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Factors related to the economic sustainability of two year chemistry-based technology training programs

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dc.contributor.advisor Russ-Eft, Darlene
dc.creator Backus, Bridgid A.
dc.date.accessioned 2009-06-09T14:04:21Z
dc.date.available 2009-06-09T14:04:21Z
dc.date.copyright 2009-04-09
dc.date.issued 2009-04-09
dc.identifier.uri http://hdl.handle.net/1957/11790
dc.description Graduation date: 2009 en
dc.description.abstract Two-year chemistry-based technology training (CBTT) programs in the U.S. are important in the preparation of the professional technical workforce. The purpose of this study was to identify, examine, and analyze factors related to the economic sustainability of CBTT programs. A review of literature identified four clustered categories of 31 sub-factors related to program sustainability. Three research questions relating to program sustainability were: (1) What is the relative importance of the identified factors?, (2) What differences exist between the opinions of administrators and faculty?, and (3) What are the interrelationships among the factors? In order to answer these questions, survey data gathered from CBTT programs throughout the United States were analyzed statistically. Conclusions included the following: Rank order of the importance to sustainability of the clustered categories was: (1) Partnerships, (2) Employer and Student Educational Goals, (3) Faculty and Their Resources, and (4) Community Perceptions and Marketing Strategies. Significant correlations between ratings of sustainability and the sub-factors included: degree of partnering, college responsiveness, administration involvement in partnerships, experiential learning opportunities, employer input in curriculum development, use of skill standards, number of program graduates, student job placement, professional development opportunities, administrator support, presence of a champion, flexible scheduling, program visibility, perception of chemical technicians, marketing plans, and promotion to secondary students. Faculty and administrators differed significantly on only two sub-factor ratings: employer assisted curriculum development, and faculty workloads. Significant differences in ratings by small program faculty and administrators and large program faculty and administrators were indicated, with most between small program faculty and large program administrators. The study concluded with suggestions for educators, employers, professional organizations, and legislators. These suggestions included: Educators should work collaboratively in partnerships to encourage employer input, internships, and job placement of graduates. Programs should be supported by administrators and continued outside resources. Professional development opportunities should be afforded to faculty, along with reasonable workloads. Programs need high community visibility and should be promoted to secondary students. Finally, program size should be considered when adopting strategies for CBTT program sustainability. en
dc.language.iso en_US en
dc.subject chemistry en
dc.subject technology en
dc.subject community en
dc.subject college en
dc.subject training en
dc.subject marketing en
dc.subject faculty en
dc.subject industry en
dc.subject.lcsh Chemistry -- Study and teaching (Higher) -- Economic aspects en
dc.subject.lcsh Technical education -- Economic aspects en
dc.subject.lcsh Community colleges -- Curricula -- Economic aspects en
dc.title Factors related to the economic sustainability of two year chemistry-based technology training programs en
dc.type Thesis/Dissertation en
dc.degree.name Doctor of Philosophy (Ph. D.) in Education en
dc.degree.level Doctoral en
dc.degree.discipline Education en
dc.degree.grantor Oregon State University en
dc.contributor.committeemember Copa, George
dc.contributor.committeemember Higgins, Karen
dc.contributor.committeemember Li, Hua-Yu
dc.contributor.committeemember Bailey, Susan


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