Identifying Challenges to Workforce Development Education Programs in the Department of Continuing Education at Rural North Carolina Community Colleges

Autor/in	Rose, Justin Brand
Titel	Identifying Challenges to Workforce Development Education Programs in the Department of Continuing Education at Rural North Carolina Community Colleges
Quelle	(2022), (148 Seiten) PDF als Volltext Verfügbarkeit Ph.D. Dissertation, Johnson University
Sprache	englisch
Dokumenttyp	gedruckt; online; Monographie
ISBN	9798438724476
Schlagwörter	Hochschulschrift; Dissertation; Labor Force Development; Community Colleges; Rural Schools; Rural Areas; Curriculum Development; Barriers; Geographic Regions; Social Influences; Economic Factors; Continuing Education; North Carolina + Suchen Sie Ihr Suchwort? Thesis; Dissertations; Academic thesis; Arbeitskräftebestand; Community college; Community College; Rural area; Rural areas; School; Schools; Ländlicher Raum; Schule; Schulen; Curriculum; Development; Curriculumentwicklung; Lehrplan; Entwicklung; Sozialer Einfluss; Ökonomischer Faktor; Weiterbildung
Abstract	Workforce development education programs in community colleges impact the economy of a region, surpassing other public or private educational institutions (Bradley, 2013; Drury, 2003). Workforce development education programs provide short-term programs with the aim of training individuals in specific skills, promoting individuals' upward mobility, meeting employment needs of business and industry, and stimulating regional economies (Gibbs, 2006; Williamson, 2016; Zeuli et al., 2004). The purpose of this quantitative study was to use the correlational research method to collect information from rural community colleges in North Carolina to identify challenges to successful course development as a result of geographical, societal, or economic factors (Heinrich et al., 2013). The North Carolina Community College System (NCCCS) includes 58 campuses across the state and serves three geographic regions with various social infrastructures and industry influences (Jacobson, 2010). The theoretical framework consisted of human capital theory, economic aspects, social aspects, and environmental influences (Bae & Patterson, 2014; Cooper & Davis, 2017). Questionnaires were used to collect information from program development staff to determine any correlations between barriers or best practices. This study showed statewide social and economic factors affected key challenges to course development in rural colleges. Implications of this study include identifying challenges to successful program development, identifying best practices in overcoming challenges, and determining if a developmental framework can work across geographical and economic barriers. [The dissertation citations contained here are published with the permission of ProQuest LLC. Further reproduction is prohibited without permission. Copies of dissertations may be obtained by Telephone (800) 1-800-521-0600. Web page: http://www.proquest.com/en-US/products/dissertations/individuals.shtml.] (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01