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Flexographic Skills and Training Flexographic Skills and Training: A Comparison of Flexographic Industry Needs and College Flexographic Preparation Presented in Partial Fulfillment of the Requirements for the Degree of Doctor of Philosophy in Education in the Graduate School of The Ohio State University By Michelle Lynn Surerus Graduate Program in Education The Ohio State University 2012 Dissertation Committee: Dr. Paul E. Post, Advisor Dr. Patricia A. Brosnan Dr. Karen E. Irving Copyrighted by Michelle Lynn Surerus 2012 ABSTRACT The purpose of this research addresses three research questions. The first research question was addressed using a Delphi Study to determine what entry level job skills are desired by the Flexographic Printing Industry, what job titles are recent graduates of programs that include flexography in their curriculum hired into, and to determine what level of education is required for those positions. The second research question of this study addressed the status of flexographic education in 2- and 4-year, post-secondary educational institutions in the United States by surveying institutions that have indicated that they include flexography in their curriculum according to three sources; Flexographic Technical Association’s “Flexo in Education” data base, Printing Industries of America’s PGSF Directory of Schools, and the Association of Technology, Management, and Applied Engineering’s Member Directory which includes graphic communication programs in the United States. The third research question of this study examined how the needs of the Flexographic Printing Industry compare to what is being taught at 2- and 4-year educational institutions. Research questions two and three were answered through the use of a single survey asking for information about the number of courses that were dedicated only to flexography, courses that include flexography but not exclusively flexography, whether or not the institution had a flexography program, ii specialization, or major/minor, how many students who had flexography courses graduated between Fall 2007 and Spring 2011, were these students required to take part in internships/cooperative education, what skills did educators believe were important for students to possess who would be entering the Flexographic Printing Industry after graduation, and what job titles, as seen by educators, were students being hired into upon graduation. The findings of this study support the industry predictions that there is a shortage of qualified people entering the print industry. It was also determined that higher education is not able to graduate enough students to fill the employment needs of the Flexographic Printing Industry. Of the 12 colleges and universities who reported graduation numbers, 2-year institutions graduate 15 students each year, while 4-year institutions graduate an average of 25-40 students each year who have had flexography courses or courses that include flexography. In four years, the 12 schools that responded to the request for number of graduates from their programs indicated only 1193 students graduating with flexographic experience between Fall 2007 and Spring 2011, a far cry from the estimated 13,200 workers needed in the Flexographic Printing Industry each year until 2016. iii DEDICATION In loving memory of my parents, Don and Judy Surerus, I wish they were alive to see this moment. To the rest of my family and friends, thank you for your love, support and shoulders to cry on. iv ACKNOWLEDGEMENTS None of this would have been possible without a committee who believed that I could see this through to the end; Dr. Paul E. Post, my advisor and committee chair, who has been with me since the very beginning so long ago who never stopped believing in my ability to finish my doctorate, Dr. Patricia A. Brosnan who has believed in me and supported me since my return to my doctoral studies after my car accident, and Dr. Karen E. Irving for her time and input during the last few years of candidacy, proposal, and dissertation. I have been blessed with a committee that cares, works well together and has stayed with me through many challenges including the passing of my parents. My eternal thanks are yours! Special thanks to Dr. Karen Zuga for many years of patience and support. v VITA 1982 E.L. Bowsher High School 1986 B.S. in Technology, Bowling Green State University 1990 M.Ed. in Career and Tech. Ed., Bowling Green State University 2005 M.A. in Technology Education, The Ohio State University 2012 Ph.D. in Education, STEM, The Ohio State University vi TABLE OF CONTENTS Abstract ................................................................................................................. ii Dedication ............................................................................................................ iv Acknowledgements ............................................................................................... v Vita ....................................................................................................................... vi Table of Contents .................................................................................................vii List of Tables .......................................................................................................xiii List of Figures...................................................................................................... xv Chapter 1.............................................................................................................. 1 • What is Flexography................................................................................... 3 • Organization of the Study ........................................................................... 4 • Statement of the Problem........................................................................... 6 • Significance of the Study .......................................................................... 12 • Questions of the Study ............................................................................. 13 • Assumptions ............................................................................................. 14 • Limitations................................................................................................. 14 • Definition of Terms.................................................................................... 15 • Methods.................................................................................................... 18 • Organization of the Document.................................................................. 18 • Summary .................................................................................................. 19 vii Chapter 2: Review of the Literature................................................................. 20 • Growth of the Flexographic Process ........................................................ 21 • Technological Advances in Flexographic Printing .................................... 22 • Technological Advancements Specific to Flexographic Produced Newspapers.............................................................................................. 23 • Flexography and Corrugated Boxes Increase Demand for Skilled Workforce ................................................................................................. 25 • The Shortage of Highly Skilled Workers and Recruitment in Flexographic Printing ..................................................................................................... 26 • Demand for Higher-quality Products and Skilled Workers ....................... 27 • How Demand for Higher Quality, Better Trained Workforce has Influenced Advances in Flexographic Printing ........................................................... 28 • Other Sources That Address What Skills Students Need to Succeed in Industry………………………………………………………………………….29 • Shortage of Printers.................................................................................. 30 • How are the Knowledge and Skills Needed for Flexography Different from other Printing Processes .......................................................................... 35 • Educational Approaches to Meeting the Needs of the Flexographic........ 38 • Technology Education and Industry…………………………………………38 • From the Academic Side: Specialization and Market Development......... 40 • Sponsored Research and Skill Development with Education and Industry..................................................................................................... 41 • The ‘team approach’ to Industry-University Partnerships......................... 42 viii • Government Funding and the Team Approach with Higher Education .... 44 • Training at the University Level: Programs Currently Known ................... 45 • Company Support of Secondary School Recruitment and Training ......... 50 • Trade Organization-Based Training ......................................................... 50 • Company-Based Training......................................................................... 52 • Case Studies of Training Models in the Flexographic Printing Industry ... 53 • Just-in-time (JIT) Learning and Constant Change.................................... 54 • Theoretical Relationship Between Training and Recruitment................... 55 • Demand for Higher-Quality Products and Skilled Workers....................... 56 • Rigorous Training and Recruitment.......................................................... 57 • Solution Provision and Recruitment ........................................................
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