|Keywords:||collaboration; community college; engaged partnerships; stakeholder theory; workforce education and training; workforce policy; Vocational education; Career education; Community colleges; Public-private sector cooperation; Welding; Study and teaching (Higher)|
|Full text PDF:||http://hdl.handle.net/2047/D20204929|
The purpose of this case study is to explore how one community college in the mid-Atlantic region of the United States engages with its key external industry stakeholders as it designs and implements workforce education and training activities. This study was bounded by considering the college relationship with selected industry stakeholders and focused specifically on the creation and establishment of the college's welding program. The research question of the study is: How does Mid-Atlantic Community College (MACC) engage with key external industry stakeholders while designing and implementing workforce education and training activities? The theoretical framework selected for the study is stakeholder theory with a focus on the descriptive, instrumental, and normative aspects of the theory. Three stakeholders internal to the college and three stakeholders external to the college were interviewed, and documents reviewed. Data analysis revealed five themes. Participants exhibited strong tendencies to collaborate and approached issues strategically to reach both short-term and long-term goals. The findings of this study are relevant to college administrators and staff, faculty, business leaders, economic development officials, and policy makers.