Labor market information (LMI) usage in postsecondary institutions: A systematic literature review

Background. Although various reports have discussed the actors, technology, and uses of LMI, there has been no comprehensive review of the available literature on postsecondary engagement with LMI. This review offers a comprehensive overview of postsecondary engagement with Labor Market Information (LMI), emphasizing the evolution of real-time LMI (RT-LMI), its conceptual framing within the literature, and the reported use of LMI by postsecondary institutions (PSIs). Both academic and grey literature were considered. Methods. Selection criteria targeted academic and grey literature articles centered on postsecondary education and LMI within a US context. Exclusions were made for articles discussing K-12 or vocational schools, international contexts, or those without full text. Various databases, institutional repositories, and government sites were used for sourcing, covering 2000-2022. The PRISMA guidelines, designed for systematic reviews, guided the study. The quality of the academic literature was gauged through validity and potential bias, while grey literature was assessed using various criteria, including fitness-for-purpose. Results. The review considered 48 sources, comprising 12 academic and 36 grey literature pieces. These articles focused on utilizing LMI by colleges and universities, sourced from multiple online platforms. PSIs predominantly use LMI for program development, strategic planning, alignment with labor market conditions, and employer discussions. The research identified four key themes: LMI's conceptual evolution over the last twenty years, the conceptual LMI framework in PSIs, patterns of institutional LMI use, and the approach of institutional users towards LMI. Discussion. The study draws more from grey literature due to the scarcity of peer-reviewed research on the topic. Most existing literature is descriptive, offering limited insights into LMI's impact on postsecondary institutions. The review delves into the progression of LMI, its significance in the higher education sector, and its utility in institutional decisions such as program review, policymaking, and acquiring grants. The review also underscores the importance of exploring LMI in the context of technological advances since the 2000s. Despite its comprehensive nature, the review reveals a significant knowledge gap on LMI's effect on PSIs, indicating a need for more empirical studies. Other. The study authors have no financial or personal interest or belief that could affect their objectivity. This review draws upon research funded by the Lumina Foundation. The protocol is registered with the International Database of Education Systematic Reviews (IDESR.org) registration number IDESR000073.