Workforce development advisory committee members' perceptions of committee involvement in state-specificied functions : a study of Texas Community College District

Access restricted to the OSU communityA survey of how North Harris Montgomery Community College District (NHMCCD) advisory committee members perceived their committee's involvement in the nine state-prescribed functions of an effective advisory committee is the primary focus of this dissertation. NHMCCD is one of the two largest community college districts in Texas, comprised of five campuses having advisory committees for each of its 51 workforce development programs. Data that were gathered focus on the nine advisory committee functions in the Texas Higher Education Coordinating Board's Guidelines for Instructional Programs in Workforce Education. The advisory committee members reported high involvement in three areas: evaluating the goals and objectives of the program(s) curriculum; establishing workplace competencies for the program(s) occupation(s); and suggesting program(s) revisions as needed. Low involvement was reported for six functions: evaluating the adequacy of existing college facilities and equipment; advising college personnel on the selection and acquisition of new equipment; identifying local business/industry leaders who will provide students with external learning experiences, employment, and placement opportunities; assisting in the professional development of the faculty; assisting in promoting and publicizing the program to the community and to business and industry; and representing the needs of students from special populations. Committee members reported several concerns: committee members' recommendations were sometimes ignored; members were not being used to their full potential; infrequent committee meetings and unclear agendas. They also offered several suggestions for improvements to address their concerns: define the college's expectations of its advisory committee members; improve communication between the colleges and advisory committee members; increase member's participation in other campus activities; and improve the colleges' response to advisory committee recommendations. Recommendations for advisory committee practice and future research are also offered in this dissertation