The job market isn’t what it used to be—degrees matter, but so do hidden opportunities, creative skill sets, and a bit of strategic networking. This week, we pull back the curtain on the secret world of invisible jobs and how colleges can help students break in. Then, we debate whether small colleges teaming up is a brilliant strategy or a logistical nightmare, before wrapping up with a look at why employers value problem-solving more than perfect GPAs.  

After reading today’s issue, use the comments section to share how your institution helps students discover the hidden job market. 

The Hidden Job Market 

From What is the hidden job market? | The Chronicle of Higher Education  

Scott Carlson explores the hidden job market and how college students can tap into it.    

Our Thoughts 

This is a topic that deserves more attention at institutions. I remember when I was an academic advisor, a student was torn between majoring in art, which they loved, and accounting, which their parents encouraged for its job prospects. As they struggled with the decision, I had the pleasure of telling them that art museums hire accountants too. Their future as an accounting major wasn’t limited to working at a large firm but could align with their passions in unexpected ways.  

Carlson shares a similar story of a student whose unconventional internship led to new career possibilities, allowing him to align his passions, skills, and evolving interests. Too often, students assume their major dictates a narrow set of career options, but this article highlights the importance of helping students think more broadly about their skill sets and how they apply across industries. Career services, faculty mentors, and academic advisors should encourage students to explore opportunities beyond the obvious, especially in emerging and interdisciplinary fields.  

This article also connects to the broader conversation about workforce alignment and the growing demand for cross-disciplinary innovation. In a rapidly evolving job market, the ability to bridge expertise across fields is an increasingly valuable asset. Institutions should assess gaps in their career development strategies and proactively build partnerships with lesser-known employers, niche industries, and organizations that offer hands-on, transformative learning experiences. As higher education faces increasing scrutiny over its value, fostering unique, real-world experiences may be essential to ensuring graduates not only secure jobs but also find meaningful, fulfilling careers. 

Small College Collaboration  

From How ‘radical cooperation’ is empowering these 6 small colleges | University Business  

University Business provides a look inside how the Community Solution Education System works.    

Our Thoughts 

In Issue 43 I discussed an article from Jeff Selingo that had similar ideas about cross-institutional collaboration. While I still find it difficult to envision this working broadly across the higher education sector, the Community Solution Education System takes a distinct approach that institutions could learn from.   

The Community Solution Education System offers a governance model that prioritizes collaboration over competition, enabling institutions to share administrative services, reduce costs, and focus on their academic strengths. At a time when many institutions struggle to sustain themselves independently, this approach could help colleges uphold their missions while achieving financial stability. Consolidating operational functions, such as IT, can enhance efficiency and free up resources to improve academic offerings and student support.  

However, this model is built on institutions that do not directly compete for students, as each has a unique academic focus. In my view, that distinction is crucial for collaboration at this scale, as it allows each institution to maintain its academic identity. Not all institutions will have the right mix of programs, leadership support, or financial incentives to engage in such an initiative. Nevertheless, institutions may still draw valuable lessons from the Community Solution Education System model to develop regional partnerships and share resources more effectively. 

Skills and Future Employment 

From Skills Trump GPA: Employers Seek Problem-Solving, Teamwork in New Grad Hires | Diverse Issues in Education  

New research from the National Association of Colleges and Employers (NACE) finds that employers prioritize certain skills over academic achievements when hiring new graduates.  

Our Thoughts  

Employers are sending mixed messages on skills-based hiring. While there has been a shift toward prioritizing skills, at least on paper, few employers have actually hired candidates solely based on their skills. These survey results feel more like an additional screening mechanism: “We want you to have a college degree and demonstrable evidence that you can collaborate and communicate effectively.” Of course, employers have been emphasizing these same skills in recent graduates for the 20+ years I’ve worked in higher education, so…  

Regardless, this research reinforces the growing importance of embedding career readiness and experiential learning throughout the undergraduate experience. With increased skepticism about the value of a degree, institutions should assess whether their academic programs are equipping students with these skills and ensuring they can effectively demonstrate them to potential employers.  

One of the challenges institutions face is ensuring that students not only develop these skills but also know how to articulate them in ways that resonate with hiring managers. While internships, co-ops, and research experiences help students build these competencies, career services must also play a more intentional role in helping students translate classroom experiences into marketable skills.  

Additionally, the findings raise questions about whether institutions should be investing more in microcredentials, badging, or other forms of alternative credentialing. If employers continue to prioritize skills, will they eventually accept more non-degree pathways to employment? Or will the degree remain the baseline requirement, with skills acting as a differentiator? Institutions should pay close attention to these shifting expectations and consider how they position their graduates for long-term career success.