1 The Importance of Stakeholders’ Engagement in Program Quality Presented at the Short-Cycle Higher Education (SCHE) in Europe and the United States Varna,

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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

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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

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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

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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

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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

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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

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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

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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

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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

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Stakeholder Groups

• Education Providers

• Governmental Bodies

• Private Sector

• Internal Groups

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Type of External Stakeholders

• Education Providers K-12

Public. 4-yr Universities and Colleges

Vocational Technical Schools

Private. 4-yr Universities and Colleges

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Results: Educational Stakeholders

• K-12

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Results: Educational Stakeholders

• Vocational and Technical Schools

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Results: Educational Stakeholders

• Other Community Colleges

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Results: Educational Stakeholders

• Public 4-year Universities and Colleges

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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

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Results: Private Sector Stakeholders

• Local Businesses

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Results: Private Sector Stakeholders

• Foundations or other Philanthropic Organizations

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Type of Internal Stakeholders

• Staff

• Faculty

• Students

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Results: Internal Stakeholders

• Staff

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Results: Internal Stakeholders

• Faculty

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Results: Internal Stakeholders

• Students

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Stakeholders’ Areas of Involvement in Support of Quality

• Curriculum and Instruction

• Program Review

• Staff Development

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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

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Results

• Uses Advisory Committees to Maintain Linkage Between Business and the Committee College

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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

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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

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Stakeholders’ Areas of Involvement

• Staff Development Provides faculty with the opportunity to

upgrade their occupational skills through a

back-to-industry program

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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

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Results

• Forms Partnerships with Local Business and Government Agencies

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Results

• Uses Partnerships to Actively Recruit Business to Service Area

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Questions

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Answers