Staying a Step Ahead: Higher Education
Transforming North Carolina’s Economy
SHEEO Professional Development Conference
August 17, 2005
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I. Setting the Context in North Carolina: HB1264
 Study “to ensure that the state’s citizens are academically
prepared and equipped for current job opportunities and
jobs of the future in North Carolina’s growing knowledge
economy.”
 The Legislature called on the University of North Carolina
(UNC) and the North Carolina Community Colleges
(NCCCS) to examine jointly this objective with the
assistance of a consultant team.
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II. Legislative Requirements
1. Analysis of state and regional demographic, economic and
educational data
2. Enrollment projections for UNC and NCCCS
3. Analysis of current academic program offerings
4. Recommendations on increased effectiveness through
collaborations and distance learning
5. Analysis of long-range capital plans
6. Special emphasis on the historically black universities and UNC
Pembroke
7. An analysis of the role of the liberal arts and of programs aimed at
the state’s knowledge-based economy
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III. The Demographic Challenges
 North Carolina’s population must be better educated
 Population growth
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Up 17% from 2000-2010
 Population Aging
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65 and up cohort will grow 141% from 2000-2010
 Population Diversity
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Hispanic population will grow rapidly
 State is above the national average in percentage of population
without a high school diploma
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21.9% vs. 19% nationally
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III. The Demographic Challenges (continued)
 State is below the national average in percentage of population
with a bachelor’s degree
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22.5% vs. 24.4%
 There are “many” North Carolinas
 Areas of population growth and areas of population decline
 Areas of highly educated and areas plagued by illiteracy
 Areas with high household incomes and areas with high
concentrations of poverty
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III. The Demographic Challenges (continued)
 Four distinct groups of potential students for UNC and
NCCCS
 By 2010 traditional cohort of 18-24 year olds will increase by
22.5% or one million
 Displaced workers from traditional industries will require
retraining to gain employment in emerging industries
 Training in English and math will be required
 Increasing pace of change in knowledge requires lifelong and
“just-in-time” learning
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IV. The Economic Challenges
 Agriculture and Manufacturing once dominated
 In 1979, 30% of the economy was based in furniture and textiles; today
it is 17%
 Agriculture declines at the rate of -2.75% annually
 Projections indicate 750,000 people will be added to the workforce
by 2010
 Growth to occur in “traditional areas”
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Service occupations (office jobs to custodial services)
Professional and technical fields (over 250,000 by 2010 in education, health,
and information technology)
Management and financial positions (accountants)
Construction
Transportation
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IV. The Economic Challenges (continued)
 Growth also to occur in “emerging occupations”
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Advanced manufacturing
Advanced materials (chemicals and plastics)
Advanced materials (nanotechnology)
Biotechnology and pharmaceuticals
Computing, software and the internet
Logistics and distribution
 These “emerging occupations” require all levels of education with
emphasis on:
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Bachelors degrees and above
Critical thinking skills
Strong science and math backgrounds
Interdisciplinary experiences
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V. The UNC and NCCCS Profile
 Two mature and highly respected systems
 NCCCS has 58 comprehensive colleges with College operated
facilities in 90 of the state’s 100 counties. Enrollment is projected to
increase 38% between 2004-2014.
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Curriculum programs in applied science, diplomas, certificates and
associate in arts and science degrees
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Less than 25% transfer directly for a baccalaureate degree
Comprehensive Articulation Agreement
Continuing education programs, basic skills education, training for
business and industry (Small Business Center Network) and a number
of targeted programs
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Remedial education programs
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V. The UNC and NCCCS Profile (continued)
 UNC has 16 diverse institutions, 6 of which are historically minority
institutions. Enrollment is projected to increase 33% between 2002-2012.
 Primarily offer degree programs in 31 different academic program
areas with 300 distinct degree programs at both the undergraduate and
graduate level
 Host Services to small and medium sized businesses through the Small
Business Technology Development Center
 UNC and NCCCS Collaborative Activities
 Comprehensive Articulation Agreement
 Regional Consortia
 Biomanufacturing Training and Education Center (Funded by Golden
L.E.A.F Foundation)
 Bio-Network (Funded by Golden L.E.A.F Foundation)
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V. The UNC and NCCCS Profile (continued)
 Distance Learning offered by UNC and NCCCS
 Extensive programs
 Growth in distance learning anticipated to be greater than
overall enrollment growth
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VI. Gap Analysis
 Initial Gap Analysis between projected occupational openings
and the degrees currently produced indicates considerable
challenges.
 Growing demand for school teachers, nurses and allied health
professionals
 Shortage of teachers in math, science and special education
 Set of industries with potential for job growth that require highquality, scalable programs of education and research utilizing both
the University and the Community Colleges. Industry clusters
include:
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Biotechnology and pharmaceuticals
Computing, software and the internet
Advanced materials and techniques (chemicals, plastics and
nanotechnology)
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VI. Gap Analysis (continued)
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Advanced manufacturing
Design and arts
Logistics, transportation, distribution and packaging
 Need for bandwidth to support burgeoning demand for distance
learning
 Potential for redesign of P-16
 Opportunities to inculcate critical and analytical thinking; ability to
communicate effectively orally and in writing; command of
information technology tools; the ability to work in teams; an
understanding of the impact of globalization and new skills in
entrepreneurship
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VII. Next Steps
 Study Started in January 2005
 Interim Report Issued May 2005
 Updated Interim Report to be Issued September 2005
 Additional Data Gathering and Gap Analyses SeptemberNovember 2005
 Draft Final Report with Recommendations December 2005
 Facilities/Infrastructure Gap Analysis January-April 2006
 Final Report May 2006
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