+
Economic & Workforce
Development
+
What’s changed?
Rockefeller Institute (2010): States must consider a
new economic development model,
Given our growing understanding that innovation is
the key to future economic competitiveness and
progress . . . there is now an opportunity to flip the old
model around — adopting a new, ‘knowledge first’
paradigm in which higher education systems explicitly
take a leading role. A model in which knowledge is
the lead incentive that states offer businesses they
want to attract or grow.
+
Higher Ed & Economic
Development

INNOVATION: Thinking creatively about leveraging college
strengths in knowledge creation to yield tangible economic
benefits

PROSPERITY AND GROWTH: Capitalizing on knowledge
transfer — through worker training, management counseling,
help for startups, and other initiatives

COMMUNITY REVITALIZATION: Partnering/collaborating
with community agencies to further development

WORKFORCE EDUCATION: Engaging in ongoing program
development, review and renewal to support the changing
workforce needs
+
Power of SUNY

SUNY and THE ENTREPRENEURIAL CENTURY
We will cultivate entrepreneurial thinking across our entire
learning landscape, helping new and existing businesses
innovate, prosper, and grow.
In the 21st century, knowledge creation is no longer enough.
Economic growth depends on translating that knowledge into
tangible, measurable benefits—from more patents issued to
more grants won to more jobs. This shift demands an
entrepreneurial mindset—a way of thinking determined to
create and shape new markets.
+
Power of SUNY

SUNY AND THE SEAMLESS EDUCATIONAL PIPELINE
An educated population is the foundation of economic growth:
the “cradle to career” pipeline.
Working adults face equally discouraging odds. Skills and
experiences that once served them well are now
overshadowed by the enormous economic and technological
changes in the workplace and the expanding opportunities for
workers with knowledge and skills in science, technology,
engineering and mathematics (STEM). We must help our
population retool.
+
Why community colleges?
More and more jobs in the future will be “middle
skilled” jobs.
The Bureau of Labor Statistics projects that about 45
percent of job openings in the years ahead will
require more than a high-school education, but less
than a four-year degree.
Jobs requiring a four-year degree or better are
projected to account for about 33 percent of
openings.
+
And in New York . . .
 Between
2008 and 2018, new jobs in New York
requiring postsecondary education and training
will grow by 359,000 while jobs for high school
graduates and dropouts will grow by 137,000.
 63%
of all jobs in New York (6.1 million jobs) will
require some postsecondary training beyond high
school (some college through graduate degrees)
in 2018.
 27%
of all jobs will require an associate’s degree
or some college.
+
Our context
Augustine Gallego, San Diego CC District
“In regions with strong research universities that drive
economic expansion, community colleges must work with
the universities and new and expanding industries to
prepare the technicians that aid in research and
development as well as the manufacturing of products. . . .
They must offer strong university transfer programs for
future scientists, engineers and business and technical
leaders to gain foundations in higher learning that will
help them, their companies and their communities to be
successful in any economy.”
+
Positioning MCC

Board Member



Greater Rochester Enterprise
Rochester Business Alliance
League for Innovation

Economic Modeling Specialists Portal

Economic Impact Study & IR

Industry/CEO Visits

SUNY Chancellor and Vice Chancellor

New VP Position
+
New VP Position
“We are moving quickly into our networking for the
Workforce Vice Presidency position and I wanted to
share with you this feedback (below). It is similar to
many other responses we are receiving.” Kate
Nolde, Senior Consultant, RPA, Inc.
Community colleges are increasingly becoming more
entrepreneurial and this appears to be a very
appropriate position in this climate. It is nice to know
that upper administration values the ability to be
visionary and to take risk.
+
Expectations

Stronger collaborations across programs—credit/non-credit

Greater success in external funding

Increased enrollments and success among adult learners

More and more productive external partnerships and
collaborations

Greater emphasis on entrepreneurial studies

Increased industry responsiveness, including new
articulations

Empowered innovation