Promising Practices for Strengthening the Regional STEM Workforce Development Ecosystem (2016) / Chapter Skim
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To explore common and proposed practices in establishing such partnerships, a committee organized under the auspices of the Board on Higher Education and Workforce of the National Academies of Sciences, Engineering, and Medicine undertook an 18-month study of the extent to which universities and employers 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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We summarize the key recommendations here in the form of specific action steps that individual leaders and partners can take in a region to create and sustain the types of higher education–employer partnerships that can create significant opportunities for STEM students, as well as encourage stronger economic development in a region: BUSINESS LEADERS • Foster a spirit of collaboration with local and regional higher education institutions so that employees are empowered to engage in collaborative workforce-building activities. 2 In its analysis of the five regions, the committee examined the nature and scope of collaboration among 2-year colleges, 4-year colleges and universities, research universities, and local employers (including local business and industry, local nonprofit and government agencies, local utilities, and others)
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• Work with one or more local business leaders, government officials, or third-party in termediaries to conduct a regional assessment of the economy that includes multiple sources of labor market data and local employers assessment of the current and future workforce needs, and identifies the specific steps that are under way (and/or that need to be launched or expanded) to support stronger collaboration among partners -- with the dual goals of enhancing the local economy and strengthening student preparation for success in the regional workforce.
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Ensure that these ad visory boards are sufficiently diverse, and emphasize the importance of broadening par ticipation in STEM. • Using student migration analyses, track attrition in STEM courses and majors in the first 2 years of undergraduate education, and create a plan for increasing completion rates in STEM majors, especially for female and underrepresented minority students.
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• Facilitate the creation of effective workforce development partnerships among local employers and universities by o Bridging some of the cultural and communication barriers that can present obstacles to partnerships; o Establishing lines of communication between partners; o Organizing convening events; o Helping employers and universities understand the region's competitive advantages by addressing data and information needs; o Bringing promising partnership activities to scale; and o Assisting with securing outside sources of funding, as appropriate. • Fulfill strategic functions of planning, convening, connecting and brokering, and meas uring and evaluating collaborative efforts to promote the development, maintenance, and long-term sustainability of the STEM workforce development ecosystem.
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