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1
The Importance of Stakeholders’ Engagement in Program Quality
Presented at the Short-Cycle Higher Education (SCHE) in Europe and the United States
Varna, Bulgaria; June 2009Presented By: David E. Beaumont
2
Challenges
• Gap between existing workforce skills and workplace demands
National versus state requirements
Defining the competencies & standards of the workplace
Alignment of training programs with the workplace
Insuring quality programs and services are delivered
3
Goals
• Develop an understanding regarding the different stakeholder groups involved with the local community colleges in developing programs and services
• The frequency of use of different stakeholders in various economic development activities
4
Conceptual Framework
• Community College Involvement Framework
Examines how interacting with stakeholders may influence positive outcomes for programs and services
Activities
Community College Involvement Conceptual Framework
Stakeholders’ Involvement
Colleges’ Community Involvement
Program Outcomes
5
Conceptual Framework continued
• “. . . quantity and quality of the physical and psychological energy that [is] invested” in achieving a desired outcome (Astin, 1999, pg. 528)
• Usefulness of policies and practices could be measured by the degree of involvement each elicits
• Institution’s service area can improve its economic fortunes by encouraging stakeholder involvement
• A strong association between positive performance and goal attainment with higher levels of involvement
6
Methods
• The study used a data collection strategy Pilot-tested survey data collection method to
describe the type of stakeholders involved and the frequency of their involvement
• Variables examined are expanded upon from the following Self-audit survey developed by Johnson
(2000) Workforce Investment Act (WIA) requirements
7
Sample
• 482 public community colleges that have a defined service area An accredited institution of higher education
characterized by a two-year curriculum that leads to either the associate degree or transfer to a four-year college. (Gleazer, 1968; Baker, 1999)
A service area is defined as a “formally designated area or region that a community college has been committed to serve the needs” of the local constituents (Vaughan, 2006, p. 6).
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Sample
• Community college Chief Economic Development Officer (CEDO) as designated by the Chief Executive Officers (CEO) at the institution.
CEO
CAO (Chief Academic Officer)
CEDO
9
Colleges in the RUPRI System
12
30
20
15
CT12
3
42
17
26
7
7
1
20
33
57
RI1
62
23
32
7
167
10
22 States in the RUPRI Systemwith Defined Service Areas
• Alabama Arkansas Colorado Connecticut
• Florida Idaho Illinois Michigan
• Mississippi Missouri Nebraska Nevada
• New Jersey New York N. Carolina R. Island
• Texas Virginia Washington W. Virginia
• Wisconsin Wyoming
11
Stakeholder Groups
• Education Providers
• Governmental Bodies
• Private Sector
• Internal Groups
12
Type of External Stakeholders
• Education Providers K-12
Public. 4-yr Universities and Colleges
Vocational Technical Schools
Private. 4-yr Universities and Colleges
13
Results: Educational Stakeholders
• K-12
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Results: Educational Stakeholders
• Vocational and Technical Schools
15
Results: Educational Stakeholders
• Other Community Colleges
16
Results: Educational Stakeholders
• Public 4-year Universities and Colleges
17
Results: Educational Stakeholders
• Private 4-year Colleges and Universities
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Type of External Stakeholders
• Governmental Local Government
Workforce Development Board
State Economic Development Authority
Local Economic Development Authority
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Results: Government Stakeholders
• Local Cities and Counties Governments
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Results: Government Stakeholders
• Local Economic Development Authority
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Results: Government Stakeholders
• Local Workforce Development Boards
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Results: Government Stakeholders
• State Economic Development Authority
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Type of External Stakeholders
• Private Sector Local Chamber Local Civic Organizations
Local Business
Philanthropic Organizations
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Results: Private Sector Stakeholders
• Local Chamber of Commerce
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Results: Private Sector Stakeholders
• Local Civic Organizations
26
Results: Private Sector Stakeholders
• Local Businesses
27
Results: Private Sector Stakeholders
• Foundations or other Philanthropic Organizations
28
Type of Internal Stakeholders
• Staff
• Faculty
• Students
29
Results: Internal Stakeholders
• Staff
30
Results: Internal Stakeholders
• Faculty
31
Results: Internal Stakeholders
• Students
32
Stakeholders’ Areas of Involvement in Support of Quality
• Curriculum and Instruction
• Program Review
• Staff Development
33
Stakeholders’ Areas of Involvement
• Curriculum and Instruction Uses advisory committees to maintain the linkage
between business and community college
Provides cooperative education opportunities for
students in conjunction with business and industry
• Program Review Uses advisory committees to maintain the linkage
between business and community college
34
Results
• Uses Advisory Committees to Maintain Linkage Between Business and the Committee College
35
Curriculum and Instruction
• Identify and expand the use of new technologies
• Compare program content with occupational competencies and tasks
• Advise on labor market trends
• Recommend instructional materials and assist in obtaining them
• Promote and assist in maintaining quality programs
• Assist with incorporating soft skills in the curriculum
• Endorse new program applications as appropriate
36
Program Review
• Assist in program evaluation efforts
• Recommend program goals and objectives
• Assess student performance standards to ensure they are in line with business and industry standards
• Assess, recommend, and/or provide equipment and facilities
• Review student follow-up reports
• Identify new programs or elimination of obsolete programs
• Assist in short and long-term planning for program improvement
37
Stakeholders’ Areas of Involvement
• Staff Development Provides faculty with the opportunity to
upgrade their occupational skills through a
back-to-industry program
38
Staff Development
• Invite faculty and staff to participate in industry professional development activities
• Provide instructors with retraining/back-to-industry and summer opportunities for technical upgrading
• Conduct workplace tours
39
Results
• Forms Partnerships with Local Business and Government Agencies
40
Results
• Uses Partnerships to Actively Recruit Business to Service Area
41
Questions
&
Answers