Perceptions Of Institutional Leaders On State Legislated Outcomes Based Funding Policy At A Wisconsin Technical College PDF Download

Abstract With the understanding that two-year colleges must find ways to establish and sustain positive relationships with employers and that funding decisions may affect those relationships, the purpose of this study was to examine the value of college/employer bridging strategies and the influence of the primary funding source on employer engagement efforts, as perceived by college leaders and faculty in the Wisconsin Technical College System. To maximize their portability, replicability, and sustainability, the analysis in this study focused on bridging strategies implemented as institutionalized structures (formal policy, procedures, statute or administrative rules). I used a mixed methods research design to analyze quantitative and qualitative data from a survey instrument I developed to assess the perceived value of college/employer bridging strategies. I performed descriptive, factor, and regression analyses to examine the quantitative data, and conducted qualitative analysis of the text data. The study findings suggest that nine institutionalized structures have value as employer engagement strategies in the following priority: statutory workforce development mission, faculty occupational experience requirements, program advisory committees, required inclusion of labor market information in program development, employer satisfaction surveys, employer representation on college governing boards, workforce training grants, required employer input in curriculum design, and credit for prior learning policies. Of these institutionalized structures, a statutory workforce development mission is foundational to creating a culture of engagement that encourages college leaders and faculty to use formal and informal bridging strategies to build strong and sustainable relationships with local employers. The study also reveals the positive influence of local funding on college/employer engagement efforts and recommends areas of further inquiry to clarify and improve strategies for ensuring that two-year colleges can establish viable, long-term relationships with employers and other stakeholders.