Workforce Needs Analysis: Public Comment
Main_Content
Below is a summary of a draft of the 1st Workforce Needs Analysis. The Maryland Higher Education Commission (MHEC) welcomes feedback on this draft using the link below. Please provide feedback no later than Wednesday, January 15, 2025 Friday, February 14, 2025.
During the 2024 legislative session, the Maryland General Assembly passed HB1244 (Chapter 963 of the Acts of 2024) which subsequently now requires the Maryland State Plan for Higher Education (MHEC) to include “current and emerging State and regional workforce needs” as an annual appendix.
MHEC staff, in collaboration with the Maryland Department of Commerce and the Maryland Department of Labor, have developed four draft appendices that identify workforce needs and related academic programs.
The purpose of this work is to provide actionable insights that guide both academic program development in Maryland and alignment with workforce need.
MHEC is tasked with aligning postsecondary education to workforce demands, focusing on in-demand and emerging occupations and the academic programs necessary to support them. To do this, four appendices have been developed that describe relevant occupations and academic programs. A detailed description of how the appendix was developed is provided in the sections that follow.
The Commission is required to update the workforce appendices annually to reflect changes in state and regional needs. Considering this is the first year, MHEC plans to follow the general annual timeline outlined below for revisions in future years.
- January – June: Discussions with various community partners1 regarding current appendices; collect feedback for revisions to the forthcoming appendices
- July – August: Draft new appendices based on input.
- September – October: Circulation of drafts and further updates.
- November – December: Revisions and preparation for final adoption.
- December – January: Commission approves and releases the appendices.
Updates to the appendices will be iterative and will improve annually based on stakeholder feedback.
Revisions to be addressed in 2026 List
We welcome feedback via the survey link provided above and will consider revised methodologies and additional data sources. We are already planning to make revisions to the 2026 appendices. These revisions will include:
- Incorporating a qualitative insights (via a variety of organizations) from existing reports that drill down on specific occupational needs
- The development of a regional analysis; will need to consult with various partners to come to a consensus on uniform and consistent baseline data that represents a regional analysis
Background Information and Terminology
The 2025 appendices leverage a variety of data sources. A brief description of those data sources and relevant terminology is provided below.
The
Maryland Workforce Exchange (MWE) is an online platform provided by the Maryland Department of Labor that connects job seekers and employers. In addition to job postings, it offers tools for job searches, resume building, labor market information, and career exploration. The MWE also supports workforce development initiatives by offering training resources and services for individuals and businesses. More information can be found here:
https://mwejobs.maryland.gov/vosnet/default.aspx
The
Maryland Occupational Projections are based on data from the U.S. Bureau of Labor Statistics (BLS) and are tailored to reflect Maryland's labor market trends. These projections are typically updated every two years to ensure they align with national economic trends and local workforce changes. They serve as a valuable resource for aligning state education and workforce programs with future labor market demands. More information can be found here:
https://labor.maryland.gov/lmi/iandoproj/
The U.S. Bureau of Labor Statistics (BLS) assigns a "
typical education" level to each occupation based on the education most commonly required for entry-level positions in that field. These classifications include categories such as high school diploma, associate degree, bachelor's degree, and beyond, along with on-the-job training requirements. More information can be found here:
https://www.bls.gov/careeroutlook/2024/article/education-level-and-openings-2023-33.htm
A
Standard Occupational Classification (SOC) code is a numerical system used by federal agencies to classify workers into occupational categories for the purpose of collecting, analyzing, and reporting data. Each SOC code represents a specific job or occupation and groups similar jobs together based on their duties, skills, and education requirements. This standardized system ensures consistency in labor market and workforce analysis across the United States. More information can be found here:
https://www.bls.gov/oes/current/oes_stru.htm
A
Classification of Instructional Programs (CIP) code is a standardized system developed by the National Center for Education Statistics (NCES) to classify academic programs and fields of study. Each CIP code represents a specific subject area or educational program, enabling consistent reporting and analysis of educational data across institutions. This system is widely used for tracking program offerings, enrollments, and completions in higher education. More information can be found here:
https://nces.ed.gov/ipeds/cipcode/browse.aspx?y=55
The
CIP-SOC Crosswalk is a tool developed by the National Center for Education Statistics (NCES) and the Bureau of Labor Statistics (BLS) that links educational programs (CIP codes) to related occupations (SOC codes). It helps align academic training with career pathways, showing how specific fields of study prepare individuals for corresponding jobs in the workforce. This resource is useful for career planning, program development, and workforce alignment. More information can be found here:
https://nces.ed.gov/ipeds/cipcode/post3.aspx?y=56
The
Maryland Academic Program Inventory (API) is a comprehensive database maintained by the Maryland Higher Education Commission (MHEC) that lists all approved academic programs offered by Maryland’s public and private colleges and universities. More information can be found here:
https://mhec.maryland.gov/institutions_training/Pages/HEPrograms.aspx
The
MHEC Degree Trend File is an annually updated data file maintained by the Maryland Higher Education Commission (MHEC) that tracks the number and types of degrees awarded by Maryland’s higher education institutions over time. It provides detailed information on degree trends by level (associate, bachelor’s, master’s, etc.), field of study, and institution. More information can be found here:
https://mhec.maryland.gov/publications/Pages/research/index.aspx (under “Student Outcomes - Degree Reports”)
A
location quotient (LQ) is a statistical measure used by the Bureau of Labor Statistics (BLS) and state Departments of Labor to compare the concentration of an industry or occupation in a specific area to its concentration at the national level. An LQ greater than 1 indicates a higher local concentration, suggesting regional specialization, while an LQ less than 1 indicates that the industry or occupation is less concentrated in the area compared to the national average. More information can be found here:
https://www.bls.gov/k12/students/economics-made-easy/location-quotients.pdf
This list (
pdf; excel) identifies occupations in Maryland requiring more than a high school diploma and projected to have significant job openings.
Process
- Data were sourced from the Maryland Workforce Exchange2 and Maryland Department of Labor’s occupational projections,3 organized by the 6-digit Standard Occupational Classification (SOC)4 code.
- Two inclusion criteria:
- Occupations that typically require an education beyond high school.5
- Occupations with either:
- More than 1,000 new job postings on the Maryland Workforce Exchange in 2023; or
- Over 1,000 total new openings (2022–2032) as indicated in the summer 2024 occupational projections produced by the Maryland Department of Labor.
Limitations
- Focus is primarily quantitative, excluding qualitative insights (e.g., industry-specific reports like those from the Maryland Health Care Commission).
- Occupational codes may be outdated (last revised in 2018).
- Analysis emphasizes state and regional needs (as required by law), excluding national and global demand.
This list (
pdf; excel) maps Maryland’s academic programs to identify in-demand occupations.
Process:
- Data were sourced from the Maryland Academic Program Inventory6 (API) and the MHEC Degree Trend File.7
- The federal CIP-SOC crosswalk8 was used to align academic programs with in-demand occupations found in Appendix A.
- Identifies:
- Active academic programs (using the CIP code) at the typical education level9 for a specific occupation (e.g., bachelor-level programs for Graphic Designers).
- The number of degrees or awarded for the past five years for the identified academic programs (as described above).
- CIP codes for in-demand occupations in which there is no active program at the typical education level.
Limitations:
- Excludes discontinued programs and non-degree programs (e.g., programs at Maryland’s private career schools, noncredit programs at community colleges, or programs offered at out-of-state institutions operating in Maryland).
- Analysis focuses on academic programs at the "typical" education level for the in-demand occupation.
This list (
pdf; excel) identifies emerging occupations in Maryland’s workforce.
Process:
- Data were sourced from the Maryland Department of Labor’s occupational projections.
- Inclusion criteria:
- Occupations requiring education beyond high school.
- Occupations with a location quotient (LQ)10 ≤ 1, indicating occupations that are less concentrated in Maryland compared to the national average.
- Occupations with a positive growth projection.
Limitations:
- Analysis is quantitative and relies on national comparison via the location quotient.
- Outdated occupational codes (2018) may not reflect new or rapidly evolving fields like drone technology.
This list
(
pdf; excel) identifies graduate-level programs that meet the definition outlined below.
Statutory Definition for Emerging Workforce Need Program11
“Emerging workforce need program” means a graduate level program identified by the Commission… that:
- (i) no institution of higher education in the State offers;
- (ii) Addresses a job or industry need that is innovative, unique, and rare; and
- (iii) could leverage federal, State, or private resources on a long-term basis with immediate development by an institution of higher education
“Emerging workforce need program” does not mean a specific academic program identified by the Commission to fulfill or support an identified current State and regional workforce need.
Process
- Data were sourced from the Maryland Academic Program Inventory12 (API) and the MHEC Degree Trend File.13
- The federal CIP-SOC crosswalk14 was used to align academic programs with in-demand occupations found in Appendix C.
- Focuses on graduate programs for occupations identified in Appendix C but absent in Appendix A.
- Inclusion criteria:
- CIP codes aligned with emerging occupations in Appendix C in which there are no academic programs in Maryland at the graduate level.
Limitations:
- Excludes emerging needs at undergraduate and non-degree levels.
___________________________
1 In addition to consulting with colleges and universities, there will be directed and intentional discussions with licensing boards, accreditors, industry partners, national professional organizations, and other relevant workforce-oriented organizations to further inform in-demand and emerging workforce needs. It will be imperative that revisions leverage high-quality data and reflect objective processes and analysis. 2 The Maryland Workforce Exchange (MWE) is an online platform provided by the Maryland Department of Labor that connects job seekers and employers. In addition to job postings, it offers tools for job searches, resume building, labor market information, and career exploration. The MWE also supports workforce development initiatives by offering training resources and services for individuals and businesses. More information can be found here: https://mwejobs.maryland.gov/vosnet/default.aspx 3 The Maryland Occupational Projections are based on data from the U.S. Bureau of Labor Statistics (BLS) and are tailored to reflect Maryland's labor market trends. These projections are typically updated every two years to ensure they align with national economic trends and local workforce changes. They serve as a valuable resource for aligning state education and workforce programs with future labor market demands. More information can be found here: https://labor.maryland.gov/lmi/iandoproj/ 4A Standard Occupational Classification (SOC) code is a numerical system used by federal agencies to classify workers into occupational categories for the purpose of collecting, analyzing, and reporting data. Each SOC code represents a specific job or occupation and groups similar jobs together based on their duties, skills, and education requirements. This standardized system ensures consistency in labor market and workforce analysis across the United States. More information can be found here: https://www.bls.gov/oes/current/oes_stru.htm 5 The U.S. Bureau of Labor Statistics (BLS) assigns a "typical education" level to each occupation based on the education most commonly required for entry-level positions in that field. These classifications include categories such as high school diploma, associate degree, bachelor's degree, and beyond, along with on-the-job training requirements. More information can be found here: https://www.bls.gov/careeroutlook/2024/article/education-level-and-openings-2023-33.htm 7 The MHEC Degree Trend File is an annually updated data file maintained by the Maryland Higher Education Commission (MHEC) that tracks the number and types of degrees awarded by Maryland’s higher education institutions over time. It provides detailed information on degree trends by level (associate, bachelor’s, master’s, etc.), field of study, and institution. More information can be found here: https://mhec.maryland.gov/publications/Pages/research/index.aspx (under “Student Outcomes - Degree Reports”) 8 The CIP-SOC Crosswalk is a tool developed by the National Center for Education Statistics (NCES) and the Bureau of Labor Statistics (BLS) that links educational programs (CIP codes) to related occupations (SOC codes). It helps align academic training with career pathways, showing how specific fields of study prepare individuals for corresponding jobs in the workforce. This resource is useful for career planning, program development, and workforce alignment. More information can be found here: https://nces.ed.gov/ipeds/cipcode/post3.aspx?y=56 9 The U.S. Bureau of Labor Statistics (BLS) assigns a "typical education" level to each occupation based on the education most commonly required for entry-level positions in that field. These classifications include categories such as high school diploma, associate degree, bachelor's degree, and beyond, along with on-the-job training requirements. More information can be found here: https://www.bls.gov/careeroutlook/2024/article/education-level-and-openings-2023-33.htm 10 A location quotient (LQ) is a statistical measure used by the Bureau of Labor Statistics (BLS) and state Departments of Labor to compare the concentration of an industry or occupation in a specific area to its concentration at the national level. An LQ greater than 1 indicates a higher local concentration, suggesting regional specialization, while an LQ less than 1 indicates that the industry or occupation is less concentrated in the area compared to the national average. More information can be found here: https://www.bls.gov/k12/students/economics-made-easy/location-quotients.pdf 13 The MHEC Degree Trend File is an annually updated data file maintained by the Maryland Higher Education Commission (MHEC) that tracks the number and types of degrees awarded by Maryland’s higher education institutions over time. It provides detailed information on degree trends by level (associate, bachelor’s, master’s, etc.), field of study, and institution. More information can be found here: https://mhec.maryland.gov/publications/Pages/research/index.aspx (under “Student Outcomes - Degree Reports”) 14 The CIP-SOC Crosswalk is a tool developed by the National Center for Education Statistics (NCES) and the Bureau of Labor Statistics (BLS) that links educational programs (CIP codes) to related occupations (SOC codes). It helps align academic training with career pathways, showing how specific fields of study prepare individuals for corresponding jobs in the workforce. This resource is useful for career planning, program development, and workforce alignment. More information can be found here: https://nces.ed.gov/ipeds/cipcode/post3.aspx?y=56
