Five Key Takeaways From The State of Skills: Marketing 2020 Report

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In 2018, we released The State of Skills: Digital Marketing 2018 report, which examined 10,000 results from our Digital Marketing Level 1 (DM1) assessment. Our eye-opening analysis revealed there was a digital skills gap in marketing driven by missing data skills across channels. We also uncovered that top talent often existed outside the marketing function and that seniority — at least below the VP level — didn’t predict a skills advantage in digital marketing.

Nearly two years later, we’ve set out to provide an in-depth look at marketing capabilities and skills gaps with the publication of our new white paper, The State of Skills: Marketing 2020. To develop our latest report, we analyzed over 20,000 users across dozens of countries and numerous industries who took the Certified Marketer Level 1 (CM1) assessment between October 2018 and November 2019. We’ve also combed through significant CM1 data to determine how assessment-takers performed across five essential topics — consumer/customer insights, creative development, channels and execution, measurement and analytics, and marketing technology — and how those scores varied across role, work experience, and other areas.

Launched in October 2018 and created in partnership with the Marketing Standards Board, CM1 reflects a shift from thinking about “digital marketing” as a discipline in itself, toward thinking about the broad set of competencies marketers need to succeed in the digital age. Building on the DM1 assessment, CM1 guides development of critical marketing skills that align with the foundational competencies of our Marketing Career Framework, and enables high scorers to earn the industry-recognized CM1 Credential. Today, leading companies use our assessment to benchmark their teams’ skills, prospect talent, and prescribe literacy, upskilling, and reskilling programs based on assessment performance.

The State of Skills: Marketing 2020 includes key insights from some of these global industry leaders, and highlights both opportunities and challenges for organizations grappling with today’s changing marketing landscape.

Digital has profoundly transformed the marketing function and is now the new normal. CM1 — as DM1 before it — will be key to recruiting and upskilling our marketing populations, ensuring L’Oréal has the right talents to win in the market.

– Lubomira Rochet, Chief Digital Officer, L’Oréal

Top Takeaways From Our 2020 Report

After analyzing CM1 data for thousands of individuals, as well as the job function, seniority, and education levels for 3,300 users who self-reported information about their positions, here’s what we found.

  1. The skills gap in marketing still persists. Digital-native marketers outscored the CM1 global average by 34%. This trend was across all topics and methods, suggesting that an advantage in digital skills quickly turns into an overall advantage in marketing. Thus, corporate marketing organizations must continue to think about regular upskilling as a business imperative to keep pace with the rate of change in the field.
  2. The skills gap is primarily driven by analytics and marketing technology. The overall global average score for CM1 was 46%. When we broke down the overall average into sub-topic performance, we discovered that the lowest-scoring areas were marketing technology and analytics, which averaged 33% and 42%, respectively. However, digital-native marketers scored higher on average — 62% to be exact — compared to the general population of CM1 assessment-takers, and this advantage held true across all topics.
  3. Few marketers are experts in all topics. 57% of CM1 assessment-takers are experts in at least one topic, scoring in the top fifth of all users for that area. However, many of these individuals have at least one topic weakness, scoring in the bottom fifth for that topic area. This means organizations should celebrate high-potential specialists for what they know and embrace areas for skill development. Not every marketer needs to be an expert in all topics, but every marketer should expand beyond their silos and work toward a common baseline of knowledge that enables them to collaborate more effectively with teams that have complementary skill sets.
  4. Top marketing talent is everywhere. Organizations shouldn’t limit hiring to candidates with prestigious educational credentials or traditional marketing backgrounds. We found that 40% of nonmarketers — individuals who sit in functions outside of marketing — outscored the average for marketers. Nonmarketers who came from analytics and consulting backgrounds performed best on CM1, with scores on par with marketers. We also discovered that 30% of users without a four-year degree outscored the mean for postgraduate degree-holders. These findings tell us that expanding talent pipelines could bring diverse skill sets into marketing organizations, increasing the overall supply of marketing talent.
  5. Senior leaders lag behind their junior counterparts in digital skills. Directors, managers, and individual contributors outscored marketers at or above the vice president level across problem-solving methods and marketing topics. Managers and directors scored the highest, which could be attributed to having more marketing experience than contributors and greater exposure to modern, tech-centric marketing tools than senior leaders. This correlation between marketers’ seniority in the field and their technical skill set supports the case that both current and future leaders can benefit from upskilling and digital literacy training.

While the key takeaways that emerged from our CM1 analysis revealed some persistent trends, they also build on our 2018 findings, offering new data for companies looking to digitally transform and advance their marketing organizations. They also guided us toward some insightful conclusions — actionable next steps for companies aiming to transform marketers with cutting-edge, competitive skills that enable business success and drive value.

  1. Marketers need more technical training to keep pace with top performers in the field. Companies will need to train professionals in areas like analytics and marketing technology to close the skills gap between digital-native marketers and their nondigital-native counterparts.
  2. Marketing talent can be found in nontraditional places. Employers who rely on conventional talent pipelines to source professionals for marketing roles risk overlooking qualified candidates with unique backgrounds and skill sets.
  3. There are upskilling and reskilling opportunities at the leadership level, too. Companies should invest in training programs that enable both junior talent and senior leaders to leverage marketing tools and platforms that help their organizations compete in the modern economy.

For a deeper dive into these takeaways and the data we analyzed — including the questions and topics where CM1 assessment-takers shined (and struggled) — read the entire report here. You can also explore our Enterprise solutions to learn more about GA’s assessment-led approach to upskilling and reskilling marketing teams.

Download the Report

General Assembly is part of the Adecco Group, the world’s leading workforce solutions provider and a Global Fortune 500 company. Our Enterprise business has worked with over 300 clients in 25 countries across the globe — including more than 40 of the Fortune 100 — to transform teams through our leading-edge programs in technology, data, marketing, design, and product. With more than 25,000 employees trained, and over 70,000 alumni from our full- and part-time courses, our solutions provide immediate and proven impact on the job.

7 Essential Skills You Need to be an Android Developer

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This post is a part of our Android 101 series. Sign up to learn more about the world’s most popular operating system. 

Building Android applications requires a deep understanding of programming and design. When approaching a new technology for the first time, it often helps to break it down into pieces. If you’re an experienced web developer, many of the concepts and technologies involved in Android app development will be analogous to things you already know – although building apps for mobile devices often requires mastery of a number of more nuanced concepts. Mobile devices have smaller screens, simpler processors, and – in the case of Android – many different manufacturers, meaning that developers need to keep code flexible and account for a variety of user interface scenarios.

So what does it take to become an Android developer? We asked some of the brightest developers in our community – here’s what you need to know.

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Keeping Our Learners on Track During COVID-19

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First, thank you for being a part of the General Assembly community. We want you to know that, as a community member, your health and well-being is our top priority. 

In light of COVID-19 developments, we have put in place precautionary measures to keep our community safe. As we all make sense of the evolving situation, General Assembly is guided by two priorities: ensuring safety and health while minimizing disruption to our learners.

Right now, like many education providers, we’re in the process of offering all of our workshops and courses remotely. The good news is, we’ve done this for thousands of people across all of our programs and know how to do it well. Our instructors and teams are laser-focused on maintaining a high-quality experience for our students. 

To learn more about our approach to online learning and best practices for remote classrooms, check out this video

Starting Monday, March 16, we will be moving all in-person programming online and temporarily closing our campus facilities. From here, we will continue to monitor the situation and update you on an ongoing basis. 

GA’s Singapore campus will remain open, and we have implemented safety measures in line with the guidance from Singapore’s Ministry of Health. We will be following updates closely, and will move to remote programming should the situation escalate.

We’ve sent specific instruction and guidance to all of our students and employer partners and leveraged the talents of our online instructional team to ensure a seamless transition to a remote learning environment. 

We’ll marshal all of our resources to ensure our community can continue learning and maintain a sense of structure and connection in the midst of an unprecedented situation.  We’re taking our cues from public health experts in all of the countries in which we operate and closely following recommendations from federal, state, and local government authorities.

We have instructed all of our employees to work remotely if they can and are moving quickly to coordinate a successful shift for learning deliveries on our campuses and at employer offices. 

For real time updates, please refer to comprehensive resources prepared by the World Health Organization and your national health authorities:

  • U.S.: Centers for Disease Control
  • Canada: Public Health Agency
  • Australia: Department of Health
  • U.K. Department of Health and Social Care
  • Singapore: Ministry of Health

We’ll continue to provide updates as this develops and encourage all of you to take care of yourselves and stay safe. If you have any questions, don’t hesitate to reach out via email to hello@generalassemb.ly.

5 Reasons You Should Learn to Code

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learning to code

There’s no denying that full-stack web development is one of today’s most sought-after careers. With a median salary of more than $75,000 and demand expected to grow 27% from 2014-2024, according to the U.S. Bureau of Labor Statistics, full-stack web development is a smart career path for many individuals.

But even if you’re not planning on becoming a full-time programmer, learning how to code and having that kind of knowledge and experience can have substantial benefits for your career and further job opportunities. In today’s competitive job market, the smartest workers are those who are able to leverage technology to their advantage — no matter their job title.

Not sure if you want to tackle the challenge? Here are five reasons and benefits of learning to code that will add serious value to your career.

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Using APIs in Full-Stack Web Development and App Creation

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Think about your personal experiences using ride-sharing mobile apps like Lyft. You’re able to request a car to your exact geographic coordinates, right down to the street corner. This functionality is possible thanks to application programming interfaces, or APIs.

An API is a platform that allows different pieces of software, or applications, to communicate with one another. The term is used broadly in the context of programming languages, the web, operating systems, etc. For example, Apple publicly shares a number of APIs powered by iOS, its operating system for iPhones and iPads, for an app developer to use. These APIs allow applications like Facebook, Instagram and Snapchat to access a user device’s camera, microphone, and much more.

What Is an API?

APIs can fall into a number of subcategories. Many web and mobile applications, as well as devices (e.g., Amazon Echo), rely heavily on what are known as web APIs, which we’ll focus on in this guide. A web API uses the same underlying technologies as web browsers to allow different applications to communicate with one another. Web APIs allow applications to retrieve data or perform actions beyond their built-in capabilities. Typically, an application, using the internet, requests some data or action from an API. The API provides a response, and the application then adapts and displays it. The API’s code is hosted on a web server, which is essentially a computer connected to the internet. Depending on the functionality the API is providing, there may be an additional layer of security involved, such as sending a unique key.

Let’s consider a mobile weather application like Dark Sky. When you use it to check the weather for a certain zip code, the application makes a request to the API tool asking for the weather in that zip code. The API has access to the weather data and returns it as its response. Then, the application goes through the weather data and selectively displays it as, for example, the temperature in degrees Fahrenheit. The same process occurs if you check the weather in another city or at your current location.

How to Use an API

Developers can use almost any modern programming language (like JavaScript, Ruby, Python, or Java) for their own API coding. Most programming languages already come with the necessary software to interact with web APIs, but developers typically install additional packages, or code, for convenience and flexibility.

For any given programming language, there’s usually at least one popular framework — a collection of programs — that can be used to create APIs. Ruby developers, for example, use the Rails framework. Developers can also use packages to add features to their APIs, such as additional layers of security. Any additional necessary programs or packages are usually installed with that language’s package manager, e.g., Ruby’s bundler.

How Does an Internal API Work?

An internal API is one that’s used within a company or organization, although the company can choose to make portions of it accessible to the public. Users within that organization can leverage an internal API to share data and business logic (for example, the company’s rules regarding communication between a user interface and a database) across platforms — i.e., web, iOS, or an Android app. Any company with both web and smartphone apps likely has an internal API.

For example, the food-ordering service, Seamless, has web, iOS, and the Android app. All three platforms use an internal API to request that an action be performed, like placing an order for a client, as well as to request data, like the details of a user’s most recent order. This internal API allows Seamless to internally share data (restaurant information) and business logic (a customer ordering a dish) across different devices.

How Does an External API Work?

Many organizations provide external — albeit sometimes limited — APIs and documentation that allow individuals and companies outside of that organization to develop applications using its services. Depending on the external API, there may be registration, payment, or other limitations involved. For example, The New York Times provides an extensive external API that is free but requires that developers register and follow certain guidelines.

Google Maps also provides APIs that allow developers to embed maps in their websites and applications, as well as access directions and estimated travel times. Lyft, for example, uses Google Maps’ API. Other popular external APIs include Yelp’s Business APIs, which enables the user to find businesses, the OpenWeatherMap API, which retrieves weather data, and the Microsoft Azure Emotion API, which determines emotions in images.

Using external APIs allows developers to create their own mashup applications, like one that uses the Yelp Business API to find top-rated coffee shops in a neighborhood and display them on user interfaces as a map with custom icons via the Google Maps API.

APIs at General Assembly

The ability to work with web APIs is a fundamental skill in web development, whether you want to find a job as a front-end or full-stack software engineer or simply create your own applications. In GA’s career-changing Software Engineering Immersive — offered on campus and online — as well as our part-time JavaScript Development course, students learn the theory behind using web APIs and get hands-on practice incorporating them into their own projects. They also explore adjacent technologies such as AJAX and JSON. Many students choose to use a web API as part of their final projects and create their own applications. Our part-time Front-End Web Development course covers API coding essentials as well.

Browse Upcoming Coding Workshops

Meet Our Expert

Saimon Sharif is a software engineer who teaches JavaScript Development courses and workshops at General Assembly’s New York City campus. He works at the clothing-rental company Rent the Runway, focusing on its front-end stack. In his spare time, Saimon listens to podcasts, searches for the perfect cup of coffee, and reads a few too many articles.

“Given that more than half the world’s population has internet access, with more to come, now is a great time to learn web development to create applications and reach that audience.”

Saimon Sharif, JavaScript Development Instructor, General Assembly NYC

UX, Visual, or Graphic: Which Type of Design Is Right for You?

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UX Design Image
  • CC Image Courtesy of Thomas Brasington on Flickr

You can be pardoned for sometimes feeling confused about all the terminology and job titles floating around in the design world. What is the difference between graphic design, visual design, and user experience design? Do each of the three roles provide a different service? For visual and graphic designers, the difference may lie mainly in the job title and salary expectations. However, a user experience designer has very different end goals and responsibilities from a visual or graphic designer. Below is a breakdown of what each of these designers do. Continue reading

What Is Front-End Web Development?

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Name: Nick Schaden (@nschaden)
Occupation: Web Designer/Developer

1. In 140 characters or less, what is front-end web development, from your experience?

A mix of programming and layout that powers the visuals and interactions of the web.

2. If a website were a house, front-end web development would be ______?

Front end development would be the pretty exterior that gives the house character, or the host that invites guests in and makes them feel at home.

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The Difference Between a Startup and a Small Business

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If you work in the technology industry, or live in a tech hub such as Silicon Valley, Hong Kong, or New York —it’s likely that you or someone you know is in the process of conceptualizing or even launching his or her own startup venture.

A startup venture is often misunderstood for simply a small new business. The truth is, there is a significant difference between a small business vs. startup.

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What It’s Really Like to Change Your Career Online

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Going to work used to mean physically traveling to a workplace. Whether by foot, public transit, or car — a job was a specific location to which you commuted. But with the advent of the gig economy and advances in technology, telecommuting has become more and more prevalent. In fact, according to a 2018 study, approximately 70% of workers worldwide spend at least one day a week working from home.

So, why should education be any different? Learning from the comfort of home saves you the time and money you would’ve spent commuting, allows you to spend more time with loved ones, and encourages a much more comfortable, casual work environment.

That’s why we’re now offering all of our career-changing Immersives online. We’ve transformed over 11K+ careers — so whether you’re interested in becoming a software engineer, data scientist, or UX designer, you can trust our proven curriculum, elite instructors, and dedicated career coaches to set you up for professional success.

We sat down with three experts on GA’s Immersive Remote programs to better understand how they work — and more importantly — how they compare to the on-campus experience.

Breaking Barriers

GA Education Product Manager Lee Almegard explained the reasoning behind the move: “At GA, the ability to pay tuition, commute to class, or coordinate childcare shouldn’t be a barrier to launching a new career, she said. “Our new 100% remote Immersive programs are designed to ease these barriers.”

Obviously, saving yourself a trip to campus is appealing on many levels, but some interested students expressed concern that they wouldn’t receive enough personalized attention studying online as opposed to IRL. Instructor Matt Huntington reassures them, saying “Our lectures are highly interactive, and there is ample time to ask questions — not only of the teacher but also of other students.” 

Staying Focused

It’s not always easy to stay focused in a traditional classroom, but when your fellow students have been replaced by a curious toddler or Netflix is only a click away, distraction is a real concern. 

GA graduate Alex Merced shared these worries when he began his Software Engineering Immersive Remote program, but they quickly disappeared. “The clever use of Slack and Zoom really made the class engaging. It leverages the best features of both platforms, such as polls, private channels, and breakout rooms,” he said. “This kept the class kinetic, social, and engaging, versus traditional online training that usually consists of fairly non-interactive lectures over PowerPoint.”

If you’re concerned about staying focused, you can use these simple, impactful tips to stay motivated and on track to meet your goals:

  • Plan ahead. Conquer homework by blocking off time on your calendar each week during the hours in which you focus best.
  • Limit distractions. Find a quiet place to study, put your device on “Do Not Disturb” mode, or find a productivity app like Freedom to block time-consuming sites when studying or working independently.
  • Listen to music. You might find that music helps you concentrate on homework. Some of our favorite Spotify playlists to listen to are Deep Focus, Cinematic Chillout, and Dreamy Vibes.
  • Take breaks. Go for a short walk at lunch and change up the scenery, or grab a latte to power through an assignment.
  • Ask for help. We’re here for you! Our instructional team is available for guidance, feedback, technical assistance, and more during frequent one-on-one check-ins and office hours.

Most importantly, listen to yourself. Everyone learns differently, so take stock of what works best for you. Find the strategies that fit your learning style, and you’ll be well on your way to new skills and new heights. 

Getting Connected and Getting Hired

Another key component of learning is the camaraderie that comes from meeting and studying with like-minded students. How does that translate to a virtual classroom?

GA Career Coach Ruby Sycamore-Smith explains that both students and faculty can have meaningful, productive relationships without ever meeting in person. We’re a lot more intentional online,” she says. “You’re not able to just bump into each other in the corridor as you would on campus, but that means you’re able to be a lot more purposeful with your time when you do connect — way beyond a simple smile and a wave. Merced agrees. “Breakout sessions allowed me to assist and be assisted by my classmates, with whom I’ve forged valuable relationships. Now I have friends all over the world.” And as Huntington pointed out, “There is no back of the classroom when you’re online.” When you learn remotely, every seat is right next to all of your peers.

When we piloted the Software Engineering Remote bootcamp, we took extra care to make sure that our virtual classrooms felt exactly like the on-campus ones, with group labs and even special projects to ensure students are constantly working with each other,” Huntington explained. “A lot of our students form after-hours homework groups, and nighttime TAs create study hall video conferences so everyone can see and talk to each other.” 

And with students from all over the country, you’re going to connect with people you never would’ve met within the confines of a classroom. These peers could even be the very contacts who help you get you hired.

By recruiting industry professionals who are also gifted instructors to lead courses, students are taught how to translate their knowledge into in-demand skill sets that employers need. Sycamore-Smith explains that the involvement of GA’s career coaches doesn’t end after graduation; they’re invested in their students’ long-term success.

She says, “Career preparation sessions are very discussion-based and collaborative, as all of our students have varied backgrounds. Some are recent college graduates, others may have had successful careers and experienced a number of job hunts previously. Everyone has unique ideas and insights to share, so we use these sessions to really connect and learn from one another.” 

Merced is enthusiastic about his GA experience and quickly landed a great job as a developer. “Finding work was probably the area I was most insecure about going into the class,” he confessed. “But the prep sessions really made the execution and expectations of a job search much clearer and I was able to land firmly on my feet.

Conclusion? Make Yourself at Home

After years of teaching in front of a brick-and-mortar classroom, Huntington was a little wary about his move to digital instructor, but his misgivings quickly gave way. 

I was surprised to feel just as close to my virtual students as I did to my on-campus students, he said. “Closing down our virtual classrooms and saying goodbye on the last day of class is so much more heart-wrenching online than it ever was for me when I taught on campus.” 

Huntington’s advice to a student wondering if online learning is right for them: “Go for it! It’s just like in person, but there’s no commute and it’s socially acceptable to wear pajamas!”

Learn About Our Immersive Remote Programs

How to Make a Career Change

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YOUR UNTAPPED PROFESSIONAL POTENTIAL

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by Ashley Rudolph and Tom Ogletree

How GA’s new income-share agreement program is removing barriers to education and career change.

Embarking on a career change is a major investment. To say it’s a tough endeavor is an understatement, as it usually requires time, money, and effort to bridge skills gaps and make inroads in a new field or profession.

At General Assembly, we’ve helped over 13,000 individuals with finding a job and launching new careers through our full-time Immersive programs in coding, data, and UX design. GA courses aren’t cheap, but they have a high return on investment and are specifically designed to prepare students to be successful and secure high-wage, high-potential roles as web developers, data scientists, and UX designers.

However, many students can’t financially afford this education out of pocket. About 40% of our full-time students use third-party funding sources — including loans, scholarships, GI Bill® benefits, and government programs — to attend GA. There are more seeking who would like to do the same, but half of those who apply for loans get turned down, and our pool of scholarship funding is not big enough to meet demand.

The fact of the matter is that many of our students already have debt from past education or credit cards that affects their ability to secure new financing. Today, the typical college student borrower graduates with an average of $22,000 in debt. A recent study revealed that over 30% of recent student borrowers are facing serious struggles with repaying debt loads. The combination of existing repayment obligations and the looming risk of default leaves many adults with extremely limited funds to devote to continuing education. It’s a frustrating cycle — individuals are stuck in low-paying jobs they don’t love, but they can’t afford the education that will fast-track them into a new line of work.

At GA, we never want a student’s financial struggles to stand in the way of their motivation to break into a new profession. In order to create more access to our rewarding programs, we sought out new ways for career-changers to financially fund their education.

One concept that caught our attention was income share agreements (ISAs), a model of income-based repayment that’s gaining traction among education and training providers. After nearly two years designing this program, we’re excited to launch Catalyst, GA’s ISA program. Since many people are curious about ISAs, we wanted to share some insight around why they’re a viable option for many students pursuing this program, regardless of their income, credit history, or background.

You can read about how and why we created the Catalyst program in more detail in our white paper, Untapped Potential.

How GA’s Catalyst ISA Program Works

The gist of the Catalyst program is this: Students can accomplish taking a full-time GA Immersive course in web development, data science, or UX design at no upfront cost. After they graduate and land a job earning at least $40,000 annually, they’ll start paying back 10% of their income over 48 monthly payments.

We chose this income share amount because it’s comparable to what students might pay for a loan, based on our typical starting salaries. According to PayScale, average starting salaries for web developers are $54,365 nationally, and data from Climb Credit, one of our loan partners, shows that GA graduates report median starting salaries of $60,000 after taking an Immersive course.

Payments are maxed out at 1.5 times the initial cost of tuition (currently about $15,000), meaning that higher earners may end up paying as much as $22,425 total, while lower earners will pay less. We’re working with Vemo Education, the largest provider of ISAs in the United States, to manage the program’s day-to-day operations and administration.

We think these terms benefit career-changers for several reasons:

  • Approval based on future potential. Many loan applicants get rejected because of low credit scores or other debt. Acceptance to Catalyst instead depends on students’ drive and readiness to thrive in the course and on the job.
  • Employment first, payments later. Students can devote their time and energy to excelling in class and job searching — without the looming stress of upcoming payments.
  • Career focus. ISAs and career support go hand in hand. GA’s Career Services team is dedicated to making sure students land a job in their field of study through one-on-one coaching, exclusive hiring events, networking opportunities, and more.
  • Flexible career pathways. The $40,000 minimum salary allows students to accept a lower-paying job they’re passionate about, cultivate a freelance business, or even start their own company without the pressure of loan repayments.
  • Life happens? Payments stop. Students can pause payments at any time if they stop working, whether due to unemployment or personal, family, or health-related reasons.

Our Approach to ISAs

We took a student-centric, research-based approach in deciding whether to introduce ISAs. It was essential to develop a model that does not put the burden only on the student, but also ensures that GA is incentivized to help participants meet their career goals. First and foremost, we wanted to introduce an option that would be attractive to all individuals, regardless of income, credit history, or background.

Data from the ISA industry at large informed our approach to designing the Catalyst program, but our own unique experience serving thousands of students defined our terms. Here are some of the considerations we made while exploring ISAs as a payment option:

  • Student feedback. We reached out to alumni to understand whether or not an ISA-type structure would be appealing to them. We learned what features resonated with our community and built them into our program. More than anything else, students valued not having to make payments while in school and during their job search.
  • Current payment performance data and trends. After analyzing data from past GA applicants and students, we knew that affordability was still a frequent barrier. Loans, government funding, and scholarships are increasingly popular options for our community, but we couldn’t meet demand due to obstacles like a small scholarship pool and applicants’ inability to secure loans.
  • A strong focus on career outcomes. It’s incredible what GA students can achieve after taking one of our full-time programs, regardless of their educational and professional backgrounds. We strongly believe that ISAs can’t work without outcomes-based programming, and GA’s Career Services team is solely focused on ensuring that students in our full-time courses have the tools and skill sets they need to land a job after they graduate. We track student progress, have a Big Four accounting firm audit our job-placement data, and share our outcomes reports publicly every year.
  • Likelihood of students’ success. Students’ actions prior to enrollment reliably indicate how they’ll perform in their course and job search. To ensure Catalyst participants are prepared, applicants must complete our admissions requirements, course pre-work, and a readiness assessment. Our data shows that good performance on the assessment is the best predictor of success in the program and the job search.
  • Commitment to transparency. ISAs are new and we know there’s still a lot to learn about the model, but we’re optimistic. Because of this, we’re pledging to define key success metrics and make them publicly available.

Thanks to funding from the investment firm Kennedy Lewis, we’re able to serve 5,000 students through the Catalyst program in the coming years. We chose to work with the company because of its alignment with our mission and the goals of the program. “The positive social impacts of ISAs are extensive because they align the quality of the education with the cost,” said David Chene, co-founder and managing partner at Kennedy Lewis. “ISAs avoid the debt trap associated with student loan debt as a student will never be asked to pay more than they can afford.”

We’ll learn a lot along the way and are committed to maintaining transparency with our students, our partners, and others interested in the future of ISAs for accelerated career training and work experience. We’ll share updates regularly as we learn, iterate, and improve so we can continue to create greater access to GA’s programs and empower students to pursue professions they love.

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Ashley Rudolph is GA’s Director of Consumer Operations and Financing, overseeing global campus operations, as well as General Assembly’s loan and income share agreement programs.

Tom Ogletree is Senior Director of Social Impact and External Affairs and manages GA’s communications, public affairs, and social impact initiatives.

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Since 2011, General Assembly has trained individuals and teams online and on campus through experiential education in the fields of coding, data, design, and business. We believe everyone should have access to leading-edge education that will transform their careers — and their lives. Learn more about our Catalyst ISA program and other financing options, and find out what we’re doing to break down barriers to employment, diversify the workforce, and close the skills gap.