Promising Practices for Strengthening the Regional STEM Workforce Development Ecosystem (2016) / Chapter Skim
Currently Skimming:
1 Introduction and Overview
1 Introduction and Overview
Pages 7-12
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From page 7... ...
In response to this challenge, a committee organized under the auspices of the Board on Higher Education and Workforce of the National Academies of Sciences, Engineering, and Medicine undertook a 1-year study of the extent to which institutions of higher education and regional businesses and industries in five metropolitan communities (Phoenix, Arizona; Cleveland, Ohio; Montgomery, Alabama; Los Angeles, California; and Fargo, North Dakota) collaborate successfully to align curricula, labs, and other undergraduate educational experiences with current and prospective regional STEM workforce needs.
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The study's statement of task is outlined in Box 1-1. To address the issues described in the statement of task, the committee organized five fact-finding regional workshops to gather information and ideas on challenges and strategies in building effective workforce development partnerships.
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In addressing question 2, the committee discovered that it was difficult to systematically assess how professionals already in the STEM workforce were being retrained, due to a lack of available data on the prevalence and scope of the job "upskilling." Although continuing education and training may be especially important for incumbent workers in fastevolving, highly skilled STEM fields, some reports have suggested that this kind of training is not very common in the United States.3 Regarding the Statement of Task's question 1, the committee initially planned on commissioning analyses that would use an econometric approach known as stochastic frontier analysis to identify the efficiency with which institutions of higher education in a defined region produced undergraduate degrees in STEM (question 1 in Box 1-1)
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From page 10... ...
For three workshops, this primary partner was a university (e.g., Arizona State University, Alabama State University, North Dakota State University) ; for the remaining two workshops, this partner was an intermediary entity interested in facilitating collaborative activities between higher education and industry in the service of regional economic development (e.g., the Ohio Aerospace Institute, the Los Angeles Area Chamber of Commerce)
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From page 11... ...
The committee identified educational institutions and geographical regions within the United States that appear to be effective in producing STEM-capable workers in response to local industry signaling -- settling on five regions to undertake its investigation and analysis: Phoenix, Arizona; Montgomery, Alabama; Cleveland, Ohio; Los Angeles, California; and Fargo, North Dakota. The rationale for selecting those sites is outlined in Chapter 3.
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From page 12... ...
As described above and in more detail in Chapters 2 and 3, universities can have real economic impact in their communities and the production of educated individuals who contribute to the region's economy is just one of the public goods universities produce. The regional perspective has value to employers and industry, which have long recognized the importance of human capital, and many of the most productive regional economies in the United States are located in close proximity to some of the country's top educational institutions.
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