Characteristics of Students in the Cisco Networking Academy: Attributes, Abilities, and Aspirations

Transcription

1 Cisco Networking Academy Evaluation Project White Paper WP October 2005 Characteristics of Students in the Cisco Networking Academy: Attributes, Abilities, and Aspirations Alan Dennis Semiral Oncu Ali Korkmaz Thomas Duffy Barbara Bichelmeyer JoAnne Bunnage Hasan Cakir Kelley Executive Partners Indiana University Kelley Executive Partners Indiana University 1275 East Tenth Street, Suite 3070 Bloomington, IN (fax) Kelley Executive Partners

2 PREFACE This White Paper is one in a series of reports that examines the success of students enrolled in the Cisco Certified Network (CCNA) Program offered through the Cisco Networking Academy. For a list of available reports, see our Web site ( This White Paper presents a description of the students who choose to take the CCNA1 course, the first course in the four-course CCNA program. We presume that the reader is familiar with the Cisco Networking Academy and the CCNA program. An academic report of other research related to this White Paper is available on our Web site. That report (TR-05-01) presents additional details about the methodological and theoretical issues underlying the research, as well as additional background on the Cisco Networking Academy. The Cisco Networking Academy serves more than 400,000 students at almost 10,000 academies located in high schools, community colleges, universities, and non-traditional settings (e.g., centers, correctional facilities, shelters, military bases) in more than 150 countries around the world. The CCNA program is the Academy s most popular program. The Cisco Networking Academy offers a unique education model that combines a centralized curriculum with local control. The course and laboratory materials, the sequence of instruction, and the assessment system are all centrally developed by technical and educational experts working together with the support of Cisco Systems, Inc. All materials are delivered over the Internet, but courses are taught in the classroom by local instructors at each academy who are free to adapt the materials to their local context. Instructional quality is supported by initial instructor training and annual professional development, as well as by an online community of instructors and 24/7 technical support. The quality of instruction is monitored through student performance on the end-of-course exams and through student course evaluations both of which are common to all courses. The curriculum is an applied educational curriculum designed to meet the needs of practicing network engineers. It is designed to provide both deep conceptual understanding and practical skills. Indeed, the curriculum is aligned with teaching standards for United States high school math, science, and language arts education. This research was sponsored by the Cisco Learning Institute WP Student Attributes, Abilities, and Aspirations 1

3 Indiana University Cisco Networking Academy Evaluation Project Student Success in the Cisco Networking Academy: Student Attributes, Abilities, and Aspirations WHO ARE THE STUDENTS? A wide range of students enroll in Academy courses across the variety of academies at which the program is offered. We examined the typical student enrolled in high school programs, community college programs (both certificate and associate degree programs), bachelor s degree programs, graduate programs, and non-degree programs. We administrated an intake survey examining the attributes, abilities, and aspirations of 16,961 incoming students enrolled in the first course in the Cisco Certified Network (CCNA) program at 2,133 academies in the United States during the academic year. Not surprisingly, the average age of high school students is significantly lower than that of students enrolled in other programs (see Table 1) and falls into a narrow range, typically 15 to 22 years old. The average age of a student in a bachelor s degree program is significantly lower than that of students in certificate or associate degree programs, while students in non-degree programs are significantly older. The standard deviations are 10 to 13 years, indicating a great range in ages. Females, on the average, are 2 to 3 years older than their male counterparts in each program, with the exception of high school students. The CCNA program is predominantly male, especially in high schools. degree programs have a greater percentage of females, but it is still low. About a quarter of students in certificate, associate, and bachelor s degree programs have full-time jobs, while half of the non-degree students do. Students holding a full-time job while in a high school or in a certificate or associate degree program tend to be 3 years older than those without a job in those same programs. The difference between students with and without full time jobs is 5 to 7 years for bachelor s, graduate, and non-degree programs. There is a wide range of age groups in the program. Students enrolling in non-degree settings are significantly older and half hold fulltime jobs. Community college students are also older than the other students, and about one quarter hold full time jobs. Females are generally 2 years older than their male counterparts. TABLE 1. Student Demographics High School Certificate Bachelor s Graduate Non- Degree Average age Gender (% Female) 13% 16% 20% 16% 16% 15% Working (% with a full-time job) 4% 33% 23% 27% 32% 53% WP Student Attributes, Abilities, and Aspirations 2

4 STUDENT SKILLS AND ABILITIES We examined five key skills of incoming students. The first was selfreported grade point average (GPA) in prior courses, using the standard 4-point scale. The other four (computer skills, problemsolving skills, teamwork skills, and work responsibility) were measured on a 5-point scale using sets of questions found to be reliable. High school students reported significantly lower GPAs, computer skills, problem-solving skills, teamwork skills, and work responsibility than students in other programs (see Table 2). As well, high school students are less well prepared when they enter the program than are older, more mature students who enter the program in other settings. There are a few other patterns in the abilities and skills that students bring with them to the program. Graduate students have significantly higher GPAs than other students, but there is no difference in GPA among those in certificate, associate, bachelor s, or non-degree programs. Students in certificate and bachelor s degree programs have significantly higher computer skills than other students, either because they bring more skills to the program or because they take Information Technology (IT) course(s) as prerequisites to the CCNA program. In general, females had slightly higher GPAs (by.05 to.10) and far lower computer skills (by about 40%) than their male counterparts in each program. College and university students with full-time jobs had higher GPAs, higher problem-solving skills, higher teamwork skills, and far higher computer skills than non-working students. High school students with full time jobs were no different from non-working students. High school students reported lower GPAs, computer skills, problem-solving skills, teamwork skills, and work responsibility than other students. Females had higher GPAs but lower computer skills. TABLE 2. Student Skills and Abilities High School Certificate Bachelor s Graduate Non- Degree Grade Point Average (GPA) Computer Skills Problem-Solving Skills Teamwork Skills Work Responsibility Scales: GPA: 4=A, 3=B, 2=C, 1=D; Other items, 1= low, 5=high. WP Student Attributes, Abilities, and Aspirations 3

5 STUDENT ASPIRATIONS Educational Aspirations As a group, CCNA students have high educational aspirations (see Table 3). Most of those in high school programs intend to complete a master s or bachelor s degree, as do those currently in bachelor s programs. Most students in associate or certificate programs intend to pursue an associate degree, bachelor s degree, or master s degree. There were no differences between males and females. Most students intend to pursue additional education beyond their current program. More than half the students enrolled in the first CCNA course (except graduate students and non-degree students) intend to pursue education beyond their current program. In other words, most students intend to pursue additional education beyond the CCNA program. Students often hold higher aspirations than they actually attain, so these aspirations may not reflect what students will ultimately achieve. TABLE 3. Educational Aspirations by Degree Program Highest level of education intended High School Certificate/ Bachelor s Graduate Non- Degree High School Diploma 6% 2% Certificate 3% 8% 10% degree 7% 23% 7% Bachelor's degree 30% 39% 36% 21% Master's degree 40% 21% 48% 53% 25% Doctoral degree 14% 5% 9% 32% 6% Career Aspirations One of the more findings is only one quarter of the students enrolled in high school programs intend to pursue a in networking (see Table 4). Only an additional 30% of high school students intend to pursue an IT (a in Information Technology). In other words, about half of the high school students enrolled in the CCNA course intend to pursue a outside of IT. The difference between high school males and females is significant. Two thirds of high school females in the program are seeking a outside of IT. Only 12% are seeking a networking. In contrast, most of the certificate and associate degree students are seeking a in networking or IT. Two thirds of the males and half the females are seeking networking s, with another one sixth of the males and one quarter of the females seeking other s in IT. Only half of the high school students are seeking a networking or IT. Two-thirds of the high school females in the program are seeking a non-it. WP Student Attributes, Abilities, and Aspirations 4

6 TABLE 4. Career Aspirations by Degree Program and Gender I expect to pursue a... High School Certificate/ Bachelor s Graduate Non-Degree M F M F M F M F M F as a networking specialist 28% 12% 67% 53% 54% 36% 42% 23% 53% 42% in Information Technology (not networking) 31% 20% 17% 27% 25% 35% 20% 29% 18% 22% in business (other than IT) 5% 9% 3% 4% 4% 8% 10% 10% 3% 4% as a professional (doctor, engineer, teacher) 15% 32% 4% 5% 10% 11% 19% 23% 11% 16% other 21% 27% 8% 10% 7% 11% 9% 15% 15% 15% The scale is percent. M=Male, F=Female. About half of the male students in bachelor s degree programs and in non-degree programs intend to pursue a networking, with another 20 to 25% intending to pursue a non-networking IT. Likewise, about a third of the females in these programs intend a networking, a third, an IT other than networking, and the remaining third, a outside of IT. Most of the community college and university students are seeking a networking or IT. Reasons for Enrolling in the CCNA Program The number one reason students gave for enrolling in CCNA courses, across all types of programs, is that they believe that the course is important to their s (see Table 5). This is true for students in high schools, community colleges, universities, and non-degree programs, although only third of high school students cite this reason, compared to half of the certificate, associate, bachelors, and non-degree students. There were no differences between males and females, except females were slightly less likely to have enrolled because they thought the course was important to their (about 3 to 5% lower in each program, with the exception of high school, where the difference was 10%) and slightly more likely to have enrolled because it was required (about 3 to 6% higher in each program except high school). Students enrolled primarily because the program is important to their. There were only a few differences between males and females. TABLE 5. Reasons for Enrolling The CCNA1 Class... High School Certificate/ Bachelor s Graduate Non- Degree is important to my 30% 49% 49% 42% 53% will prepare me for my next degree 10% 20% 17% 15% 15% will help me decide my 19% 6% 6% 9% 7% sounded 26% 6% 10% 10% 13% was recommended by my teacher or advisor 3% 2% 2% 1% 2% is a required class 3% 13% 15% 13% 3% other 9% 3% 3% 8% 8% WP Student Attributes, Abilities, and Aspirations 5

7 High school students had more varied reasons for enrolling. Many of them enrolled because the class sounded, because it would help them decide their, or because it would help them prepare for their next degree. In contrast, certificate, associate, bachelor s, graduate, and non-degree students tended to be more focused in their reasons for enrolling than high school students. About half the students in the CCNA program do not intend to pursue networking s, so it is possible that students seeking different s have different reasons for enrolling. For students intending a in networking (other than high school students), the reasons for enrolling were essentially the same, regardless of whether they were in community college, university, or non-degree programs (see Table 6). The primary reason for 50% of these students was that the course was important to their. Another 15 to 20% enrolled to help them prepare for their next degree. For community college and university students intending a in IT other than networking, there was a slightly different pattern of reasons. About one third of these students enrolled because the course was important to their s. Another 15 to 20% enrolled because the course was required, and another 15 to 20% because it was important to their next degree. High school students and students with intentions outside of IT gave a variety of reasons for enrolling. Importance to was mentioned by about one third of these students, but the other reasons were varied (see Table 6). High school students also reported enrolling because it sounded or to help them decide their. Students intending a networking enrolled because the courses were important to their or to help with their next degree. IT students in college and university enrolled for these same reasons, and because the course was required. High school students and students with no IT intentions enrolled for a variety of reasons. TABLE 6. Primary Reasons for Enrolling by Program and Career Intentions Students Intended Career High School Certificate/ Bachelor s Graduate Non-Degree Networking Information Technology (but not Networking) Outside of Information Technology Help me decide Career Help me decide Help me decide Help me decide WP Student Attributes, Abilities, and Aspirations 6

8 STUDENT PROFILES We used cluster analysis to identify different types of students in the CCNA program. The four basic classifications are presented in Table 7. Another 27% of students do not fall into one of these four clusters. These students include certificate, associate, bachelor s, graduate, and non-degree students, both male and female, and are evenly divided among goals and have many reasons for enrolling. About 17% of CCNA students are what we call Aspiring Network Professionals. These individuals, almost exclusively males, averaging 30 years of age with extensive computer skills, have quit their jobs, and have returned to college or university to pursue a in networking. They are focused on their goals. Another 19% of students are Working Students. These students, typically older students, both male and female, hold full-time jobs while in the program. Two-thirds are pursuing s in networking, but 20% are pursuing non-networking IT s and 15% non-it s. There are two groups of high school students. IT-Oriented High School Students are almost exclusively male students intending to pursue a in networking or another IT-area, most of whom have enrolled for reasons. Non-IT High School Students are a mix of males and females with lower computer skills seeking a non-it who have enrolled for a mix of reasons. CCNA students fall into four groups: Aspiring Network Professionals, Working Students, IT-Oriented High School Students, and Non-IT High School Students. TABLE 7. Four Student Profiles Aspiring Network Professional Working Student IT-Oriented High School Student % of Students 17% 19% 18% 20% Average Age 30 Usually: Degree Program Certificate Bachelor s 35 Usually: Certificate Bachelor s Graduate Non-Degree 17 Usually: High School Non-IT High School Student 17 Usually: High School Average GPA Computer Skills High High Average Low Gender Male Male and Female Male Male and Female Career Goal Networking Mostly Networking IT or Networking Not IT Working Rarely Full-time Rarely Rarely Enrollment Reasons Career Next Degree Mixed Career Next Degree Required Course Career Interesting Decide Career Next Degree WP Student Attributes, Abilities, and Aspirations 7

9 CONCLUSION The Academy program serves many different types of students, who have different aspirations and who have enrolled for a variety of reasons. The goal of the CCNA program is to provide networking education based on the needs of networking professionals and the requirements of the Cisco CCNA certification exam. It is targeted at the aspiring network professional group, which makes up about 17% of the current population of the CCNA1 course. About two thirds of the working student group also intend to pursue a in networking, so the program likely well suits the needs of an additional 13% of students in this group. In other words, the core set of students targeted by the CCNA program makes up about 30% of those enrolled. The remaining students enrolled in the CCNA1 course do not fit the profile targeted by the CCNA program. There has been some concern expressed by program managers, instructors, and school administrators about the number of students enrolled in the first CCNA1 course who do not complete the entire fourcourse sequence. It is not surprising that many students choose not to complete all four courses: it is likely that most students who leave the program do not leave because of a lack of program quality, but rather because the full four-course program does not fit their interests. Many enroll to gain a basic knowledge of networking and leave after having it satisfied by a single course. All of the students in the 30% core set of students are in college, university, and non-degree programs, which comprise about half of the total number of students in the program. This means that this 30% core reflects about 60% of students enrolled in college, university, and nondegree program. Therefore, the program appears to fit the needs of just over half of the non-high school students in the program. High school students, however, have different goals than college, university, and non-degree students. About 20% of the students enrolled in the CCNA1 course are non-it oriented high school students. These students, which are half of the high school students in our sample, have no intention of seeking an IT-related and have chosen to enroll for a wide variety of reasons. They have lower GPAs and much lower computer skills than college, university, and nondegree students in the program. We believe that the interests and abilities of these students may be better served by more general IT courses, such as the IT Essentials course. IT-Oriented high school students have better computer skills then non- IT high school students, but equally low GPAs and mixed goals and mixed reasons for enrolling. These students, too, may not be well Only 30% of students currently enrolled fit the intended goals of the program. Many students likely leave the program because it does not fit their goals. The goals of the program fit those of about 60% of current college, university, and non-degree students. The program fits the goals of very few high school students. WP Student Attributes, Abilities, and Aspirations 8

10 served by the current CCNA program with its focus on aspiring network professionals. Only 12% of high school females intend to pursue a networking. They have higher GPAs but lower computer skills than high school males and are less likely to fit the student profile targeted by the current CCNA program. The current program is not well designed to attract and retain female high school students. We conclude that two versions of the CCNA program could better meet the needs of current and future students. One approach would be leave the current version of the program, targeting aspiring network professionals and working students, essentially unchanged. A new version of the program, targeting those with an interest in networking, but who have no intention to seek a in networking, particularly high school students, could be developed to better to meet their needs. An alternate approach would be to revise the first CCNA course (or the first two CCNA courses) to better meet the needs of the non-core group of students and then focus the last CCNA courses on the specific needs of the core group of student. A third approach would be to increase the flexibility of all the courses so that instructors could customize each course to the unique needs of their students. In any event, we believe that a two-version program would likely increase enrollment as more students would find their needs met. Two versions of the program would better fit the diverse needs of the current student population and might increase enrollment. WP Student Attributes, Abilities, and Aspirations 9