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 1

Challenges • Gap between existing workforce skills and workplace demands ü National versus state requirements ü Defining the competencies & standards of the workplace ü Alignment of training programs with the workplace ü Insuring quality programs and services are delivered 2

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 3

Conceptual Framework • Community College Involvement Framework ü Examines how interacting with stakeholders may influence positive outcomes for programs and services 4

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 5

Methods • The study used a data collection strategy ü 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) ü Workforce Investment Act (WIA) requirements ü 6

Sample • 482 public community colleges that have a defined service area ü 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) ü 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). 7

Sample • Community college Chief Economic Development Officer (CEDO) as designated by the Chief Executive Officers (CEO) at the institution. ü CEO ü CAO (Chief Academic Officer) ü CEDO 8

Colleges in the RUPRI System 9

22 States in the RUPRI System with 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 10

Stakeholder Groups • Education Providers • Governmental Bodies • Private Sector • Internal Groups 11

Type of External Stakeholders • Education Providers ü K-12 ü Public. 4 -yr Universities and Colleges ü Vocational Technical Schools ü Private. 4 -yr Universities and Colleges 12

Results: Educational Stakeholders • K-12 13

Results: Educational Stakeholders • Vocational and Technical Schools 14

Results: Educational Stakeholders • Other Community Colleges 15

Results: Educational Stakeholders • Public 4 -year Universities and Colleges 16

Results: Educational Stakeholders • Private 4 -year Colleges and Universities 17

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

Results: Government Stakeholders • Local Cities and Counties Governments 19

Results: Government Stakeholders • Local Economic Development Authority 20

Results: Government Stakeholders • Local Workforce Development Boards 21

Results: Government Stakeholders • State Economic Development Authority 22

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

Results: Private Sector Stakeholders • Local Chamber of Commerce 24

Results: Private Sector Stakeholders • Local Civic Organizations 25

Results: Private Sector Stakeholders • Local Businesses 26

Results: Private Sector Stakeholders • Foundations or other Philanthropic Organizations 27

Type of Internal Stakeholders • Staff • Faculty • Students 28

Results: Internal Stakeholders • Staff 29

Results: Internal Stakeholders • Faculty 30

Results: Internal Stakeholders • Students 31

Stakeholders’ Areas of Involvement in Support of Quality • Curriculum and Instruction • Program Review • Staff Development 32

Stakeholders’ Areas of Involvement • Curriculum and Instruction ü Uses advisory committees to maintain the linkage between business and community college ü Provides cooperative education opportunities for students in conjunction with business and industry • Program Review ü Uses advisory committees to maintain the linkage between business and community college 33

Results • Uses Advisory Committees to Maintain Linkage Between Business and the Committee College 34

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 35

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 36

Stakeholders’ Areas of Involvement • Staff Development ü Provides faculty with the opportunity to upgrade their occupational skills through a back-to-industry program 37

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 38

Results • Forms Partnerships with Local Business and Government Agencies 39

Results • Uses Partnerships to Actively Recruit Business to Service Area 40

Questions & Answers 41