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A Decision System for Occupational Programs in Community Colleges. Research Publication No. 75-2. INSTITUTION New York State Education Dept., Albany

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A Decision System for Occupational Programs in Community Colleges. Research Publication No. 75-2. INSTITUTION New York State Education Dept., Albany DOCUMENT RESUME ED 099 042 JC 740 483 AUTHOR Hedlund, Dalva E.; And Others TITLE A Decision System for Occupational Programs in Community Colleges. Research Publication No. 75-2. INSTITUTION New York State Education Dept., Albany. Bureau of Two-Year Coll. Programs.; New York State Education Dept., Albany. Office of Occupational Education.; State Univ. of New York, Ithaca. Cornell Inst. for Research and Development in Occupational Education. PUB DATE Jun 74 NOTE 171p. EDRS PRICE MF-$0.75 HC-57.80 PLUS POSTAGE DESCRIPTORS Bibliographies; *Community Colleges; Curriculum Development; *Decision Making; Literature Reviews; Models; Post Secondary Education; *Program Planning; *Systems Approach; Technical Reports; *Vocational Education ABSTRACT The first year of a project to develop, evaluate, and disseminate a system for occupational program planning in community colleges is discussed. The focus of the first year was the development of the system. This report of the first phase is divided into three parts. In part 1, materials and concepts important to the development of the system are reviewed. First, the literature on occupational program planning in community colleges is explored. Second, important concepts in the development of the project system is discussed. Part 2 contains the pilot edition of the project system. Part 3 contains the references for the development of the project system. Annotated bibliographies are presented for the use of both researcher and practitioner in the area of program development. (DB) S DEPARTMENT OF sit AL TN A DECISION SYSTEM FOR OCCUPATIONAL EDUCATION &AFL RARE NATIONAL InisTITuTEo EtaucAtiotv c1.4. PROGRAMS IN COMMUNITY COLLEGES 4rt Pt I I (1. IiffLA,7, . f Mr .(% ,3% 1.111. ,Vt. 'PO . I A pd. di No, %.1 A' t. I . T Mf PRI f INT nk %AT 7314(331 (-1 a ..% P, 443 RESEARCH STAFF , 3 k Datva E. Hedlund, Ptistalaze Inveatigatot Joan R. Egnet George J. Pasnen with Robe At B. Young, Rea each Adaociate Sanbalm Montgomem, Reaeanch itsumkate Institute for Research and Development in Occupational Education, Department of Education, New York State College of Agriculture and Life Sciences, Cornell University, Ithaca, New fork In Cooperation With Bureau of Two-Year Colleges and 00 Office of Occupational Education New York State Education Department Albany, New York O June 1974 yo Pes. Pub. 75-2 h41,0) TABLE OF CONTENTS Preface Acknowledgements ii Introduction Oc vational Education in a Time of Change 1 Part One An Historical Survey of the Literatureon Planning Occupational Programs in Community Colleges 6 A Review of the Development and Uae of Models and Systems in Education 17 Part Two Introduction of a New System 27 System Model 31 Description of the System 32 Estimation Phase 35 Introduction 36 Questions 37 Precision Phase . 38 Introduction 39 Methoe.; of Planning . 42 Subsystems 44 Identity 44 Long-Range Planning 52 Resources 55 Students 58 Employment 62 Local Resolutions 74 Evaluation 76 Conclusion 83 Part Three References Cited 84 Annotated Bibliography - General Sources 90 Annotated Bibliography - Concepts and Sources of Data for Manpower Analysis 107 Additional References 164 PREFACE During the course 06 threeyenta o6 setvice to out cotteaguxA in the Ovo-yeat colleges 06 Nov York State, theInestitute 6 ta66 and coopeuting pko6es6ons have heard many exptessiona06 need. Thi6 teseaAch and develop- ment e660ht i6 one te6p0n4e to suchneeds. Pto6essot Patva E. Hedlund accepted the chattenge to examinethe extant cutticutum decision-making process; Lawrence E. Guy and PaLP C. Chakonas06 the Bateau 06 Two -Yeah Cottegea, Nov Votk State Educatio?Department, encouraged us to devetop a ptoposat addtesaing the needs;w advisoty committee and outside con- auttants have hetped the ooject 6ta66towatd devetopment o6 a use but 6y6tem. ThiA tepott representsan intetim step in a ptoce66 that witt continue this pattnetship through theremaining 6equz.ntiat steps pitoting, ftevision, insetviceinattuction, adaptation and imptementation. Stated in mote abstractterms: thiA e66ott tepteaentsa ptoce66 thnough which a thitd patty (The Institute) may mavhatt ptactioatassistance to ctientete in the application 06 aigni6icant educational research6inding6 to the opetationat needs 06our inatitutiona. The sequentiat tetationahips inctudc: (1) Coopetative Identi6ication 06 needs; (2) Re6eatchingo6 attetnatives; (3) CooperativepupaAation 06 a p4opoaat Ocwsingon the stutegios judged moat viabte; (4) Identi6ication o6proven ptactices; (5) Apptication o6 them in theaynthedis 06 a model and/o4system; (6) Pitoting 06 the modet and/ot 6y4 tem;(7) Coopetative teviaion;(8) Di6- aemination through im6etvice education; (9) Adaptation andimptementcu'on in the individuat institAtionat setting. Through this paocesawe can hope to develop a body o6 "pkoven practice" that w-i tt. setve both theplactitiona and tho6e. tesponsibte Got pupa/cation 06 educationatptactitioneAs. We quote itom a statement by the pro feat 6ta66 (page 28): "A good system Got program development must oveAcome both the hapha2aAdnesso6 the tuditionat decision ptoce66 and the absttactneso o6 'new'6ystema. It must be based in the teatity o6 oommunity cottegeA but itmust tty to reorder that teatity in Logical ways. A good system bLenda realityand them 604 the imp4ovementu6 the developmentprocess ". The puject 6ta66 hasacknowledged the contAibutionamade by numerous undetatandably, the ptincipatinvestigatots have not spoken 06 their impottance to this prefect. Pitokazons Datva E. Hedlund,Joan R. Egnelt, and George J. Poanen have given unaet6ish1y 06 theirttime and 0.06eaaiowit expertise. Robert Young and SatbataMontgomem, in the tote o6 tenatch asaociate, have provided the day-by-dayendeavor that is 6o impottant to the cty6tattization06 a ptoduct. The teat 06 us have been pLea6ed to pro vide the kinds 06 suppont necessam to6acititate the e66ott6 06 such a poweA6utteam. PhO6ea604 John U'Alcox Ditectot, Institute GotOccupationat Education ii ACKNOWLEDGMENTS We are indebted to many people. Research assistants Paul Clements, Marlene Ginsburg, Michael Herriman, and Myra Maimed have worked long and hard hours co research and develop tre project system. The system could not have been produced without their contributions. Professor John Wilcox, Director of the Cornell Institute for Research and Development in Occupa- tional Education, has been a vital source of support for the since its inception. Deans from six community colleges -- Robert Ch..an, Corning; Ronald Horvath, Broome; William Lynam, Monroe; Thomas Mecca, 1",Apkins- Cortland; Ralph Miller, Finger Lakes; and Gerald Walsh, Jefferson -- have provided the "reality base" for the project. Their expertise has stimulated our efforts to produce a workable and worthwhile systemfor occupational program development in community colleges. Herbert Bienstock, regional director of the Bureau of Labor Statistics, U.S. Department of Labor, has generously furnished the annotated bibliography on concepts and sources of data for manpower analysis. The following people have contributed their time and expertise to the development of the project system: Herbert Bienstock, Regional Director of the Bureau of Labor Statistics, U.S. DeIrtment of Labor; Dr. Robert L. Bruce, Professor of Education, Cornell University; Dr. William W.Frank, Associate Professor of Industrial and Labor Relations, CornellUniversity; Dr. Robert Perloff, Professor of Business Administration andPsychology, University of Pittsburgh; Dr. Edward Sussner, Professor of Economics, University of Pittsburgh; Dr. Thomas F. Green, Adjunct Professor, Cornell University; Dr. Steven J. Klees, Assistant Professor of Education, Cornell University; and Dr. Gene M. Winter, Associate Director, Cornell Institute for Research and Development in Occupational Education. -1- INTRODUCTION OCCUPATIONAL EDUCATION IN A TIME OF CHANGE It took man routtily 475,000years to arrive at the Agricultural Revolution./--- It required another 25,000years to come to the Industrial Revolution. We have arrived at the "Space Age" ina hundred and fifty years--and whilewe do not know where we go from here, we can besure that we shall go there fast. (Frankel, 1964) A decade has passed since Charles Frankel madethat statement. The events of the last tenyears verify his prediction that unfore- seen and rapid change would be a fact of American life. In the last ten years, Americans have been to themoon several times. Vietnam has exploded and ebbed "Student activists" have come and gone; so have "hippies" and "yippies" and "black panthers" and "weathermen."The political confidence of the "new frontier" has given way to the political uncertainty of the 70's.The fuel- burning Cadillac has become a symbol of the worst, as wellas the best, of American affluence. Civil Rights has spawned new movements for peace and ecology and women's rights and othergroups and causes. Labor in America has not been immune to change.Many years have passed since thiswas a rural, agricultural nation. Industrial America is changing. The American labor force produces more services than material goods. Its unskilled workers must become skilled in such areas as abstract thinkingor be replaced by automation. The primary requirement for employmentis changing from physical power to mental agility. -2- These changes increase the role of education in the careers of American workers. Havighurst (1966) asserts that the right to work is tied to the acquisition of education. Bebout (1965) states that education helps workers adapt to automation, therefore, formal education
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