychiatrists
29-1067
Surgeons
29-1069
Physicians and Surgeons, All Other
29-1071
Physician Assistants
29-1081
Podiatrists
29-1111
Registered Nurses*
29-1122
Occupational Therapists
29-1123
Physical Therapists
29-1124
Radiation Therapists
29-1126
Respiratory Therapists
29-1127
Speech-Language Pathologists
29-1128
Exercise Physiologists
29-1131
Veterinarians
29-1181
Audiologists
29-1199
Health Diagnosing and Treating Practitioners, All Other
29-2021
Dental Hygienists
29-2031
Cardiovascular Technologists and Technicians
29-2032
Diagnostic Medical Sonographers
29-2033
Nuclear Medicine Technologists
29-2037
Radiologic Technologists and Technicians*
29-9091
Athletic Trainers
29-9799
Healthcare Practitioners and Technical Workers, All Other*
31-2011
Occupational Therapy Assistants
31-2021
Physical Therapist Assistants
33-9021
Private Detectives and Investigators
39-4831
Funeral Service Managers, Directors, Morticians, and Undertakers
41-3021
Insurance Sales Agents
41-3099
Sales Representatives, Services, All Other
Market Analysis Eastern Michigan University 112
Appendix
47-1011
Supervisors of Construction and Extraction Workers
47-2011
Boilermakers
47-2021
Brickmasons and Blockmasons
47-2072
Pile-Driver Operators
47-2082
Tapers
47-2111
Electricians
47-2152
Plumbers, Pipefitters, and Steamfitters
47-2221
Structural Iron and Steel Workers
47-4011
Construction and Building Inspectors
47-5012
Rotary Drill Operators, Oil and Gas
49-3042
Mobile Heavy Equipment Mechanics, Except Engines
49-9021
Heating, Air Conditioning, and Refrigeration Mechanics and Installers
49-9041
Industrial Machinery Mechanics
49-9062
Medical Equipment Repairers
49-9096
Riggers
51-2011
Aircraft Structure, Surfaces, Rigging, and Systems Assemblers
53-1011
Aircraft Cargo Handling Supervisors
53-1021
First-Line Supervisors of Helpers, Laborers, and Material Movers, Hand
53-2012
Commercial Pilots
53-5021
Captains, Mates, and Pilots of Water Vessels
53-5031
Ship Engineers
Source: Chmura Economics & Analytics
Market Analysis Eastern Michigan University 113
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