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The Importance of Stakeholders’ Engagement in Program Quality

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 2009 Presented By: David E. Beaumont. Challenges. Gap between existing workforce skills and workplace demands

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The Importance of Stakeholders’ Engagement in Program Quality

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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 2009 Presented 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

  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).

  8. 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

  10. 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 22 States in the RUPRI Systemwith Defined Service Areas

  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

  14. 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

  18. Type of External Stakeholders • Governmental • Local Government • Workforce Development Board • State Economic Development Authority • Local Economic Development Authority

  19. Results: Government Stakeholders • Local Cities and Counties Governments

  20. Results: Government Stakeholders • Local Economic Development Authority

  21. Results: Government Stakeholders • Local Workforce Development Boards

  22. Results: Government Stakeholders • State Economic Development Authority

  23. Type of External Stakeholders • Private Sector • Local Chamber • Local Civic Organizations • Local Business • Philanthropic Organizations

  24. Results: Private Sector Stakeholders • Local Chamber of Commerce

  25. 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

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