>>> THE NEW ECONOMY IS BASED ON
KNOWLEDGE AND TALENT.
KNOWLEDGE AND TALENT.
IS OUR HIGHER EDUCATION SYSTEM
IS OUR HIGHER EDUCATION SYSTEM
UP TO THE TASK OF PROVIDING THE
UP TO THE TASK OF PROVIDING THE
KNOWLEDGE AND FILLING THE TALENT
KNOWLEDGE AND FILLING THE TALENT
NEEDS?
NEEDS?
U OF A IS PREPARING THEIR
U OF A IS PREPARING THEIR
ENGINEERING STUDENTS VERY WELL.
ENGINEERING STUDENTS VERY WELL.
THEY COME TO US AND WE CAN PUT
THEY COME TO US AND WE CAN PUT
THEM TO WORK RIGHT AWAY.
THEM TO WORK RIGHT AWAY.
BUT WE NEED MORE.
BUT WE NEED MORE.
>> JUST BECAUSE THEY ENTER
>> JUST BECAUSE THEY ENTER
COLLEGE DOES NOT MEAN THAT THEY
COLLEGE DOES NOT MEAN THAT THEY
FINISH COLLEGE.
FINISH COLLEGE.
THEY FINISH COLLEGE AT A LESSER
THEY FINISH COLLEGE AT A LESSER
RATE THAN THEIR COUNTERPARTS.
RATE THAN THEIR COUNTERPARTS.
>> MAKING ARIZONA AND ITS
>> MAKING ARIZONA AND ITS
WORKFORCE COMPETITIVE IN THE
WORKFORCE COMPETITIVE IN THE
21st CENTURY ECONOMY.
21st CENTURY ECONOMY.
THIS "ARIZONA WEEK."
THIS "ARIZONA WEEK."
>> PRODUCTION OF "ARIZONA WEEK"
>> PRODUCTION OF "ARIZONA WEEK"
IS MADE POSSIBLE IN PART BY A
IS MADE POSSIBLE IN PART BY A
GRANT FROM THE STONEWALL
GRANT FROM THE STONEWALL
FOUNDATION AND BY THE MEMBERS OF
FOUNDATION AND BY THE MEMBERS OF
ARIZONA PUBLIC MEDIA.
ARIZONA PUBLIC MEDIA.
THANK YOU FOR YOUR CONTINUED
THANK YOU FOR YOUR CONTINUED
SUPPORT.
>>> ONCE AGAIN, YOUR MODERATOR,
MICHAEL CHIHAK.
MICHAEL CHIHAK.
>> HIGH-QUALITY JOBS WILL BE KEY
>> HIGH-QUALITY JOBS WILL BE KEY
TO ARIZONA'S FUTURE.
TO ARIZONA'S FUTURE.
THE MAIN TALENT TO FILL THOSE
THE MAIN TALENT TO FILL THOSE
JOBS IS OUR HIGHER EDUCATION
JOBS IS OUR HIGHER EDUCATION
SYSTEM.
SYSTEM.
WE'LL LOOK AT HOW THE SYSTEM
WE'LL LOOK AT HOW THE SYSTEM
WILL PROVIDE TALENT, WHAT ONE
WILL PROVIDE TALENT, WHAT ONE
BIG EMPLOYER THINKS ABOUT IT,
BIG EMPLOYER THINKS ABOUT IT,
AND A POTENTIAL SHORTCOMING.
AND A POTENTIAL SHORTCOMING.
WE'LL START TONIGHT WITH
WE'LL START TONIGHT WITH
EXCERPTS OF A FORUM FEATURING
EXCERPTS OF A FORUM FEATURING
THE PRESIDENTS OF ARIZONA'S TWO
THE PRESIDENTS OF ARIZONA'S TWO
BIGGEST UNIVERSITIES THIS WEEK.
BIGGEST UNIVERSITIES THIS WEEK.
THAT'S THE TUCSON REGIONAL
THAT'S THE TUCSON REGIONAL
ECONOMIC OPPORTUNITIES ANNUAL
ECONOMIC OPPORTUNITIES ANNUAL
LUNCHEON.
LUNCHEON.
>> MANY OF YOU KNOW AND HAVE
>> MANY OF YOU KNOW AND HAVE
READ FOR YEARS THAT THE
READ FOR YEARS THAT THE
KNOWLEDGE ECONOMY THAT THE WORLD
KNOWLEDGE ECONOMY THAT THE WORLD
IS FACING NOW IS COMPLETELY
IS FACING NOW IS COMPLETELY
DIFFERENT THAN AN ECONOMY BASED
DIFFERENT THAN AN ECONOMY BASED
ON LIMITED SKILLS THAT COULD BE
ON LIMITED SKILLS THAT COULD BE
QUICKLY ACQUIRED, AND THEN
QUICKLY ACQUIRED, AND THEN
PRACTICED IN A PROFESSIONAL OR
PRACTICED IN A PROFESSIONAL OR
TRADE FOR THE REST OF YOUR LIFE.
TRADE FOR THE REST OF YOUR LIFE.
AND WE KNOW THAT MANY AMERICANS
AND WE KNOW THAT MANY AMERICANS
WILL SWITCH CAREERS, I'M NOT
WILL SWITCH CAREERS, I'M NOT
TALKING JOBS, BUT CAREERS, FIVE
TALKING JOBS, BUT CAREERS, FIVE
TIMES IN THEIR LIFETIME.
TIMES IN THEIR LIFETIME.
AND SO, THE WHOLE NOTION OF
AND SO, THE WHOLE NOTION OF
TALENT HAS TAKEN ON A MUCH MORE
TALENT HAS TAKEN ON A MUCH MORE
DYNAMIC, AND I THINK FLEXIBLE
DYNAMIC, AND I THINK FLEXIBLE
MEANING FOR ALL OF US AND IT
MEANING FOR ALL OF US AND IT
MAKES WORLD-CLASS EDUCATION, AND
MAKES WORLD-CLASS EDUCATION, AND
WAYS OF KNOWING AND DOING THAT
WAYS OF KNOWING AND DOING THAT
ARE OPEN TO THAT NEED TO BE, TO
ARE OPEN TO THAT NEED TO BE, TO
ADJUST AND TO LEARN.
ADJUST AND TO LEARN.
I'VE HEARD MANY PEOPLE IN THE
I'VE HEARD MANY PEOPLE IN THE
EMPLOYMENT COMMUNITY TALK ABOUT
EMPLOYMENT COMMUNITY TALK ABOUT
HOW CRITICAL IT IS FOR ALL --
HOW CRITICAL IT IS FOR ALL --
FOR THAT TALENT TO BE PEOPLE WHO
FOR THAT TALENT TO BE PEOPLE WHO
ARE ARTICULATE AND CAN USE THE
ARE ARTICULATE AND CAN USE THE
LANGUAGE WELL, WHO HAVE NUMEROUS
LANGUAGE WELL, WHO HAVE NUMEROUS
SKILLS, WHO WORK IN TEAMS, AND
SKILLS, WHO WORK IN TEAMS, AND
MORE IMPORTANTLY, WHO VIEW
MORE IMPORTANTLY, WHO VIEW
TAKING ON NEW SKILLS AND
TAKING ON NEW SKILLS AND
LEARNING AS AS IMPORTANT AS THE
LEARNING AS AS IMPORTANT AS THE
BASE DISCIPLINARY KNOWLEDGE
BASE DISCIPLINARY KNOWLEDGE
ITSELF.
ITSELF.
AND SO FOR US, WHAT IT MEANS, I
AND SO FOR US, WHAT IT MEANS, I
BELIEVE, IS THAT NOT ONLY DO WE
BELIEVE, IS THAT NOT ONLY DO WE
HAVE THE OBLIGATION TO CREATE
HAVE THE OBLIGATION TO CREATE
THAT KNOWLEDGE BASE, AND TO
THAT KNOWLEDGE BASE, AND TO
CONVEY IT TO OUR VERY, VERY OPEN
CONVEY IT TO OUR VERY, VERY OPEN
AND ENGAGING LEARNING
AND ENGAGING LEARNING
EXPERIENCES, BUT ALSO TO TAKE
EXPERIENCES, BUT ALSO TO TAKE
RESPONSIBILITY FOR CREATING WAYS
RESPONSIBILITY FOR CREATING WAYS
OF THINKING ABOUT LEARNING, AND
OF THINKING ABOUT LEARNING, AND
THINKING ABOUT GROWING AND
THINKING ABOUT GROWING AND
DEVELOPING.
DEVELOPING.
SO THAT TALENT IS SOMETHING WE
SO THAT TALENT IS SOMETHING WE
HAVE, BUT WE DON'T HAVE IT AND
HAVE, BUT WE DON'T HAVE IT AND
THEN WE'RE FINISHED.
THEN WE'RE FINISHED.
IT'S SOMETHING THAT WE DEVELOP
IT'S SOMETHING THAT WE DEVELOP
ACROSS A LIFETIME.
ACROSS A LIFETIME.
BUT THAT'S THE KIND OF WORKFORCE
BUT THAT'S THE KIND OF WORKFORCE
THAT WE'RE PREPARING YOUNG MEN
THAT WE'RE PREPARING YOUNG MEN
AND WOMEN FOR, AND KEEPING
AND WOMEN FOR, AND KEEPING
THAT -- THAT DYNAMIC APPROACH TO
THAT -- THAT DYNAMIC APPROACH TO
THEIR OWN TALENT IS CRITICAL.
THEIR OWN TALENT IS CRITICAL.
>> THANK YOU.
>> THANK YOU.
>> I THINK THE IDEA THAT I'D
>> I THINK THE IDEA THAT I'D
LIKE TO GET OUT IS THIS NOTION
LIKE TO GET OUT IS THIS NOTION
OF WHAT IS TALENT ABOUT.
OF WHAT IS TALENT ABOUT.
SO, THE SIMPLEST MODEL FOR ME TO
SO, THE SIMPLEST MODEL FOR ME TO
PROJECT WHAT TALENT IS ABOUT IS
PROJECT WHAT TALENT IS ABOUT IS
TO USE A SPORTS ANALOGY.
TO USE A SPORTS ANALOGY.
IF YOU'RE BUILDING A BASKETBALL
IF YOU'RE BUILDING A BASKETBALL
TEAM YOU NEED A FANTASTIC COACH
TEAM YOU NEED A FANTASTIC COACH
AND YOU NEED FANTASTIC PLAYERS,
AND YOU NEED FANTASTIC PLAYERS,
AND YOU WILL DO ANYTHING WITHIN
AND YOU WILL DO ANYTHING WITHIN
THE RULES TO GET THAT TALENT AND
THE RULES TO GET THAT TALENT AND
TO GET THOSE PLAYERS SO THAT YOU
TO GET THOSE PLAYERS SO THAT YOU
CAN WIN THAT GAME.
CAN WIN THAT GAME.
SO JUST KEEP THAT IN YOUR MIND
SO JUST KEEP THAT IN YOUR MIND
AS YOU THINK ABOUT WHAT I'M
AS YOU THINK ABOUT WHAT I'M
ABOUT TO SAY RELATIVE TO TALENT.
ABOUT TO SAY RELATIVE TO TALENT.
SO THE ONE THING THAT WE HAVEN'T
SO THE ONE THING THAT WE HAVEN'T
THOUGHT ENOUGH ABOUT RELATIVE TO
THOUGHT ENOUGH ABOUT RELATIVE TO
TALENT IN ECONOMIC
TALENT IN ECONOMIC
COMPETITIVENESS, IS THAT WE'RE
COMPETITIVENESS, IS THAT WE'RE
NOT EVEN AWARE OF WHERE THE GAME
NOT EVEN AWARE OF WHERE THE GAME
IS.
IS.
SO 60% OF THE GLOBAL ECONOMY IS
SO 60% OF THE GLOBAL ECONOMY IS
BEING DRIVEN RIGHT NOW BY 600
BEING DRIVEN RIGHT NOW BY 600
CITIES AROUND THE PLANET.
CITIES AROUND THE PLANET.
AND IF YOU TAKE THOSE 600
AND IF YOU TAKE THOSE 600
CITIES, AND YOU THINK OF US AS
CITIES, AND YOU THINK OF US AS
BEING A CLUSTER OF A FEW OF
BEING A CLUSTER OF A FEW OF
THOSE CITIES, AND YOU THINK OF
THOSE CITIES, AND YOU THINK OF
US WITH THE SUN CORRIDOR BEING
US WITH THE SUN CORRIDOR BEING
ONE OF THE MEGA CLUSTERS OF
ONE OF THE MEGA CLUSTERS OF
THESE CITIES, IT TURNS OUT THAT
THESE CITIES, IT TURNS OUT THAT
YOU COULD PROBABLY REDUCE THE
YOU COULD PROBABLY REDUCE THE
COMPETITION FOR THE SUN CORRIDOR
COMPETITION FOR THE SUN CORRIDOR
DOWN TO LESS THAN 75 OTHER
DOWN TO LESS THAN 75 OTHER
PLACES ON THE PLANET.
PLACES ON THE PLANET.
YOU COULD LOOK AT THESE PLACES.
YOU COULD LOOK AT THESE PLACES.
AND WE DON'T THINK THIS WAY.
AND WE DON'T THINK THIS WAY.
WE DON'T THINK THAT ONE OF THE
WE DON'T THINK THAT ONE OF THE
PLACES THAT WE'RE COMPETING
PLACES THAT WE'RE COMPETING
AGAINST IS METRO LONDON.
AGAINST IS METRO LONDON.
AND ONE OF THE PLACES THAT WE'RE
AND ONE OF THE PLACES THAT WE'RE
COMPETING AGAINST IS METRO
COMPETING AGAINST IS METRO
SHANGHAI.
SHANGHAI.
OR METRO HOUSTON.
OR METRO HOUSTON.
OR THE MEGAPLEX DALLAS.
OR THE MEGAPLEX DALLAS.
WE JUST DON'T THINK THAT WAY.
WE JUST DON'T THINK THAT WAY.
SO NOW, IF YOU THINK ABOUT
SO NOW, IF YOU THINK ABOUT
TALENT, AND YOU USE THIS SPORTS
TALENT, AND YOU USE THIS SPORTS
IMAGE IN YOUR MIND, WHERE IT
IMAGE IN YOUR MIND, WHERE IT
SEEMS THAT WE TAKE SMART PILLS,
SEEMS THAT WE TAKE SMART PILLS,
AND WE FIGURE OUT WHAT TO DO SO
AND WE FIGURE OUT WHAT TO DO SO
THAT WE CAN WIN IN SPORTS, ON
THAT WE CAN WIN IN SPORTS, ON
THE OTHER SIDE WE JUST TAKE DUMB
THE OTHER SIDE WE JUST TAKE DUMB
PILLS.
PILLS.
AND SO -- AND THE DUMB PILLS
AND SO -- AND THE DUMB PILLS
THAT WE TAKE DON'T ALLOW US TO
THAT WE TAKE DON'T ALLOW US TO
EVEN KNOW THE FIELD OF PLAY.
EVEN KNOW THE FIELD OF PLAY.
SO IF NOW TAKE THESE 75 OTHER
SO IF NOW TAKE THESE 75 OTHER
PLACES AROUND THE PLANET, AND
PLACES AROUND THE PLANET, AND
YOU LOOK AT WHAT ARE THE FACTORS
YOU LOOK AT WHAT ARE THE FACTORS
THAT ARE LEADING TO THEIR
THAT ARE LEADING TO THEIR
UNBELIEVABLE SUCCESS, TWO THINGS
UNBELIEVABLE SUCCESS, TWO THINGS
EMERGE AS MOST CRITICAL.
EMERGE AS MOST CRITICAL.
ONE IS EDUCATIONAL ATTAINMENT.
ONE IS EDUCATIONAL ATTAINMENT.
AND I DON'T MEAN COLLEGE
AND I DON'T MEAN COLLEGE
ATTAINMENT.
ATTAINMENT.
EDUCATIONAL ATTAINMENT PAST HIGH
EDUCATIONAL ATTAINMENT PAST HIGH
SCHOOL.
SCHOOL.
THAT MEANS TECHNICAL TRAINING.
THAT MEANS TECHNICAL TRAINING.
JOB SPECIFIC TRAINING.
JOB SPECIFIC TRAINING.
COLLEGE ATTAINMENT.
COLLEGE ATTAINMENT.
MASTERS DEGREES.
MASTERS DEGREES.
Ph.D.s.
Ph.D.s.
IT'S EVERYTHING, NOT SOMETHING.
IT'S EVERYTHING, NOT SOMETHING.
EDUCATIONAL ATTAINMENT PAST HIGH
EDUCATIONAL ATTAINMENT PAST HIGH
SCHOOL.
SCHOOL.
AND SECONDLY, IS SOME
AND SECONDLY, IS SOME
COMBINATION OF ENTREPRENEURSHIP
COMBINATION OF ENTREPRENEURSHIP
AND INNOVATION.
AND INNOVATION.
>> YOU KNOW, YOU BROUGHT UP AN
>> YOU KNOW, YOU BROUGHT UP AN
INTERESTING NOTION AROUND THE
INTERESTING NOTION AROUND THE
SUN CORRIDOR.
SUN CORRIDOR.
DR. HART ANY ADDITIONAL INSIGHT
DR. HART ANY ADDITIONAL INSIGHT
ON THE SUN CORRIDOR?
ON THE SUN CORRIDOR?
THAT'S GOING TO BE A BIG DRIVER,
THAT'S GOING TO BE A BIG DRIVER,
CERTAINLY HERE IN THIS REGION
CERTAINLY HERE IN THIS REGION
GOING FORWARD THE NEXT FEW
GOING FORWARD THE NEXT FEW
YEARS.
YEARS.
>> WELL, I THINK YOUR POINT
>> WELL, I THINK YOUR POINT
EARLIER, THAT WE ARE -- WE ARE
EARLIER, THAT WE ARE -- WE ARE
AN ECONOMIC REGION, WE'RE NOT
AN ECONOMIC REGION, WE'RE NOT
CITY, AND THE WHOLE NOTION OF A
CITY, AND THE WHOLE NOTION OF A
CORRIDOR THAT IS WELCOMING TO
CORRIDOR THAT IS WELCOMING TO
BUSINESS OPPORTUNITIES THAT TAKE
BUSINESS OPPORTUNITIES THAT TAKE
ADVANTAGE OF THE TWO GREAT
ADVANTAGE OF THE TWO GREAT
RESEARCH UNIVERSITIES THAT
RESEARCH UNIVERSITIES THAT
ANCHOR THAT CORRIDOR REPRESENT,
ANCHOR THAT CORRIDOR REPRESENT,
THAT SEES US AS A TEAM OF
THAT SEES US AS A TEAM OF
BUSINESS LEADERS, POLITICAL
BUSINESS LEADERS, POLITICAL
LEADERS, EDUCATION LEADERS, AND
LEADERS, EDUCATION LEADERS, AND
INCUBATORS FOR RESEARCH AND
INCUBATORS FOR RESEARCH AND
DEVELOPMENT, CREATES AN
DEVELOPMENT, CREATES AN
ENVIRONMENT WHERE PEOPLE WANT TO
ENVIRONMENT WHERE PEOPLE WANT TO
COME AND WORK.
COME AND WORK.
THE CLICHE THAT YOU BUILD A GAS
THE CLICHE THAT YOU BUILD A GAS
STATION ON EVERY CORNER, IT'S
STATION ON EVERY CORNER, IT'S
NOT A PROBLEM TO HAVE A GAS
NOT A PROBLEM TO HAVE A GAS
STATION ON ALL FOUR CORNERS OF A
STATION ON ALL FOUR CORNERS OF A
MAJOR INTERSECTION.
MAJOR INTERSECTION.
BECAUSE YOU, IN FACT, DO DRAW
BECAUSE YOU, IN FACT, DO DRAW
BUSINESS FROM ONE ANOTHER.
BUSINESS FROM ONE ANOTHER.
AND IF -- WE HAVE GOT TO GET
AND IF -- WE HAVE GOT TO GET
OVER A SENSE THAT SOMEHOW THIS
OVER A SENSE THAT SOMEHOW THIS
IS A ZERO SUM GAME.
IS A ZERO SUM GAME.
WHERE ONE OF OUR COMMUNITIES,
WHERE ONE OF OUR COMMUNITIES,
ONE OF OUR CITIES, ONE OF OUR
ONE OF OUR CITIES, ONE OF OUR
COUNTIES, PROSPERS AT THE
COUNTIES, PROSPERS AT THE
EXPENSE OF OTHERS.
EXPENSE OF OTHERS.
WE ARE -- WE ARE THE FUTURE OF
WE ARE -- WE ARE THE FUTURE OF
ARIZONA.
ARIZONA.
ARIZONA NEEDS BOTH OF OUR
ARIZONA NEEDS BOTH OF OUR
RESEARCH UNIVERSITIES TO
RESEARCH UNIVERSITIES TO
SUCCEED, TO SUCCEED TOGETHER,
SUCCEED, TO SUCCEED TOGETHER,
AND TO BE GOOD PARTNERS IN
AND TO BE GOOD PARTNERS IN
CREATING A STRONG ECONOMIC
CREATING A STRONG ECONOMIC
ENVIRONMENT WHERE PEOPLE WANT TO
ENVIRONMENT WHERE PEOPLE WANT TO
BE.
BE.
>> YOU KNOW, IT'S A GREAT SEGUE
>> YOU KNOW, IT'S A GREAT SEGUE
INTO THE NEXT THEME AND THAT IS
INTO THE NEXT THEME AND THAT IS
THE ROLE OF THE UNIVERSITIES.
THE ROLE OF THE UNIVERSITIES.
AND BOTH OF YOU, IN RECENT
AND BOTH OF YOU, IN RECENT
ADDRESSES, HAVE MENTIONED THIS
ADDRESSES, HAVE MENTIONED THIS
NOTION THAT YOU'RE ADOPTING
NOTION THAT YOU'RE ADOPTING
MORE -- OR ADOPTING OR
MORE -- OR ADOPTING OR
INCORPORATING MORE COMPLEX
INCORPORATING MORE COMPLEX
OPERATING MODELS.
OPERATING MODELS.
YOU'VE ALSO BOTH USED THE
YOU'VE ALSO BOTH USED THE
LANGUAGE OF DISRUPTIVE POLICIES,
LANGUAGE OF DISRUPTIVE POLICIES,
OR PERHAPS DISRUPTIVE SOLUTIONS
OR PERHAPS DISRUPTIVE SOLUTIONS
THAT WILL HELP US GET THERE.
THAT WILL HELP US GET THERE.
COULD YOU TALK ABOUT A LITTLE
COULD YOU TALK ABOUT A LITTLE
BIT MORE SPECIFICS AROUND WHAT
BIT MORE SPECIFICS AROUND WHAT
THAT MEANS?
THAT MEANS?
AND THE ROLE THAT THE
AND THE ROLE THAT THE
UNIVERSITIES ARE PLAYING, NOT
UNIVERSITIES ARE PLAYING, NOT
JUST WHAT YOU'RE TALKING ABOUT
JUST WHAT YOU'RE TALKING ABOUT
DR. HART IN LINKING TO THE, BUT
DR. HART IN LINKING TO THE, BUT
SOME OF THOSE SPECIFIC
SOME OF THOSE SPECIFIC
INITIATIVES THAT YOU GOT UNDER
INITIATIVES THAT YOU GOT UNDER
WAY THAT MIGHT HELP WITH THIS
WAY THAT MIGHT HELP WITH THIS
TALENT ISSUE, AND DR. KOCH COULD
TALENT ISSUE, AND DR. KOCH COULD
WE START WITH YOU THIS TIME?
WE START WITH YOU THIS TIME?
>> HOW DO YOU DRIVE DISRUPTIVE
>> HOW DO YOU DRIVE DISRUPTIVE
ECONOMIC TRANSFORMATION?
ECONOMIC TRANSFORMATION?
YOU'VE GOT TO CREATE MORE
YOU'VE GOT TO CREATE MORE
DISRUPTERS.
DISRUPTERS.
SO THAT MEANS YOU'VE GOT TO GO
SO THAT MEANS YOU'VE GOT TO GO
INTO THE UNIVERSITIES.
INTO THE UNIVERSITIES.
YOU'VE GOT TO FIND A WAY NOT AS
YOU'VE GOT TO FIND A WAY NOT AS
THE ONLY PLACE BUT AS ONE OF THE
THE ONLY PLACE BUT AS ONE OF THE
PLACES AND FIND WAYS TO CREATE
PLACES AND FIND WAYS TO CREATE
PEOPLE WHO ARE NOT HIDE-BOUND TO
PEOPLE WHO ARE NOT HIDE-BOUND TO
A SINGLE DISCIPLINE.
A SINGLE DISCIPLINE.
WHO DO NOT THINK ABOUT AN ONLY
WHO DO NOT THINK ABOUT AN ONLY
TASK.
TASK.
WHO DO NOT KNOW HOW TO ONLY
WHO DO NOT KNOW HOW TO ONLY
DESIGN A NEW LANDING GEAR AND
DESIGN A NEW LANDING GEAR AND
THAT'S ALL THEY KNOW HOW TO DO.
THAT'S ALL THEY KNOW HOW TO DO.
OR ONLY KNOW HOW TO PROGRAM A
OR ONLY KNOW HOW TO PROGRAM A
SOFTWARE PACKAGE, AND THAT'S ALL
SOFTWARE PACKAGE, AND THAT'S ALL
THEY NEED TO KNOW HOW TO DO.
THEY NEED TO KNOW HOW TO DO.
THEY NEED TO BE BROADLY
THEY NEED TO BE BROADLY
ADAPTIVE, BROADLY EDUCATED,
ADAPTIVE, BROADLY EDUCATED,
TECHNICALLY COMPETENT,
TECHNICALLY COMPETENT,
TECHNICALLY ADAPTIVE, AND SO
TECHNICALLY ADAPTIVE, AND SO
THAT MEANS WE'VE GOT TO GO BACK
THAT MEANS WE'VE GOT TO GO BACK
INTO OUR OWN INSTITUTIONS AND
INTO OUR OWN INSTITUTIONS AND
RECONCEPTUALIZE HOW THEY WORK SO
RECONCEPTUALIZE HOW THEY WORK SO
THAT WE CAN PRODUCE THESE MORE
THAT WE CAN PRODUCE THESE MORE
DISRUPTIVE INDIVIDUALS.
DISRUPTIVE INDIVIDUALS.
>> DR. HART?
>> DR. HART?
>> ABSOLUTELY.
>> ABSOLUTELY.
AND YOU HEARD IN THE
AND YOU HEARD IN THE
INTRODUCTION, WE WERE TALKING
INTRODUCTION, WE WERE TALKING
ABOUT TRANSDISCIPLINARY AND
ABOUT TRANSDISCIPLINARY AND
TRANSFORMATIONAL.
TRANSFORMATIONAL.
WE'RE NOT TALKING ABOUT
WE'RE NOT TALKING ABOUT
INTERDISCIPLINARY.
INTERDISCIPLINARY.
WHERE TWO DIFFERENT KINDS OF
WHERE TWO DIFFERENT KINDS OF
SILOS THAT WE BUILT AND LABELED
SILOS THAT WE BUILT AND LABELED
AS PSYCHOLOGY AND SOCIOLOGY OR
AS PSYCHOLOGY AND SOCIOLOGY OR
CHEMISTRY AND PHYSICS.
CHEMISTRY AND PHYSICS.
WE'RE TALKING ABOUT UNIVERSITIES
WE'RE TALKING ABOUT UNIVERSITIES
THAT NEED TO BREAK DOWN OLD
THAT NEED TO BREAK DOWN OLD
BARRIERS IN ORDER TO PUSH THE
BARRIERS IN ORDER TO PUSH THE
FRONTIERS OF KNOWLEDGE AND
FRONTIERS OF KNOWLEDGE AND
LEARNING.
LEARNING.
AND IF WE DON'T BREAK THEM DOWN,
AND IF WE DON'T BREAK THEM DOWN,
THEN WE WILL BE -- WE WILL HAVE
THEN WE WILL BE -- WE WILL HAVE
LO
LO
LOCKED OURSELVES INTO THOSE OLD
LOCKED OURSELVES INTO THOSE OLD
WAYS OF DOING THE THINGS WE DO.
WAYS OF DOING THE THINGS WE DO.
AND SO AS I SAID EARLIER, YOU
AND SO AS I SAID EARLIER, YOU
HAVE TO DISRUPT THOSE
HAVE TO DISRUPT THOSE
CONVENTIONAL PATTERNS IN ORDER
CONVENTIONAL PATTERNS IN ORDER
TO MAKE PEOPLE FEEL OPEN AND
TO MAKE PEOPLE FEEL OPEN AND
FREE TO DO WHAT NEEDS TO BE DONE
FREE TO DO WHAT NEEDS TO BE DONE
IN THE NEW ECONOMY.
IN THE NEW ECONOMY.
>> THE FULL FORUM FEATURING THE
>> THE FULL FORUM FEATURING THE
U OF A JAN WEAVER HEART AND
U OF A JAN WEAVER HEART AND
MICHAEL CROW IS ON OUR WEBSITE.
MICHAEL CROW IS ON OUR WEBSITE.
BUSINESSES AT THE U OF A THIS
BUSINESSES AT THE U OF A THIS
WEEK TEACHING TALENT.
WEEK TEACHING TALENT.
EILEEN McGARY IS HERE TO TELL US
EILEEN McGARY IS HERE TO TELL US
HOW IT WENT.
HOW IT WENT.
WELCOME.
WELCOME.
>> THANK YOU FOR HAVING ME HERE.
>> THANK YOU FOR HAVING ME HERE.
>> HOW WAS IT THIS WEEK?
>> HOW WAS IT THIS WEEK?
HOW MANY BUSINESSES, HOW MANY
HOW MANY BUSINESSES, HOW MANY
STUDENTS INVOLVED?
STUDENTS INVOLVED?
>> IT WAS GREAT.
>> IT WAS GREAT.
WE WERE REALLY BUSY.
WE WERE REALLY BUSY.
WE'VE BEEN BUSY THROUGHOUT THE
WE'VE BEEN BUSY THROUGHOUT THE
WEEK WITH A LOT OF ACTIVITY.
WEEK WITH A LOT OF ACTIVITY.
THE CAREER FAIR SAW 254 TABLES
THE CAREER FAIR SAW 254 TABLES
OF EMPLOYERS THROUGHOUT THE TWO
OF EMPLOYERS THROUGHOUT THE TWO
DAYS, ABOUT 180 EMPLOYERS.
DAYS, ABOUT 180 EMPLOYERS.
WE PROBABLY HAVE SEEN CLOSE TO
WE PROBABLY HAVE SEEN CLOSE TO
3500 STUDENTS FLOWING THROUGH
3500 STUDENTS FLOWING THROUGH
THE FAIR WITH GREAT FEEDBACK
THE FAIR WITH GREAT FEEDBACK
FROM EMPLOYERS.
FROM EMPLOYERS.
>> DO THESE NUMBERS SERVE AS AN
>> DO THESE NUMBERS SERVE AS AN
ECONOMIC INDICATOR?
ECONOMIC INDICATOR?
ARE YOU SEEING THEM GO UP?
ARE YOU SEEING THEM GO UP?
IS THE ECONOMY IMPROVING?
IS THE ECONOMY IMPROVING?
AND IS THAT WHAT WE'RE SEEING AS
AND IS THAT WHAT WE'RE SEEING AS
A RESULT OF THIS?
A RESULT OF THIS?
>> WELL, THE NUMBER OF COMPANIES
>> WELL, THE NUMBER OF COMPANIES
IS SOMEWHAT ON PAR WITH LAST
IS SOMEWHAT ON PAR WITH LAST
YEAR.
YEAR.
WHAT WE ARE HEARING ABOUT IS
WHAT WE ARE HEARING ABOUT IS
IMPROVED OPPORTUNITIES.
IMPROVED OPPORTUNITIES.
MORE OPPORTUNITIES FOR THINGS IN
MORE OPPORTUNITIES FOR THINGS IN
THE WAY OF INTERNSHIPS, AND FULL
THE WAY OF INTERNSHIPS, AND FULL
TIME POSITIONS.
TIME POSITIONS.
ABOUT 26% OF OUR COMPANIES WERE
ABOUT 26% OF OUR COMPANIES WERE
LOOKING FOR TAX MAJORS ONLY,
LOOKING FOR TAX MAJORS ONLY,
ABOUT 46%, BOTH.
ABOUT 46%, BOTH.
AND REMAINDER FOR MORE NONTAX.
AND REMAINDER FOR MORE NONTAX.
SO WE HAVE A PRETTY GOOD MIX OF
SO WE HAVE A PRETTY GOOD MIX OF
EMPLOYER SEGMENTS, AS WELL.
EMPLOYER SEGMENTS, AS WELL.
>> AND WHERE ARE THEY COMING
>> AND WHERE ARE THEY COMING
FROM?
FROM?
ARIZONA BUSINESSES?
ARIZONA BUSINESSES?
CALIFORNIA?
CALIFORNIA?
NATIONALLY?
NATIONALLY?
>> CLOSE TO 40% WERE COMING FROM
>> CLOSE TO 40% WERE COMING FROM
ARIZONA.
ARIZONA.
AND THEN THE REST OF THE LARGEST
AND THEN THE REST OF THE LARGEST
STATE IS CALIFORNIA, FOLLOWED BY
STATE IS CALIFORNIA, FOLLOWED BY
TEXAS, NEW YORK CITY, COLORADO.
TEXAS, NEW YORK CITY, COLORADO.
SOME OF THE OTHER STATES.
SOME OF THE OTHER STATES.
AND MANY OF THEM ARE RECRUITING
AND MANY OF THEM ARE RECRUITING
FOR MULTIPLE LOCATIONS.
FOR MULTIPLE LOCATIONS.
NOT JUST ONE.
NOT JUST ONE.
>> AND YOU MENTIONED TAX BEING
>> AND YOU MENTIONED TAX BEING
UNEMPHASIS AREA.
UNEMPHASIS AREA.
WHAT ARE SOME OF THE OTHER
WHAT ARE SOME OF THE OTHER
FIELDS THAT RECRUITING IS
FIELDS THAT RECRUITING IS
OCCURRING IN?
OCCURRING IN?
>> MANY ASPECTS OF BUSINESSES.
>> MANY ASPECTS OF BUSINESSES.
BUT I WOULD ALSO TELL YOU WE SAW
BUT I WOULD ALSO TELL YOU WE SAW
SOME COMPANIES LOOKING FOR
SOME COMPANIES LOOKING FOR
AGRICULTURE AND LIFE SCIENCE
AGRICULTURE AND LIFE SCIENCE
STUDENTS.
STUDENTS.
OUR BIOTECH INDUSTRY IS WELL
OUR BIOTECH INDUSTRY IS WELL
REPRESENTED.
REPRESENTED.
NONPROFITS.
NONPROFITS.
EVEN SCHOOL DISTRICTS COMING
EVEN SCHOOL DISTRICTS COMING
FROM EDUCATION.
FROM EDUCATION.
QUITE A VARIETY FOR STUDENTS.
QUITE A VARIETY FOR STUDENTS.
>> ARE YOU GETTING A SENSE THAT
>> ARE YOU GETTING A SENSE THAT
THESE BUSINESSES ARE FINDING
THESE BUSINESSES ARE FINDING
WHAT THEY'RE LOOKING FOR AT THE
WHAT THEY'RE LOOKING FOR AT THE
U OF A?
U OF A?
>> I HAVE HEARD REPEATEDLY FROM
>> I HAVE HEARD REPEATEDLY FROM
MANY COMPANIES THAT WHEN THEY
MANY COMPANIES THAT WHEN THEY
COME TO THE U OF A THEY FIND
COME TO THE U OF A THEY FIND
MORE, GREATER QUANTITIES OF
MORE, GREATER QUANTITIES OF
QUALITY STUDENTS AND GRADUATES
QUALITY STUDENTS AND GRADUATES
THAN WHEN THEY'RE RECRUITING AT
THAN WHEN THEY'RE RECRUITING AT
OTHER UNIVERSITIES.
OTHER UNIVERSITIES.
I WOULD SAY AS FAR AS FIELDS, WE
I WOULD SAY AS FAR AS FIELDS, WE
ARE CONSTANTLY HEARING THAT THEY
ARE CONSTANTLY HEARING THAT THEY
WANT MORE OF OUR TECHNICAL
WANT MORE OF OUR TECHNICAL
TALENT.
TALENT.
AND THAT'S COMMON THROUGHOUT THE
AND THAT'S COMMON THROUGHOUT THE
NATION.
NATION.
AND CERTAINLY THERE ARE FIELDS
AND CERTAINLY THERE ARE FIELDS
THAT ARE MORE COMPETITIVE FOR
THAT ARE MORE COMPETITIVE FOR
STUDENTS TO BREAK INTO.
STUDENTS TO BREAK INTO.
>> WE'RE TALKING ABOUT THE U OF
>> WE'RE TALKING ABOUT THE U OF
A NOW, BUT WE HEARD THE
A NOW, BUT WE HEARD THE
PRESIDENT OF THE TWO
PRESIDENT OF THE TWO
UNIVERSITIES, U OF A AND ASU
UNIVERSITIES, U OF A AND ASU
THIS WEEK TALK ABOUT THE FACT
THIS WEEK TALK ABOUT THE FACT
THAT THEY DON'T CONSIDER
THAT THEY DON'T CONSIDER
THEMSELVES TO BE COMPETITIVE,
THEMSELVES TO BE COMPETITIVE,
BUT COLLABORATORS IN PROVIDING
BUT COLLABORATORS IN PROVIDING
TALENT FOR BUSINESSES.
TALENT FOR BUSINESSES.
HOW DOES THAT WORK FROM THE
HOW DOES THAT WORK FROM THE
CAREER SERVICES POINT OF VIEW?
CAREER SERVICES POINT OF VIEW?
>> WELL, FIRST OF ALL, WE WORKED
>> WELL, FIRST OF ALL, WE WORKED
VERY CLOSELY WITH OUR COLLEAGUES
VERY CLOSELY WITH OUR COLLEAGUES
THROUGHOUT THE OTHER STATE
THROUGHOUT THE OTHER STATE
UNIVERSITIES.
UNIVERSITIES.
IN THE PAST TWO YEARS, WE HAVE
IN THE PAST TWO YEARS, WE HAVE
JOINTLY HOSTED A ARIZONA CAREER
JOINTLY HOSTED A ARIZONA CAREER
MIXER AT THE END OF MAY.
MIXER AT THE END OF MAY.
AND THE PURPOSE OF THAT IS
AND THE PURPOSE OF THAT IS
KEEPING TALENT IN ARIZONA.
KEEPING TALENT IN ARIZONA.
WE INVITE ALL OF OUR ALUMNI AND
WE INVITE ALL OF OUR ALUMNI AND
OUR STUDENTS TO MEET WITH
OUR STUDENTS TO MEET WITH
EMPLOYERS FOR THEIR JUST IN TIME
EMPLOYERS FOR THEIR JUST IN TIME
HIRES WITHIN THE STATE.
HIRES WITHIN THE STATE.
WE'RE ALSO DOING A VIRTUAL
WE'RE ALSO DOING A VIRTUAL
CAREER FAIR FOR THE FIRST TIME
CAREER FAIR FOR THE FIRST TIME
FOCUSED ON TEXT TALENT BECAUSE
FOCUSED ON TEXT TALENT BECAUSE
WE RECOGNIZE WHAT'S IN DEMAND.
WE RECOGNIZE WHAT'S IN DEMAND.
HOW IN DEMAND I.T. TALENT IS,
HOW IN DEMAND I.T. TALENT IS,
AND IT'S AN ATTEMPT TO USE ALL
AND IT'S AN ATTEMPT TO USE ALL
OF OUR STATE UNIVERSITIES AND
OF OUR STATE UNIVERSITIES AND
ALL THE TALENT TO HELP EMPLOYERS
ALL THE TALENT TO HELP EMPLOYERS
IN ARIZONA FIND THAT TALENT.
IN ARIZONA FIND THAT TALENT.
>> NOW, VIRTUAL.
>> NOW, VIRTUAL.
BY VIRTUAL YOU MEAN IT'S DONE
BY VIRTUAL YOU MEAN IT'S DONE
ONLINE?
ONLINE?
>> YES, IT'S DONE ONLINE.
>> YES, IT'S DONE ONLINE.
AND IT'S GOING TO BE HELD
AND IT'S GOING TO BE HELD
OCTOBER 24th AND 25th.
OCTOBER 24th AND 25th.
>> AND HOW DO STUDENTS ENGAGE IN
>> AND HOW DO STUDENTS ENGAGE IN
THAT?
THAT?
THEY HAVE A PASS WORD THEY GET
THEY HAVE A PASS WORD THEY GET
IN AND THEY MEET WITH COMPANIES
IN AND THEY MEET WITH COMPANIES
THAT WAY?
THAT WAY?
>> CORRECT.
>> CORRECT.
>> HAVE A CHAT?
>> HAVE A CHAT?
>> HAVE A PASSWORD.
>> HAVE A PASSWORD.
THEY CAN USE LIVE CHAT ROOMS,
THEY CAN USE LIVE CHAT ROOMS,
AND EXCHANGE RESUMES, AND
AND EXCHANGE RESUMES, AND
COMMUNICATE WITH COMPANIES
COMMUNICATE WITH COMPANIES
THROUGH -- WITHOUT HAVING TO
THROUGH -- WITHOUT HAVING TO
TRAVEL.
TRAVEL.
AND THE COMPANIES DON'T HAVE TO,
AND THE COMPANIES DON'T HAVE TO,
EITHER.
EITHER.
>> YOU'VE DESCRIBED SOME OF THE
>> YOU'VE DESCRIBED SOME OF THE
CHANGES THAT ARE OCCURRING IN
CHANGES THAT ARE OCCURRING IN
THE ECONOMY AND IN BUSINESS AS A
THE ECONOMY AND IN BUSINESS AS A
RESULT OF HOW THE RECRUITING
RESULT OF HOW THE RECRUITING
MANIFESTS ITSELF.
MANIFESTS ITSELF.
BUT WHAT ELSE ARE YOU SEEING IN
BUT WHAT ELSE ARE YOU SEEING IN
ECONOMIC CHANGES THAT MAY BE
ECONOMIC CHANGES THAT MAY BE
INFLUENCING HOW BUSINESSES ARE
INFLUENCING HOW BUSINESSES ARE
COMING AFTER STUDENT TALENT?
COMING AFTER STUDENT TALENT?
>> SOME OF THE CHANGES HAVE TO
>> SOME OF THE CHANGES HAVE TO
DO WITH DEMOGRAPHICS.
DO WITH DEMOGRAPHICS.
IN THAT EVEN A COMPANY THAT MAY
IN THAT EVEN A COMPANY THAT MAY
NOT BE SEEING EXTREME GROWTH IS
NOT BE SEEING EXTREME GROWTH IS
ALSO WATCHING PEOPLE RETIRE IN
ALSO WATCHING PEOPLE RETIRE IN
THEIR WORKFORCE, AND THEREFORE,
THEIR WORKFORCE, AND THEREFORE,
CREATING A NEW DEMAND FOR FRESH
CREATING A NEW DEMAND FOR FRESH
TALENT TO COME IN.
TALENT TO COME IN.
THAT'S ONE OF THE TRENDS WE'RE
THAT'S ONE OF THE TRENDS WE'RE
SEEING.
SEEING.
WE HAVE AS MANY COMPANIES
WE HAVE AS MANY COMPANIES
LOOKING FOR DIVERSE TALENT
LOOKING FOR DIVERSE TALENT
ACROSS DISCIPLINES AS WE MAY
ACROSS DISCIPLINES AS WE MAY
HAVE LOOKING AT VERY SPECIFIC
HAVE LOOKING AT VERY SPECIFIC
SPECIALIZED AND FOCUSED TALENT.
SPECIALIZED AND FOCUSED TALENT.
AS AN EXAMPLE, ONE OF OUR TOP
AS AN EXAMPLE, ONE OF OUR TOP
FINANCE COMPANIES, ONE THAT HAS
FINANCE COMPANIES, ONE THAT HAS
ACTUALLY BEEN LOOKING TO RECRUIT
ACTUALLY BEEN LOOKING TO RECRUIT
AT OUR CAMPUS, CAME TO ME AND
AT OUR CAMPUS, CAME TO ME AND
SAID THEY REALLY SELECTED US,
SAID THEY REALLY SELECTED US,
BECAUSE WE REPRESENT DIVERSE
BECAUSE WE REPRESENT DIVERSE
THINKERS, AND THAT'S ONE OF THE
THINKERS, AND THAT'S ONE OF THE
THINGS THAT THEY'RE LOOKING FOR
THINGS THAT THEY'RE LOOKING FOR
IN THEIR COMPANY AND THEIR
IN THEIR COMPANY AND THEIR
OPERATIONS.
OPERATIONS.
SO IT'S NOT ONE VERY SPECIALIZED
SO IT'S NOT ONE VERY SPECIALIZED
AREA, BUT THE FACT THAT THEY CAN
AREA, BUT THE FACT THAT THEY CAN
RECRUIT STUDENTS WHO ARE VERY
RECRUIT STUDENTS WHO ARE VERY
CULTURALLY AWARE AND CULTURALLY
CULTURALLY AWARE AND CULTURALLY
DIVERSE AND ALSO REPRESENT MANY
DIVERSE AND ALSO REPRESENT MANY
DISCIPLINES AND CAN BRING THOSE
DISCIPLINES AND CAN BRING THOSE
TOGETHER TO LEAD A COMPANY
TOGETHER TO LEAD A COMPANY
>> DO YOU SEE A DIFFERENCE IN
>> DO YOU SEE A DIFFERENCE IN
THE DYNAMIC IN HOW BUSINESSES
THE DYNAMIC IN HOW BUSINESSES
AND STUDENTS ARE MATCHING UP IN
AND STUDENTS ARE MATCHING UP IN
RELATION TO THE NEW ECONOMY,
RELATION TO THE NEW ECONOMY,
KNOWLEDGE BASE, LOOKING FOR
KNOWLEDGE BASE, LOOKING FOR
TALENT?
TALENT?
>> MM-HMM.
>> MM-HMM.
WELL, IN TERMS OF THE TYPE OF
WELL, IN TERMS OF THE TYPE OF
EVENTS THAT WE DO, AND HOW WE'RE
EVENTS THAT WE DO, AND HOW WE'RE
TRYING TO MEET THOSE MARKET
TRYING TO MEET THOSE MARKET
NEEDS, ONE OF THE THINGS IS WE
NEEDS, ONE OF THE THINGS IS WE
HAVE AN ASSISTANT DIRECTOR WHO
HAVE AN ASSISTANT DIRECTOR WHO
IS IN PHOENIX, WORKS THAT MARKET
IS IN PHOENIX, WORKS THAT MARKET
TO MAKE SURE EMPLOYERS ARE
TO MAKE SURE EMPLOYERS ARE
GETTING THE BEST SERVICE FOR
GETTING THE BEST SERVICE FOR
THEIR NEEDS.
THEIR NEEDS.
WE HAVE AN EQUAL PERSONNEL IN
WE HAVE AN EQUAL PERSONNEL IN
TUCSON.
TUCSON.
THROUGH OUTREACHING COMPANIES,
THROUGH OUTREACHING COMPANIES,
WE'RE NOT WAITING FOR THEM TO
WE'RE NOT WAITING FOR THEM TO
COME TO US, WE ALSO HAVE A
COME TO US, WE ALSO HAVE A
MULTIFACETED APPROACH TO OUR
MULTIFACETED APPROACH TO OUR
EMPLOYER EVENTS AND CAREER
EMPLOYER EVENTS AND CAREER
FAIRS.
FAIRS.
SO WHILE WE MAY HAVE A
SO WHILE WE MAY HAVE A
WELL-ORCHESTRATED FALL LARGE
WELL-ORCHESTRATED FALL LARGE
CAREER FAIR, WE'RE ALSO GETTING
CAREER FAIR, WE'RE ALSO GETTING
PANELS AND MIXERS, TRYING TO
PANELS AND MIXERS, TRYING TO
DEAL WITH EMERGING MARKETS,
DEAL WITH EMERGING MARKETS,
MARKETS THAT MIGHT BE HARDER FOR
MARKETS THAT MIGHT BE HARDER FOR
STUDENTS TO REACH THROUGH A
STUDENTS TO REACH THROUGH A
CAREER FAIR.
CAREER FAIR.
FOR EXAMPLE CAREERS IN SPORTS.
FOR EXAMPLE CAREERS IN SPORTS.
SUSTAINABILITY IN GREEN CAREERS.
SUSTAINABILITY IN GREEN CAREERS.
AT LEAST A COUPLE OF EXAMPLES.
AT LEAST A COUPLE OF EXAMPLES.
>> EILEEN McGARY, DIRECTOR OF
>> EILEEN McGARY, DIRECTOR OF
CAREER SERVICES AT THE
CAREER SERVICES AT THE
UNIVERSITY OF ARIZONA.
UNIVERSITY OF ARIZONA.
THANKS FOR SPEAKING WITH ME.
THANKS FOR SPEAKING WITH ME.
>> THANK YOU.
>> THANK YOU.
>> TUCSON'S BIGGEST EMPLOYER IS
>> TUCSON'S BIGGEST EMPLOYER IS
HAPPY WITH THE U OF A TALENT
HAPPY WITH THE U OF A TALENT
POOL.
POOL.
BUT SPOKESMAN JOHN PATTERSON
BUT SPOKESMAN JOHN PATTERSON
SAYS RAYTHEON MISSILE SYSTEMS
SAYS RAYTHEON MISSILE SYSTEMS
NEEDS MORE FROM THE EDUCATIONAL
NEEDS MORE FROM THE EDUCATIONAL
SYSTEM.
SYSTEM.
>> RAYTHEON NEEDS ENGINEERS.
>> RAYTHEON NEEDS ENGINEERS.
WHERE DOES IT GET THEM?
WHERE DOES IT GET THEM?
>> YOU PROBABLY DON'T REALIZE
>> YOU PROBABLY DON'T REALIZE
THIS, BUT RAYTHEON IS A
THIS, BUT RAYTHEON IS A
CORPORATION.
CORPORATION.
I'M TALKING ABOUT THE ENTIRE
I'M TALKING ABOUT THE ENTIRE
CORPORATION.
CORPORATION.
NOT JUST RAYTHEON MISSILE
NOT JUST RAYTHEON MISSILE
SYSTEMS IN TUCSON, RECRUITS THE
SYSTEMS IN TUCSON, RECRUITS THE
BULK OF ITS ENGINEERS FROM THE
BULK OF ITS ENGINEERS FROM THE
UNIVERSITY OF ARIZONA.
UNIVERSITY OF ARIZONA.
THE U OF A PREPARES ITS
THE U OF A PREPARES ITS
ENGINEERS VERY WELL.
ENGINEERS VERY WELL.
THEY PROVIDE THEM WITH THE
THEY PROVIDE THEM WITH THE
SKILLS THEY NEED TO BE ABLE TO
SKILLS THEY NEED TO BE ABLE TO
COME TO WORK FOR US.
COME TO WORK FOR US.
BUT YOU KNOW, THERE'S A SHORTAGE
BUT YOU KNOW, THERE'S A SHORTAGE
OF ENGINEERING TALENT.
OF ENGINEERING TALENT.
WE'RE IN A TALENT WAR.
WE'RE IN A TALENT WAR.
WE COMPETE AGAINST OUR PEER
WE COMPETE AGAINST OUR PEER
GROUP TO ATTRACT THE BEST AND
GROUP TO ATTRACT THE BEST AND
BRIGHTEST ENGINEERS.
BRIGHTEST ENGINEERS.
AND SO WE'RE ALWAYS ON THE
AND SO WE'RE ALWAYS ON THE
LOOKOUT.
LOOKOUT.
AND WE SOMETIMES HAVE HUNDREDS
AND WE SOMETIMES HAVE HUNDREDS
OF JOBS AT RAYTHEON MISSILE
OF JOBS AT RAYTHEON MISSILE
SYSTEMS THAT GO UNFILLED BECAUSE
SYSTEMS THAT GO UNFILLED BECAUSE
WE CAN'T FIND THE TALENT.
WE CAN'T FIND THE TALENT.
>> NOW, ONE OF THE THINGS THAT
>> NOW, ONE OF THE THINGS THAT
YOU TOLD ME BEFORE WE CAME ON
YOU TOLD ME BEFORE WE CAME ON
CAMERA, WAS THAT YOU DON'T JUST
CAMERA, WAS THAT YOU DON'T JUST
RECRUIT FROM THE U OF A BUT YOU
RECRUIT FROM THE U OF A BUT YOU
HAVE A PARTNERSHIP WITH THE U OF
HAVE A PARTNERSHIP WITH THE U OF
A.
A.
WILL YOU DESCRIBE THAT A LITTLE
WILL YOU DESCRIBE THAT A LITTLE
BIT?
BIT?
>> IT'S EXCELLENT.
>> IT'S EXCELLENT.
THAT PARTNERSHIP WITH THE
THAT PARTNERSHIP WITH THE
UNIVERSITY OF ARIZONA IS SUPERB.
UNIVERSITY OF ARIZONA IS SUPERB.
WHETHER IT'S OUR ENGINEERS GOING
WHETHER IT'S OUR ENGINEERS GOING
TO THE UNIVERSITY, TO ACT AS
TO THE UNIVERSITY, TO ACT AS
MENTORS, OR TO BE GUEST
MENTORS, OR TO BE GUEST
LECTURERS, OR TO WORK WITH THOSE
LECTURERS, OR TO WORK WITH THOSE
ENGINEERING STUDENTS ON
ENGINEERING STUDENTS ON
PROJECTS, AND WE HAVE OFTEN,
PROJECTS, AND WE HAVE OFTEN,
ENGINEERING STUDENTS THAT COME
ENGINEERING STUDENTS THAT COME
ON TO OUR FACILITY IN AN INTERN
ON TO OUR FACILITY IN AN INTERN
ROLE, OR IN A TEMPORARY ROLE.
ROLE, OR IN A TEMPORARY ROLE.
SO IT'S A GREAT PARTNERSHIP.
SO IT'S A GREAT PARTNERSHIP.
THE U OF A IS A TREASURE.
THE U OF A IS A TREASURE.
IT'S A RESEARCH UNIVERSITY THAT
IT'S A RESEARCH UNIVERSITY THAT
ABSOLUTELY HAS TO BE FUNDED
ABSOLUTELY HAS TO BE FUNDED
APPROPRIATELY IN ORDER TO
APPROPRIATELY IN ORDER TO
CONTINUE TO PROVIDE THAT TALENT
CONTINUE TO PROVIDE THAT TALENT
PIPELINE FOR US.
PIPELINE FOR US.
>> AND, IN FACT, YOU'VE SAID
>> AND, IN FACT, YOU'VE SAID
YOU'VE GONE TO THE LEGISLATURE,
YOU'VE GONE TO THE LEGISLATURE,
AND TO STATE OFFICIALS, TO TRY
AND TO STATE OFFICIALS, TO TRY
TO SECURE MORE FUNDING FOR THE
TO SECURE MORE FUNDING FOR THE
UNIVERSITY EDUCATION IN THE
UNIVERSITY EDUCATION IN THE
STATE, CORRECT?
STATE, CORRECT?
>> WE'VE BEEN A STRONG ADVOCATE.
>> WE'VE BEEN A STRONG ADVOCATE.
WE'VE BEEN IN FRONT OF THE BOARD
WE'VE BEEN IN FRONT OF THE BOARD
OF REGENTS MANY TIMES, URGING
OF REGENTS MANY TIMES, URGING
THEM TO CONTINUE TO FUND THE
THEM TO CONTINUE TO FUND THE
UNIVERSITY ADEQUATELY.
UNIVERSITY ADEQUATELY.
AND NOT JUST THE UNIVERSITY.
AND NOT JUST THE UNIVERSITY.
WE'RE ALSO CONCERNED ABOUT
WE'RE ALSO CONCERNED ABOUT
EDUCATION OVERALL IN THE STATE.
EDUCATION OVERALL IN THE STATE.
IT'S VERY IMPORTANT THAT OUR
IT'S VERY IMPORTANT THAT OUR
HIGH SCHOOLS AND OUR MIDDLE
HIGH SCHOOLS AND OUR MIDDLE
SCHOOLS ARE WORLD CLASS SO THAT
SCHOOLS ARE WORLD CLASS SO THAT
OUR STUDENTS CAN GO ON TO
OUR STUDENTS CAN GO ON TO
UNIVERSITY, THEY CAN GET THESE
UNIVERSITY, THEY CAN GET THESE
DEGREES, AND THEY CAN COME TO
DEGREES, AND THEY CAN COME TO
WORK FOR COMPANIES LIKE
WORK FOR COMPANIES LIKE
RAYTHEON.
RAYTHEON.
>> IN FACT, LET ME TELL YOU A
>> IN FACT, LET ME TELL YOU A
LITTLE BIT ABOUT RAYTHEON'S
LITTLE BIT ABOUT RAYTHEON'S
COMMITMENT TO EDUCATION.
COMMITMENT TO EDUCATION.
WE HAVE SEVERAL PROGRAMS THAT
WE HAVE SEVERAL PROGRAMS THAT
ARE UNDER WAY.
ARE UNDER WAY.
OUR MATH MOVES YOU PROGRAM.
OUR MATH MOVES YOU PROGRAM.
THAT'S MATH MAVS U, WITH A "U."
THAT'S MATH MAVS U, WITH A "U."
WE'VE GIVEN AWAY MILLIONS OF
WE'VE GIVEN AWAY MILLIONS OF
DOLLARS TO HELP INSPIRE THE NEXT
DOLLARS TO HELP INSPIRE THE NEXT
GENERATION OF SCIENTISTS,
GENERATION OF SCIENTISTS,
TECHNOLOGISTS, ENGINEERS AND
TECHNOLOGISTS, ENGINEERS AND
MATHEMATICIANS.
MATHEMATICIANS.
S.T.E.M. EDUCATION IS VITAL TO
S.T.E.M. EDUCATION IS VITAL TO
US.
US.
>> IS RAYTHEON GETTING THE
>> IS RAYTHEON GETTING THE
TALENT IT NEEDS FROM ARIZONA'S
TALENT IT NEEDS FROM ARIZONA'S
UNIVERSITIES?
UNIVERSITIES?
>> SO FAR SO GOOD.
>> SO FAR SO GOOD.
THE U OF A IS PREPARING THEIR
THE U OF A IS PREPARING THEIR
ENGINEERING STUDENTS VERY WELL.
ENGINEERING STUDENTS VERY WELL.
THEY COME TO US, AND WE CAN PUT
THEY COME TO US, AND WE CAN PUT
THEM TO WORK RIGHT AWAY.
THEM TO WORK RIGHT AWAY.
BUT WE NEED MORE.
BUT WE NEED MORE.
WE NEED MORE STUDENTS TO GO IN
WE NEED MORE STUDENTS TO GO IN
TO THESE S.T.E.M. FIELDS.
TO THESE S.T.E.M. FIELDS.
WE NEED MORE ENGINEERS TO COME
WE NEED MORE ENGINEERS TO COME
TO RAYTHEON, AND THE COUNTRY IS
TO RAYTHEON, AND THE COUNTRY IS
IN DESPERATE NEED OF THIS.
IN DESPERATE NEED OF THIS.
MICHAEL, IT'S A REAL PROBLEM IF
MICHAEL, IT'S A REAL PROBLEM IF
CHINA AND INDIA ARE GRADUATING
CHINA AND INDIA ARE GRADUATING
MORE ENGINEERS THAN THE UNITED
MORE ENGINEERS THAN THE UNITED
STATES.
STATES.
THAT'S A DANGER TO OUR NATION,
THAT'S A DANGER TO OUR NATION,
OUR TECHNOLOGICAL EDGE IN THE
OUR TECHNOLOGICAL EDGE IN THE
WORLD IS AT RISK.
WORLD IS AT RISK.
AND SO THAT'S WHY WE'RE SUCH
AND SO THAT'S WHY WE'RE SUCH
PROPONENTS OF THIS.
PROPONENTS OF THIS.
AND THAT'S WHY WE'RE REACHING
AND THAT'S WHY WE'RE REACHING
NOT ONLY THE MIDDLE SCHOOL, BUT
NOT ONLY THE MIDDLE SCHOOL, BUT
TO ELEMENTARY SCHOOLS, TO
TO ELEMENTARY SCHOOLS, TO
ENCOURAGE THE STUDENTS THAT HAVE
ENCOURAGE THE STUDENTS THAT HAVE
APTITUDE IN MATH AND SCIENCE, TO
APTITUDE IN MATH AND SCIENCE, TO
STAY WITH IT.
STAY WITH IT.
AND THE REWARD IS A VERY
AND THE REWARD IS A VERY
EXCITING CAREER IN AERO SPACE
EXCITING CAREER IN AERO SPACE
AND DEFENSE, EITHER WITH US OR
AND DEFENSE, EITHER WITH US OR
SOMEBODY ELSE.
SOMEBODY ELSE.
>> AND THAT'S BACK TO THAT K-12
>> AND THAT'S BACK TO THAT K-12
ISSUE, WHAT KINDS OF THINGS DO
ISSUE, WHAT KINDS OF THINGS DO
YOU SEE HAPPENING AT THE K-12
YOU SEE HAPPENING AT THE K-12
LEVEL IN TUCSON AND THE STATES
LEVEL IN TUCSON AND THE STATES
THAT MAY BE GOOD SIGNS OR MAY
THAT MAY BE GOOD SIGNS OR MAY
NOT BE SUCH GOOD SIGNS FOR
NOT BE SUCH GOOD SIGNS FOR
FUTURE EMPLOYMENT OPPORTUNITIES?
FUTURE EMPLOYMENT OPPORTUNITIES?
>> WELL, I DO THINK THAT THE
>> WELL, I DO THINK THAT THE
SCHOOL DISTRICTS RECOGNIZE THAT
SCHOOL DISTRICTS RECOGNIZE THAT
S.T.E.M. IS CRITICAL, THAT THEY
S.T.E.M. IS CRITICAL, THAT THEY
MUST EMPHASIZE -- SCIENCE,
MUST EMPHASIZE -- SCIENCE,
TECHNOLOGY, ENGINEERING AND
TECHNOLOGY, ENGINEERING AND
MATH, THAT THEY MUST BE ABLE TO
MATH, THAT THEY MUST BE ABLE TO
PROVIDE THOSE STUDENTS WITH
PROVIDE THOSE STUDENTS WITH
APTITUDES IN THOSE AREAS WITH
APTITUDES IN THOSE AREAS WITH
CHALLENGING CURRICULUM SO
CHALLENGING CURRICULUM SO
THEY'LL GO ON AND SUPPORT THAT.
THEY'LL GO ON AND SUPPORT THAT.
AND NOT ALLOW THEM TO BE
AND NOT ALLOW THEM TO BE
DERAILED.
DERAILED.
YOU KNOW RAYTHEON DID A STUDY
YOU KNOW RAYTHEON DID A STUDY
SOME YEARS AGO AND FOUND THAT
SOME YEARS AGO AND FOUND THAT
MIDDLE SCHOOL IS THE CRITICAL
MIDDLE SCHOOL IS THE CRITICAL
TIME OF YEAR -- OR CRITICAL TIME
TIME OF YEAR -- OR CRITICAL TIME
IN A STUDENT'S LIFE WHERE THEY
IN A STUDENT'S LIFE WHERE THEY
MAKE A DECISION ABOUT WHAT
MAKE A DECISION ABOUT WHAT
THEY'RE GOING TO DO FOR THE REST
THEY'RE GOING TO DO FOR THE REST
OF THEIR LIVES.
OF THEIR LIVES.
AND IF SOMEBODY WHISPERS IN
AND IF SOMEBODY WHISPERS IN
THEIR EAR THAT, WELL, YOU KNOW,
THEIR EAR THAT, WELL, YOU KNOW,
MATH ISN'T COOL.
MATH ISN'T COOL.
YOU DON'T WANT TO DO THAT.
YOU DON'T WANT TO DO THAT.
WE LOST THEM.
WE LOST THEM.
SO WE'VE PUT A LOT OF EFFORT
SO WE'VE PUT A LOT OF EFFORT
INTO EMPHASIZING THAT MIDDLE
INTO EMPHASIZING THAT MIDDLE
SCHOOL GRADE UNIT SPECIFICALLY,
SCHOOL GRADE UNIT SPECIFICALLY,
THAT NO, NO, IF YOU'RE GOOD AT
THAT NO, NO, IF YOU'RE GOOD AT
THIS, THE APPLICATION OF MATH
THIS, THE APPLICATION OF MATH
AND SCIENCE IS VERY REWARDING.
AND SCIENCE IS VERY REWARDING.
YOU GET TO WORK ON CHALLENGING
YOU GET TO WORK ON CHALLENGING
THINGS AND HAVE A WONDERFUL
THINGS AND HAVE A WONDERFUL
CAREER.
CAREER.
AND IT'S MAKING A DIFFERENCE SO
AND IT'S MAKING A DIFFERENCE SO
FAR.
FAR.
>> ENGINEERING IS THE BIG VALUE
>> ENGINEERING IS THE BIG VALUE
AREA AT RAYTHEON.
AREA AT RAYTHEON.
BUT WHAT OTHER SKILL AREAS ARE
BUT WHAT OTHER SKILL AREAS ARE
THERE THAT YOU LOOK FOR TRAINED
THERE THAT YOU LOOK FOR TRAINED
EMPLOYEES IN?
EMPLOYEES IN?
>> IT'S, I SAY IT'S LIKE A
>> IT'S, I SAY IT'S LIKE A
LITTLE CITY, RAYTHEON MISSILE
LITTLE CITY, RAYTHEON MISSILE
SYSTEMS.
SYSTEMS.
YOU KNOW, WE NOT ONLY DO WE HAVE
YOU KNOW, WE NOT ONLY DO WE HAVE
OUR ENGINEERING TALENT.
OUR ENGINEERING TALENT.
THEY ARE REALLY THE STARS.
THEY ARE REALLY THE STARS.
YOU KNOW, OF THE 11,000, 12,000
YOU KNOW, OF THE 11,000, 12,000
FOLKS WE HAVE OUT THERE, ABOUT
FOLKS WE HAVE OUT THERE, ABOUT
6,000 OF THEM ARE ENGINEERS.
6,000 OF THEM ARE ENGINEERS.
SO THAT'S THE EMPHASIS
SO THAT'S THE EMPHASIS
REPLACEMENT, ENGINEERING.
REPLACEMENT, ENGINEERING.
WE HAVE FINANCE PEOPLE.
WE HAVE FINANCE PEOPLE.
WE HAVE SUPPLY CHAIN PEOPLE.
WE HAVE SUPPLY CHAIN PEOPLE.
HUMAN RESOURCES FOLKS.
HUMAN RESOURCES FOLKS.
COMMUNICATORS.
COMMUNICATORS.
I MEAN, YOU NAME IT, THEY ARE
I MEAN, YOU NAME IT, THEY ARE
OUT THERE.
OUT THERE.
BECAUSE IT TAKES THAT KIND OF
BECAUSE IT TAKES THAT KIND OF
TALENT TO RUN A GLOBAL COMPANY
TALENT TO RUN A GLOBAL COMPANY
LIKE RAYTHEON.
LIKE RAYTHEON.
>> AND THEY NEED THE EDUCATION
>> AND THEY NEED THE EDUCATION
FOR THAT?
FOR THAT?
>> THEY MUST HAVE THE EDUCATION
>> THEY MUST HAVE THE EDUCATION
FOR THAT.
FOR THAT.
SO, AS A COMMUNITY, WE NEED TO
SO, AS A COMMUNITY, WE NEED TO
RALLY TOGETHER AND MAKE SURE
RALLY TOGETHER AND MAKE SURE
THAT OUR CHILDREN ARE GETTING
THAT OUR CHILDREN ARE GETTING
THE RIGHT KINDS OF CLASSES,
THE RIGHT KINDS OF CLASSES,
GETTING THE RIGHT KIND OF
GETTING THE RIGHT KIND OF
EDUCATION.
EDUCATION.
THAT'S THE INVESTMENT IN ALL OF
THAT'S THE INVESTMENT IN ALL OF
OUR FUTURE, NOT JUST RAYTHEON.
OUR FUTURE, NOT JUST RAYTHEON.
>> AS THE CLICHE GOES, YOUNG
>> AS THE CLICHE GOES, YOUNG
PEOPLE ARE THE FUTURE.
PEOPLE ARE THE FUTURE.
IN ARIZONA, YOUNG MEANS LATINOS,
IN ARIZONA, YOUNG MEANS LATINOS,
WHO ALREADY ARE A MAJORITY IN
WHO ALREADY ARE A MAJORITY IN
THE STATE'S PUBLIC SCHOOL
THE STATE'S PUBLIC SCHOOL
SYSTEM.
SYSTEM.
HOW IS THE HIGHER EDUCATION
HOW IS THE HIGHER EDUCATION
SYSTEM SERVING THEM TO DEVELOP
SYSTEM SERVING THEM TO DEVELOP
TALENT?
TALENT?
JOSEPH GARCIA, DIRECTOR OF THE
JOSEPH GARCIA, DIRECTOR OF THE
LATINO PUBLIC POLICY CENTER AT
LATINO PUBLIC POLICY CENTER AT
ARIZONA STATE UNIVERSITY IS HERE
ARIZONA STATE UNIVERSITY IS HERE
FOR AN ASSESSMENT.
FOR AN ASSESSMENT.
WELCOME, MR. GARCIA.
WELCOME, MR. GARCIA.
>> THANK YOU.
>> THANK YOU.
>> FIRST OF ALL SOME NUMBERS.
>> FIRST OF ALL SOME NUMBERS.
WHAT ARE THE DEMOGRAPHICS OF THE
WHAT ARE THE DEMOGRAPHICS OF THE
LATINO POPULATION IN ARIZONA?
LATINO POPULATION IN ARIZONA?
IS IT THE WORK FORCE OF THE
IS IT THE WORK FORCE OF THE
FUTURE?
FUTURE?
>> WELL, AT MORRISON INT
>> WELL, AT MORRISON INT
ABSOLUTE WE'VE DONE QUITE A BIT
ABSOLUTE WE'VE DONE QUITE A BIT
OF STUDY ON LATINO PUBLIC POLICY
OF STUDY ON LATINO PUBLIC POLICY
AND ABSOLUTELY THE WAY LATINOS
AND ABSOLUTELY THE WAY LATINOS
GO, SO WILL GO ARIZONA.
GO, SO WILL GO ARIZONA.
THE REASON IS SIMPLE,
THE REASON IS SIMPLE,
DEMOGRAPHICS.
DEMOGRAPHICS.
IT'S LATINOS MAKE UP ABOUT 30%
IT'S LATINOS MAKE UP ABOUT 30%
OF ARIZONA'S POPULATION
OF ARIZONA'S POPULATION
PRESENTLY.
PRESENTLY.
ABOUT 2 MILLION PEOPLE ARE
ABOUT 2 MILLION PEOPLE ARE
LATINOS.
LATINOS.
AND WE ARE A GROWING POPULATION.
AND WE ARE A GROWING POPULATION.
WHEN I SAY THAT IT'S PRETTY
WHEN I SAY THAT IT'S PRETTY
OBVIOUS.
OBVIOUS.
WHEN YOU LOOK AT THE MEDIAN AGE
WHEN YOU LOOK AT THE MEDIAN AGE
FOR NON-HISPANIC WHITES, IT'S
FOR NON-HISPANIC WHITES, IT'S
44.
44.
AND WHEN YOU LOOK AT THE MEDIAN
AND WHEN YOU LOOK AT THE MEDIAN
AGE FOR LATINOS, IT'S 25.
AGE FOR LATINOS, IT'S 25.
SO WE'RE TALKING ABOUT A GROWING
SO WE'RE TALKING ABOUT A GROWING
POPULATION THAT'S ONLY GOING TO
POPULATION THAT'S ONLY GOING TO
BE INCREASING.
BE INCREASING.
>> SO IS THE STATE'S
>> SO IS THE STATE'S
POSTSECONDARY EDUCATION SYSTEM
POSTSECONDARY EDUCATION SYSTEM
KEEPING UP WITH THAT?
KEEPING UP WITH THAT?
ARE LATINOS GETTING INTO AND
ARE LATINOS GETTING INTO AND
GETTING OUT OF COLLEGE
GETTING OUT OF COLLEGE
SUCCESSFULLY THESE DAYS?
SUCCESSFULLY THESE DAYS?
>> WELL, YOU KNOW, IT'S LIKE
>> WELL, YOU KNOW, IT'S LIKE
MANY QUESTIONS.
MANY QUESTIONS.
THE ANSWER IS YES AND NO.
THE ANSWER IS YES AND NO.
THE ANSWER IS YES, I MEAN
THE ANSWER IS YES, I MEAN
THERE'S GOOD NEWS.
THERE'S GOOD NEWS.
WE NEED TO UNDERSTAND THE
WE NEED TO UNDERSTAND THE
CHANGING DEMOGRAPHICS FOR THE
CHANGING DEMOGRAPHICS FOR THE
FIRST TIME THIS YEAR, THERE WERE
FIRST TIME THIS YEAR, THERE WERE
MORE LATINO KIDS IN ARIZONA'S K
MORE LATINO KIDS IN ARIZONA'S K
THROUGH 12 PUBLIC EDUCATION
THROUGH 12 PUBLIC EDUCATION
SYSTEM THAN WHITE KIDS.
SYSTEM THAN WHITE KIDS.
SO YOU CAN SEE THE POPULATION
SO YOU CAN SEE THE POPULATION
COMING UP THROUGH THE PIPELINE.
COMING UP THROUGH THE PIPELINE.
LARGELY LATINO.
LARGELY LATINO.
FOR THE FIRST TIME THERE ARE
FOR THE FIRST TIME THERE ARE
MORE LATINO HIGH SCHOOL
MORE LATINO HIGH SCHOOL
GRADUATES WHO ARE -- WHO ARE
GRADUATES WHO ARE -- WHO ARE
APPLYING AND ENTERING COLLEGE,
APPLYING AND ENTERING COLLEGE,
THAN WHITE KIDS.
THAN WHITE KIDS.
THE PROBLEM IS, LATINOS ARE LESS
THE PROBLEM IS, LATINOS ARE LESS
LIKELY TO GRADUATE FROM HIGH
LIKELY TO GRADUATE FROM HIGH
SCHOOL.
SCHOOL.
SO YOU SEE THE GAP THERE.
SO YOU SEE THE GAP THERE.
YOU KNOW, YES THERE ARE MORE
YOU KNOW, YES THERE ARE MORE
THAT ARE APPLYING PERCENTAGEWISE
THAT ARE APPLYING PERCENTAGEWISE
BUT THE NUMBERS ARE LOWER.
BUT THE NUMBERS ARE LOWER.
SO ONE QUARTER OF LATINOS ARE
SO ONE QUARTER OF LATINOS ARE
DROPPING OUT BEFORE THEY FINISH
DROPPING OUT BEFORE THEY FINISH
HIGH SCHOOL.
HIGH SCHOOL.
>> BUT WHO'S GETTING IN TO
>> BUT WHO'S GETTING IN TO
COLLEGE AMONG LATINOS?
COLLEGE AMONG LATINOS?
ARE WE SEEING THE NUMBERS
ARE WE SEEING THE NUMBERS
GROWING THERE AT THE U OF A,
GROWING THERE AT THE U OF A,
ASU, NORTHERN ARIZONA
ASU, NORTHERN ARIZONA
UNIVERSITY?
UNIVERSITY?
>> YEAH, I THINK ALL THE STATE
>> YEAH, I THINK ALL THE STATE
UNIVERSITIES ARE ON BOARD FOR TO
UNIVERSITIES ARE ON BOARD FOR TO
TRY TO REPRESENT THE POPULATION.
TRY TO REPRESENT THE POPULATION.
OBVIOUSLY WE'RE NOT THERE YET.
OBVIOUSLY WE'RE NOT THERE YET.
BUT ASU IS DOING A GOOD JOB.
BUT ASU IS DOING A GOOD JOB.
U OF A IS PUSHING THIS, AS WELL.
U OF A IS PUSHING THIS, AS WELL.
THE PROBLEM IS, IF YOU LOOK AT
THE PROBLEM IS, IF YOU LOOK AT
LATINOS AS A WHOLE, LATINOS JUST
LATINOS AS A WHOLE, LATINOS JUST
BECAUSE THEY ENTER COLLEGE DOES
BECAUSE THEY ENTER COLLEGE DOES
NOT MEAN THAT THEY FINISH
NOT MEAN THAT THEY FINISH
COLLEGE.
COLLEGE.
THEY FINISH COLLEGE AT A LESSER
THEY FINISH COLLEGE AT A LESSER
RATE THAN THEIR COUNTERPARTS.
RATE THAN THEIR COUNTERPARTS.
SO IF YOU LOOK AT THE GENDER
SO IF YOU LOOK AT THE GENDER
POPULATION RIGHT NOW, ONLY ABOUT
POPULATION RIGHT NOW, ONLY ABOUT
9% OF LATINOS OBTAIN A
9% OF LATINOS OBTAIN A
BACHELOR'S DEGREE, IN THAT AGE
BACHELOR'S DEGREE, IN THAT AGE
POPULATION OF 24 TO 34.
POPULATION OF 24 TO 34.
AND THEN IT JUST GOES UP A
AND THEN IT JUST GOES UP A
COUPLE OF PERCENTAGE POINTS AS
COUPLE OF PERCENTAGE POINTS AS
YOU GET INTO THE 35 TO 44 AGE
YOU GET INTO THE 35 TO 44 AGE
GROUP.
GROUP.
ONLY 10%.
ONLY 10%.
11% FOR THE 45 TO 54.
11% FOR THE 45 TO 54.
SO YOU CAN SEE LATINOS ARE
SO YOU CAN SEE LATINOS ARE
GRADUATING AND HAVE A FOUR-YEAR
GRADUATING AND HAVE A FOUR-YEAR
OR BETTER DEGREE AT A LOWER
OR BETTER DEGREE AT A LOWER
RATE.
RATE.
AND THAT'S GOING TO AFFECT OUR
AND THAT'S GOING TO AFFECT OUR
ABILITY TO COMPETE ECONOMICALLY
ABILITY TO COMPETE ECONOMICALLY
AS A STATE, BECAUSE AS LATINOS
AS A STATE, BECAUSE AS LATINOS
MOVE MORE AND MORE INTO THE
MOVE MORE AND MORE INTO THE
WORKFORCE, LATINOS ARE NOT
WORKFORCE, LATINOS ARE NOT
REPRESENTATIVE AS THE HIGH
REPRESENTATIVE AS THE HIGH
SKILLED, HIGH COMPENSATED
SKILLED, HIGH COMPENSATED
WORKFORCE THAT YOU'RE LOOKING
WORKFORCE THAT YOU'RE LOOKING
FOR AND ABLE TO COMPETE.
FOR AND ABLE TO COMPETE.
AND THAT'S THE DANGER IS THAT
AND THAT'S THE DANGER IS THAT
ARIZONA COULD DROP DOWN TO A
ARIZONA COULD DROP DOWN TO A
SECOND OR THIRD STATE.
SECOND OR THIRD STATE.
SO THAT'S WHY ALL THE ATTENTION
SO THAT'S WHY ALL THE ATTENTION
IS BEING PAID NOW.
IS BEING PAID NOW.
IT'S NOT JUST WE NEED TO TAKE
IT'S NOT JUST WE NEED TO TAKE
CARE OF LATINOS.
CARE OF LATINOS.
IT'S WE NEED TO TAKE CARE OF THE
IT'S WE NEED TO TAKE CARE OF THE
STATE, RECOGNIZE THE CHANGE OF
STATE, RECOGNIZE THE CHANGE OF
DEMOGRAPHICS, AND THE CHANGING
DEMOGRAPHICS, AND THE CHANGING
FACE OF ARIZONA, SO EVERYONE CAN
FACE OF ARIZONA, SO EVERYONE CAN
SUCCEED IN ARIZONA.
SUCCEED IN ARIZONA.
OR WE FAIL COLLECTIVELY.
OR WE FAIL COLLECTIVELY.
>> ARE THE ISSUES AT THE
>> ARE THE ISSUES AT THE
POSTSECONDARY EDUCATION LEVEL
POSTSECONDARY EDUCATION LEVEL
FOR LATINO ACHIEVEMENT OR LACK
FOR LATINO ACHIEVEMENT OR LACK
THEREOF THE SAME AS THEY ARE FOR
THEREOF THE SAME AS THEY ARE FOR
SAY 12, LANGUAGE ISSUES,
SAY 12, LANGUAGE ISSUES,
SOCIOECONOMIC ISSUES, ARE THERE
SOCIOECONOMIC ISSUES, ARE THERE
OTHER THINGS?
OTHER THINGS?
>> THERE ARE OTHER THINGS TO
>> THERE ARE OTHER THINGS TO
LOOK AT.
LOOK AT.
LANGUAGE IS NOT THE BIGGEST
LANGUAGE IS NOT THE BIGGEST
PROBLEM ALTHOUGH OBVIOUSLY
PROBLEM ALTHOUGH OBVIOUSLY
THERE'S A BARRIER THERE.
THERE'S A BARRIER THERE.
BUT THE THING TO UNDERSTAND IS
BUT THE THING TO UNDERSTAND IS
MOST OF THE KIDS COMING UP
MOST OF THE KIDS COMING UP
THROUGH K THROUGH 12, ESPECIALLY
THROUGH K THROUGH 12, ESPECIALLY
THE YOUNGER KIDS, THEY'RE ALL
THE YOUNGER KIDS, THEY'RE ALL
U.S. CITIZENS.
U.S. CITIZENS.
SO YOU KNOW, THIS IS -- THIS IS
SO YOU KNOW, THIS IS -- THIS IS
THE FIRST TO DEBUNK THAT MYTH
THE FIRST TO DEBUNK THAT MYTH
THAT WE'RE EDUCATING ILLEGALS,
THAT WE'RE EDUCATING ILLEGALS,
IF YOU WILL.
IF YOU WILL.
WE'RE NOT.
WE'RE NOT.
BUT THE IMPORTANT THING TO KNOW
BUT THE IMPORTANT THING TO KNOW
IS THAT WE'RE TALKING ABOUT
IS THAT WE'RE TALKING ABOUT
POVERTY BEING THE COMMON
POVERTY BEING THE COMMON
DENOMINATOR WHEN WE LOOK AT WHAT
DENOMINATOR WHEN WE LOOK AT WHAT
IS THE PROBLEM WITH EDUCATION.
IS THE PROBLEM WITH EDUCATION.
AND IF YOU'RE A POOR KID, IF
AND IF YOU'RE A POOR KID, IF
YOU'RE A POOR LATINO KID, AND
YOU'RE A POOR LATINO KID, AND
YOUR PARENTS OR PARENT DID NOT
YOUR PARENTS OR PARENT DID NOT
GO TO COLLEGE, THE CHANCES ARE,
GO TO COLLEGE, THE CHANCES ARE,
YOU ARE NOT GOING TO GO TO
YOU ARE NOT GOING TO GO TO
COLLEGE.
COLLEGE.
YOU ARE JUST NOT BROUGHT UP IN
YOU ARE JUST NOT BROUGHT UP IN
THAT ENVIRONMENT.
THAT ENVIRONMENT.
YOU DON'T KNOW ABOUT DEADLINES.
YOU DON'T KNOW ABOUT DEADLINES.
YOU DON'T KNOW ABOUT HOW TO YOU
YOU DON'T KNOW ABOUT HOW TO YOU
APPLY.
APPLY.
YOU MIGHT NOT HAVE STEPPED FOOT
YOU MIGHT NOT HAVE STEPPED FOOT
ON A COLLEGE CAMPUS.
ON A COLLEGE CAMPUS.
IF YOU'RE A WHITE KID, A POOR
IF YOU'RE A WHITE KID, A POOR
WHITE KID, IT'S THE SAME THING.
WHITE KID, IT'S THE SAME THING.
POVERTY IS, LIKE I SAID, THE
POVERTY IS, LIKE I SAID, THE
COMMON DENOMINATOR.
COMMON DENOMINATOR.
WHAT NEEDS TO CHANGE, FIRST OF
WHAT NEEDS TO CHANGE, FIRST OF
ALL THE GAME CHANGE IS
ALL THE GAME CHANGE IS
EXPECTATIONS, SELF-EXPECTATIONS
EXPECTATIONS, SELF-EXPECTATIONS
OF YOUR KID IS GOING TO GO TO
OF YOUR KID IS GOING TO GO TO
COLLEGE.
COLLEGE.
YOU NEED TO TALK ABOUT THAT AT A
YOU NEED TO TALK ABOUT THAT AT A
VERY YOUNG AGE AND THE
VERY YOUNG AGE AND THE
EXPECTATION NEEDS TO BE FROM A
EXPECTATION NEEDS TO BE FROM A
SYSTEM FROM TEACHERS TO
SYSTEM FROM TEACHERS TO
COUNSELORS TO THE INSTITUTIONS
COUNSELORS TO THE INSTITUTIONS
THAT WE NEED TO PREPARE KIDS FOR
THAT WE NEED TO PREPARE KIDS FOR
COLLEGE.
COLLEGE.
THAT DOESN'T MEAN EVERYONE GETS
THAT DOESN'T MEAN EVERYONE GETS
A COLLEGE EDUCATION.
A COLLEGE EDUCATION.
THAT'S NOT WHAT I'M SAYING.
THAT'S NOT WHAT I'M SAYING.
EVERYONE DOES, HOWEVER, NEED TO
EVERYONE DOES, HOWEVER, NEED TO
GET AN EDUCATION OR GET A DEGREE
GET AN EDUCATION OR GET A DEGREE
OR GO TO COMMUNITY COLLEGE OR
OR GO TO COMMUNITY COLLEGE OR
BETTER YOURSELF TO GET A
BETTER YOURSELF TO GET A
CERTIFICATE OF SOME SORT.
CERTIFICATE OF SOME SORT.
WE NEED TO IMPROVE ARIZONA'S
WE NEED TO IMPROVE ARIZONA'S
WORKFORCE SKILL LEVEL
WORKFORCE SKILL LEVEL
COMPLETELY.
COMPLETELY.
FROM WHATEVER IT MAY BE.
FROM WHATEVER IT MAY BE.
SO THIS ISN'T JUST ABOUT
SO THIS ISN'T JUST ABOUT
COLLEGE, IT'S ABOUT EDUCATING
COLLEGE, IT'S ABOUT EDUCATING
THE WORKFORCE.
THE WORKFORCE.
>> JOSEPH GARCIA, DIRECTOR OF
>> JOSEPH GARCIA, DIRECTOR OF
THE LATINO PUBLIC POLICY CENTER
THE LATINO PUBLIC POLICY CENTER
AT THE MORRISON INSTITUTE FOR
AT THE MORRISON INSTITUTE FOR
PUBLIC POLICY AT ASU.
PUBLIC POLICY AT ASU.
THANKS SO MUCH FOR SPEAKING WITH
THANKS SO MUCH FOR SPEAKING WITH
ME.
ME.
>> THANK YOU, MICHAEL.
>> THANK YOU, MICHAEL.
>> THAT'S OUR PROGRAM FOR
>> THAT'S OUR PROGRAM FOR
FRIDAY, SEPTEMBER 27th, 2013.
FRIDAY, SEPTEMBER 27th, 2013.
NEXT FRIDAY, A LOOK AT LEGAL AND
NEXT FRIDAY, A LOOK AT LEGAL AND
EDUCATIONAL INITIATIVES, AIMED
EDUCATIONAL INITIATIVES, AIMED
AT CURBING BULLYING IN SCHOOLS,
AT CURBING BULLYING IN SCHOOLS,
AND CYBERSPACE.
AND CYBERSPACE.
FOR "ARIZONA WEEK" I'M MICHAEL
FOR "ARIZONA WEEK" I'M MICHAEL
CHIHAK.
CHIHAK.
>> PRODUCTION OF "ARIZONA WEEK"
>> PRODUCTION OF "ARIZONA WEEK"
IS MADE POSSIBLE IN PART BY A
IS MADE POSSIBLE IN PART BY A
GRANT FROM THE STONEWALL
GRANT FROM THE STONEWALL
FOUNDATION.
FOUNDATION.
AND BY THE MEMBERS OF ARIZONA'S
AND BY THE MEMBERS OF ARIZONA'S
PUBLIC MEDIA.
PUBLIC MEDIA.
THANK YOU FOR YOUR CONTINUED
THANK YOU FOR YOUR CONTINUED
SUPPORT.