This blog is part of our Rising Talent series. We define Rising Talent as working adults with limited education and low career resiliency. Our understanding of Rising Talent is based on our analysis of the National Longitudinal Survey of Youth 1997 (NLSY97), which tracks the life experiences of a nationally representative sample of 8,957 American youth born between 1980 and 1984. The survey commenced in 1997 and includes 20 surveys worth of data for each participant. The NLSY97 dataset includes information on a wide range of topics, including education, employment, family and household dynamics, health conditions, and income.
Designing learning experiences that work for everyone requires understanding the factors that create barriers and those that contribute to success. We recently analyzed the National Longitudinal Survey of Youth 1997 (NLSY97) to understand the personal, educational, social, economic, and professional circumstances of individuals who hold jobs that offer little professional growth opportunity and who have limited postsecondary education. For these individuals, a college degree could turn a stagnant trajectory into a rising one — which is the reason we at Western Governors University and WGU Labs call them Rising Talent.
In our analysis, we explored several characteristics of Rising Talent. In a series of upcoming blogs, we will dive into our findings and share how higher education administrators can use the insights to attract and support prospective students who may share characteristics of Rising Talent.
Our analysis revealed that Rising Talent report using computers on a weekly basis significantly less than people who have resilient careers and/or have a higher education degree. This finding suggests that they either lack access to technology or have limited tech literacy. Both of these factors can hinder individuals’ education, especially working adults who are more likely to choose online education options, and professional advancement, as many components of finding, applying for, and performing a job are computer-based. To unlock the potential of Rising Talent, higher education administrators must understand their unique needs, provide experiences that meet them where they are, and support their educational goals.
Low Computer Usage Among Rising Talent
Despite the ubiquity of technology, many Rising Talent report low computer usage. Sixty-five percent of them use a computer less than 10 hours a week, and 25% do not use a computer at all.
This limited computer use reflects their current job functions and creates a significant barrier to their professional growth and earning potential in an increasingly digital job market. For example, many of these individuals work in roles such as cooks, cashiers, aides, or retail workers, jobs that typically offer just pay $10 per hour.
Key Takeaway for Administrators
When enrolling in courses that are online or have a technology component, Rising Talent may need more guidance than other students. Dedicating time and resources to help them develop the digital self-efficacy to navigate online enrollment, learning management systems, digital resources, and digital etiquette, among other aspects of the modern learning experience, can support their success.
The Digital Skills Divide
Digital divide discussions in education often focus on access to devices and the internet, particularly for K-12 students. However, there is another less discussed divide — the digital skills divide.
Today, 92% of jobs require digital skills. As many of their peers add in-demand digital skills to their skill set, Rising Talent’s infrequent technology use could jeopardize their professional growth. Furthermore, reports suggest that people with jobs such as cashiers and file clerks, jobs many Rising Talent have, face the greatest risks of their positions being automated.
The divide for Rising Talent could expand further as the use of artificial intelligence (AI) becomes more widespread. While it is difficult to pinpoint what change is ahead, AI will likely change the workplace drastically. For example, four out of five Fortune 500 companies use ChatGPT. At the same time, awareness and usage of generative AI tools like ChatGPT are not equitable, creating new barriers for students furthest from opportunity. In a survey of students measuring awareness and usage of ChatGPT, we found that students with at least one parent who went to college were more aware of and used the tool more often than first-generation college students. While this study only included students currently enrolled in college, similar patterns likely exist for people who did not attend college. In fact, our analysis also showed that the vast majority of Rising Talent (87%) reported that neither of their parents went to college, further exacerbating the Digital skills divide.
Key Takeaway for Administrators
Learners of all backgrounds need strong digital skills and AI knowledge to compete in the job market of today — and tomorrow. Rising Talent may have a bigger knowledge gap to overcome. However, once they achieve these skills, the benefit could be larger than that of other groups of learners, given the trajectory and instability of their current jobs. Courses and programs that focus on building digital skills could be attractive to Rising Talent but will require adequate on-ramps for them to succeed. Administrators and faculty members cannot assume all learners have the same starting point with new technologies, no matter how popular and widespread they seem in the media.
Redesigning the Higher Education Experience for Rising Talent
Higher education can offer Rising Talent the opportunity to develop critical digital skills to advance in their careers. The NLSY97 data suggest that earning a college degree is a turning point for many Americans and can serve as a cornerstone for upward social mobility, facilitating better financial stability and opportunities for career advancement. Higher education can also equip individuals with the resilience and resources needed to navigate the complexities of modern work environments, fostering a more stable and fulfilling professional and personal life.
For Rising Talent to access the full benefits of higher education, the experience must be redesigned to fit their needs, particularly recognizing their current level of computer use and emphasizing building digital skills. By leading these changes, higher education administrators can empower Rising Talent to unlock their potential, foster career growth, and achieve greater social mobility and economic stability.
As technology rapidly evolves in the workplace, there is an increasing need for all individuals to develop strong digital skills.
To learn more about Rising Talent, read our latest research.
