Information Technology Career Preparation for Rural Areas

Autor/inn/en	Hahs-Vaughn, Debbie Lee; Swan, Bonnie; Clark, M. H.
Titel	Information Technology Career Preparation for Rural Areas
Quelle	In: Community College Journal of Research and Practice, 44 (2020) 8, S.595-607 (13 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1066-8926
DOI	10.1080/10668926.2019.1626302
Schlagwörter	Information Technology; Career Development; Rural Areas; Community Colleges; School Business Relationship; Industry; Partnerships in Education; Job Training; Blue Collar Occupations; Credentials; Educational Certificates; Program Effectiveness; Grants; Graduates; Student Characteristics; Academic Persistence; Employment Level; Wages; Florida + Suchen Sie Ihr Suchwort? Informationstechnologie; Berufsentwicklung; Rural area; Ländlicher Raum; Community college; Community College; Industrie; Hochschulpartnerschaft; Berufsqualifizierender Bildungsgang; Studienbuch; Bildungsabschluss; Schulzeugnis; Grant; Finanzielle Beihilfe; Graduate; Absolvent; Absolventin; Hochschulabsolvent; Hochschulabsolventin; Beschäftigungsgrad; Wage; Löhne
Abstract	One component of postsecondary education needed for economic recovery and development relates to blue-collar industries, jobs requiring some postsecondary training but less than a four-year degree. The U.S. Department of Labor Trade Adjustment Assistance Community College and Career Training (TAACCCT) program provides funding for community colleges to partner with industry to deliver to unemployed/underemployed adults the education and training needed for high-demand blue-collar jobs, with stackable credentials and certificates as the framework. This study evaluated the impact of a Round 3 TAACCCT grant funded to a seven-institution community college consortium in Florida (XCEL-IT). Using a quasi-experimental design with matched samples, XCEL-IT students were nearly eight times as likely to complete training and over five times as likely to continue enrollment in other education relative to comparison students. Non-incumbent XCEL-IT completers were more than six times as likely to enter employment. Additional findings, conclusions, and implications for practice are provided. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01