Bridging the Gap: Rethinking Higher Education and Workforce Preparedness for Generation Z

Jasmine D. Collins, Ph.D., Workforce Research Specialist Illinois Workforce & Education Research Collaborative (IWERC)

About the Study

This paper provides a brief review of the continued importance of higher education to facilitating workplace transitions for college graduates. The study was a 2024-2025 finalist for the National Resource Center for the First-Year Experience and Students in Transition’s Paul P. Fidler Research Grant.

Introduction

Over the past five decades, the United States has experienced a remarkable 142% increase in the number of jobs requiring education beyond high school (Carnevale et al., 2023, p. 2). In the 1970s, fewer than one-third (28%) of all U.S. jobs demanded postsecondary training (Carnevale et al., 2023, p. 2). Today, that figure has risen to nearly 68% (Carnevale et al., 2023, p. 2). As higher education remains integral to workforce development, colleges and universities must continue to support this transition. As William Bridges (2019) aptly notes, “society talks a lot about change, but it seldom deals with transition” (p. xii).

Skills and Competencies for Today’s Workforce

Today, employers identify key attributes they value in college graduates, including leadership (80.1%), ability to work in a team (78.95%), written communication skills (70.2%), problem-solving skills (70.2%), verbal communication skills (68.9%), and a strong work ethic (68.9%) (Arnold, 2018, p. 8). Research by Baird and Parayitam (2019) indicates that employers also highly value interpersonal skills, critical thinking, and professionalism among graduates.

Given the connection between leadership competence and workforce preparedness, Seemiller & Rosch (2023) reviewed 36,327 learning outcomes from 83 postsecondary accrediting organizations in the United States to examine how academic programs incorporate leadership and workforce competencies into their learning outcomes. They identified 34 key competencies, such as communication, collaboration, idea generation, problem-solving, and adaptability, that are central to both leadership development and workforce readiness. However, they also found notable discrepancies in emphasis. Competencies like evaluation, verbal communication, ethics, analysis, and research appeared frequently in accrediting body learning objectives, whereas others, such as service, vision, follow-through, confidence, and positive attitude, were less prevalent.

Seemiller and Rosh’s (2023) findings underscore the need for continued alignment between employer expectations and accreditation standards to ensure that graduates are equipped with both technical and interpersonal skills essential for career success. As Seemiller and Rosch (2023) noted, “our results imply that some types of leadership development—such as that related to cognitive reasoning and relational skills—are largely supported across postsecondary education in the United States, while other areas—such as interpersonal development—receive less attention” (p. 112).

To ensure that graduates remain competitive and adaptable, institutions, accrediting bodies, and employers must collaborate to continuously refine learning outcomes, recognizing that static approaches to skill development may leave graduates unprepared for the rapidly changing workforce landscape. This need is especially pressing given that the Future of Jobs report from the World Economic Forum (2023) projects that 44% of core skills required by workers today will face disruption within the next five years, largely driven by the adoption of new or frontier technologies (pp. 37-38). Additionally, employers are generally more confident in the ability of existing talent to meet occupational demands (77% optimistic) than in the ability of new talent (39% optimistic) (pg. 51). As the newest generation entering the workforce, Gen Z faces unique challenges in adapting to these evolving demands.

Gen Z in Education and the Workforce

Generation Z, born between 1997 and 2012 (Dimock, 2019), is set to reshape the workforce and higher education landscape in profound ways. As the most diverse and technologically adept generation in history (Parker & Igielnik, 2020), they are also on track to become the most educated. Among the 3.1 million U.S. residents aged 16–24 who graduated from high school between January and October 2023, over 60%—approximately 1.9 million individuals—are currently enrolled in colleges and universities (Bureau of Labor Statistics, n.d.). Although undergraduate enrollment has been declining since 2016 (Bureau of Labor Statistics, n.d.), largely due to disruptions caused by the COVID-19 pandemic (National Center for Education Statistics, 2022), this trend is expected to reverse. Projections indicate steady growth in enrollment over the next decade, reinforcing the continued importance of higher education as a pathway to opportunity (National Center for Education Statistics, 2022).

For Gen Z, the value of education is clear. A 2018 Gallup-Strada Education Foundation survey of 86,000 students across 3,000 postsecondary institutions found that 58% prioritized work outcomes—such as securing a well-paying job with career advancement opportunities—as their primary reason for attending college (D’Amico, 2018). This motivation remains consistent across education pathways and demographic groups. More recent findings from a 2023 Gallup survey reaffirm this perspective, with 85% of 19- to 21-year-olds and 87% of younger Gen Z members (ages 12–15) viewing college as “fairly” or “very” important (Nicola, 2023). Given Gen Z’s strong emphasis on education and career readiness, colleges and universities play a pivotal role in equipping them with the skills and experiences necessary to navigate an evolving workforce.

Supporting Gen Z in Workforce Transitions

As Gen Z prepares to enter postsecondary institutions and the workforce, higher education is well-positioned to support their transition. While Yeadon (2009) emphasized the challenges graduates face, such as adapting to flexible schedules and reduced feedback, today’s Gen Z also grapples with the lingering effects of a global pandemic, less early work experience, and a changing labor market (Parker & Igielnik, 2020). These factors compound the need for innovative approaches to transition support, ensuring that graduates are prepared not just academically, but also emotionally and professionally. By expanding beyond competency-based teaching to cultivating adaptability, resilience, and career readiness, higher education can better prepare Gen Z to navigate an unpredictable and rapidly evolving workforce.

References

Arnold, W. W. (2018). Strengthening college student support services to improve students transitioning to careers. Journal of College Teaching & Learning, 15(1). Retrieved from https://files.eric.ed.gov/fulltext/EJ1186161.pdf

Baird, A. M., & Parayitam, S. (2019). Employers' ratings of importance of skills and competencies college graduates need to get hired: Evidence from the New England region of USA. Education + Training, 61(5), 622-634. https://doi.org/10.1108/ET-12-2018-0250

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Bureau of Labor Statistics (n.d.). 61.4 percent of recent high school graduates enrolled in college in October 2023. The Economics Daily. https://www.bls.gov/opub/ted/2024/61-4-percent-of-recent-high-school-graduates-enrolled-in-college-in-october-2023.htm

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Yeadon, C. A. (2009). Need for transition programs. In Gardner, J. N. & Van der Veer, G. (Eds.), The Senior Year Experience: Facilitating Integration, Reflection, Closure, and Transition (pp. 45-54). Jossey-Bass, Inc.