The effects of cooperative agreement programs between technology centers and community colleges in Oklahoma.

摘要

Scope and method of study. The purpose of this study was to describe the nature and effects of cooperative agreements between Oklahoma technology centers and higher education institutions. There were 512 students who participated in the survey portion of the study; 4 administrators from higher education; 4 administrators from technology centers; 4 instructors from higher education; and 4 instructors from technology center programs participated in the interview component of the research; a focus group reviewed and provided insight into the findings of the student survey and educator interviews. A stratified random sample technique was used to select the student survey participants. The interview subjects were purposefully selected to provide perspectives on cooperative agreement programs. The focus group members were selected based upon job titles and previous experience that identified them as stakeholders in cooperative agreement programs.; Findings and conclusions. The student survey developed a profile of knowledge that students possessed of cooperative agreement programs. Students identified knowledge of agreements, but failed to demonstrate knowledge of specific elements with regard to credit hours or higher education institution. The student survey also demonstrated the lack of effect that cooperatively enrolled programs had on students' decisions to enroll in a program. Conclusions of the research identified that cooperative agreement programs were firmly established in Oklahoma; there was inconsistency between policy and practice; there was no tracking mechanism to determine if cooperative programs provided for more graduates in technical career fields; and whether Trade and Industrial cooperative agreement programs provide an advantage for graduates in the labor market. The interview component identified challenges in cooperative agreement programs such as transferability, expansion of distance learning technology, duplication of certificate programs, and lack of ability to track students from technology centers through graduation.