Time for a Focused, Professional Degree? (Part 1)
A new option to meet the economic needs of the community
Robin Capehart
Apr 21
In recent years, many people have started to question whether traditional college degrees are still worth the time and money they require. Students and parents are especially concerned because college can be very expensive, and there is no guarantee of a good job after graduation.
Many believe that students spend a lot of their college years taking courses that do not help them get ready for their careers. For example, electives and some core classes are often considered unnecessary or “filler” classes because they may not teach skills that are useful in the workplace.
A study by the Georgetown University Center on Education and the Workforce found that more than half of recent graduates felt unprepared for their first jobs, even though they had completed a college degree (Carnevale, Smith, & Strohl, 2010). This shows that many students are not getting the practical skills they need to succeed in real work environments.
The problem is that while college aims to improve critical thinking and problem-solving skills, research suggests that these skills are not developing as well as they should across all fields of study. As a result, students may graduate with a degree but still lack the specific skills employers are looking for, making it harder for them to find good jobs after graduation.
Are Core Courses Working?
Historically, colleges have included core courses in their programs to help students build important skills like critical thinking, problem-solving, and good communication. These skills are considered essential for any job and are supposed to help students become better thinkers and workers.
While a noble intention, recent research suggests that the current college system isn’t doing a good job of teaching these skills to all students. For example, a 2018 survey by the Association of American Colleges & Universities (AAC&U) found that only 39% of employers believed recent college graduates were well-prepared for real work. Many employers said that graduates lacked practical skills needed in the workplace, such as teamwork, problem-solving, and communication (Hart Research Associates, 2018).
Interestingly, students studying science, technology, engineering, and math (STEM) tend to develop these skills more effectively. Their courses often involve hands-on projects, labs, and real-world problems, which help them learn by doing. This kind of applied learning makes it easier for STEM students to develop critical thinking and problem-solving abilities that employers want.
On the other hand, students in non-STEM fields—such as humanities or social sciences—often take more theoretical classes that may not focus as much on practical skills. This raises an important question: do all students really need the same core courses?
For STEM majors, targeted, career-specific courses that include practical experiences might be more useful than traditional core classes. This could help students learn exactly what they need for their careers and reduce time spent on classes that may not add much value for their future jobs.
Is Forcing Electives Still Necessary?
In the past, colleges encouraged students to take a variety of courses called electives, which were meant to give a student a well-rounded education. The idea was that learning about different subjects would help students become more knowledgeable and better thinkers.
However, in today’s digital age, this approach is becoming less relevant. Thanks to the internet and many online learning platforms, students can now explore a wide range of interests on their own. They can take courses on topics related to their careers or personal interests without having to pay for or attend traditional university classes.
Many parents and students are starting to question whether paying for elective classes makes sense, especially when those classes don’t directly help with career goals. They are concerned about the high cost of college and the time spent on classes that may not lead to a job or better future.
For example, a report from Burning Glass Technologies in 2019 found that employers today care more about specific skills and certifications than whether someone has a traditional college degree. This means that having a specialized skill or earning a certification in a particular area can be more valuable than completing a broad set of general classes.
As a result, students are now looking for targeted training programs that teach them the skills they need for specific careers, rather than spending years in classes that may not add much value to their job prospects.
Time for a New “Professional Degree”
In response to these changes, some educational institutions are shifting toward shorter, more focused programs such as associate degrees and certificate programs. These programs are designed to equip students with practical skills relevant to specific jobs, often resulting in quicker entry into the workforce and less student debt (Baum, 2020).
Building on this trend, the proposed “professional degree” would be a new, focused type of credential designed to better prepare students for specific careers. Unlike traditional degrees that include a broad range of courses in many different subjects, the professional degree would only include classes directly related to the student’s chosen field.
For example, a student studying accounting would take courses in finance, bookkeeping, and tax laws, while a nursing student would focus on anatomy, patient care, and medical procedures. Along with these core courses, students would also complete a few skill-enhancement classes, such as communication, English, or teamwork, to help them succeed in the workplace.
In traditional degree programs, students often spend many semesters on courses like history, literature, or philosophy, which, while valuable for a broad education, may not be relevant to their future careers. The main idea behind the “Professional Degree” is to eliminate or significantly reduce electives and general education courses that do not directly contribute to a student’s ability to succeed in high-demand, high-salary professions.
By focusing only on the essential courses needed for their specific field, students can complete their degrees more quickly and at a lower cost. For example:
An engineering student would dedicate most of their time to math, physics, and design courses, rather than unrelated electives.
A healthcare student pursuing nursing or medical technology would concentrate on anatomy, patient care, and medical procedures, rather than courses outside healthcare.
A business student interested in finance or management would focus on accounting, economics, and leadership skills, rather than unrelated subjects.
This targeted approach also speeds up the development of practical, workforce-ready skills. Professionals need not pay for four years of college as employers increasingly prioritize specific skills and certifications over broad, general education. As a result, graduates move into high paying professions such as:
An engineering graduate skilled in CAD, systems analysis, and product design can expect starting salaries around $70,000 to $90,000 per year, with experienced engineers earning well over $100,000 (Bureau of Labor Statistics, 2023).
Healthcare professionals such as registered nurses have an average starting salary of around $75,000, with experienced nurses earning over $100,000, depending on specialization and location (Bureau of Labor Statistics, 2023).
Business careers in finance or management also pay well; financial analysts often start at around $65,000 to $80,000 annually, with senior managers earning upwards of $120,000 or more (Glassdoor, 2024).
And so . . .
Overall, the goal of this new model is to make higher education more efficient and affordable while offering students a clear and practical pathway to succeed in their careers. It aims to reduce wasteful spending and unnecessary coursework by focusing solely on the skills and knowledge directly relevant to high-demand, high-salary fields like engineering, healthcare, technology, and business.
This approach ensures that students leave college equipped to contribute effectively in their chosen professions, whether that’s designing new products, caring for patients, analyzing financial markets, or managing organizations—while also minimizing student debt and boosting confidence in their skills and future prospects.
It is important to emphasize that this proposed “professional degree” is not designed to replace traditional degrees. Instead, it would serve as an additional academic pathway, providing more options for colleges and their students.
Traditional liberal arts and interdisciplinary degrees will continue to be valuable for students who seek a broad education, pursue careers in academia, or want to develop critical thinking and creativity. The new model simply offers an alternative for students who prefer a more targeted, career-oriented education—especially in fields where specific skills and certifications are key to employment and advancement.
This approach aligns well with the current demands of the workforce and the evolving landscape of higher education. It prepares students with the skills and knowledge that employers need most, reducing the time and expense associated with earning a degree.
By focusing on practical, job-ready training, the “professional degree” can provide a more relevant, valuable, and efficient pathway to employment and career growth. Ultimately, it helps bridge the gap between education and the workforce, ensuring students are better prepared to succeed in today’s competitive job market.
In Part II, we shall discuss the historical support for a “Professional Degree” and the challenges institutions would face in implementing such a degree program.