N.C. community college/industry interactions: Present status and future possibilities

The purpose of this study was to extend the current literature on college/industry relationships by examining the present status of college/industry relationships in North Carolina community colleges and offering a conceptual framework for managing those interactions. In developing the framework, several areas were studied: the literature on American College/Industry programs; the types, extensiveness, and effectiveness of college/industry relationships in the N.C.C.C.S.; and the linkage between community colleges' services and economic development. Data for the current status of college/industry relationship were supplied by surveys sent to the academic deans in the fifty-eight institutions and by interviews with six community college administrators with primary responsibility for managing college/industry relationships.;The conceptual framework for managing college/industry programs includes both strategic and operational planning components. Both components are based on a sequence of planning, selecting, organizing and delivering, and evaluating services.;Other essential elements of successful college/industry interactions include (1) administrative support, (2) an organized approach, (3) assignment of responsibility to a full-time person who exhibits good leadership qualities, (4) a formal protocol for managing training activities, (5) formal contracts, and (6) an evaluation plan.;The major conclusions of the study are the following: (1) The role of college/industry programs in state economic development needs to be examined and defined, and methods of measuring and reporting the relationship should be developed. (2) Opportunities should be provided for community college administrators to learn industrial protocol and value systems. (3) Economic incentives should be provided for new industries to locate near and cooperate with community colleges to provide training for the workforce. (4) Community college/industry instructors should demonstrate knowledge of adult learning theories and learning styles. (5) F.I.T. Centers or Business/Industry Coalitions should be established on each of the community college campuses. (6) The state funding formulas for supporting industry training programs should be examined and adjusted to provide more incentives to expand industry services. (7) Curriculum approval processes should be modified, allowing more local flexibility in selecting and offering training programs which interface with credit courses. (8) A state marketing program should be developed. (9) An evaluation plan for assessing industry programs should be developed and utilized.