AMTEC: Colleges and Industry Partnering to Make a...

AMTEC: Colleges and Industry Partnering to Make a Difference

Dr. Annette Parker

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How Did We Get Here?

• Corporations are reengineering as global impact drives the challenge to attract, retain, and grow the skill sets of employees. – Central to employee development is the need for a workforce that has the capacity for continuous

learning to meet the needs of the global economy, (Caro, 2007).

– In direct competition with this need, the U.S. will experience a demographic shift as nearly 75 million baby boomers retire.

– The Skills Gap - The younger workforce cannot effectively access the labor market because they do not possess the skills necessary to advance in the current or future economy (Frazier, Laprade, Coxen, & Bird, 2011).

– Highly skilled engineers are part of the solution, but a need also exist for millions of middle-skilled (mid-level) workers and technicians for careers in emerging and high-growth industries such as health care, biotechnology, nanotechnology, clean energy, and advanced manufacturing (Soares & Steigleder, 2012).

• With the combined financial turbulence of world markets and rapid technological advancements, the development of business partnerships with higher education has accelerated.

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How Did We Get Here?

• Higher education institutions have recognized a growing demand for middle-skilled students. – They now see collaboration with corporations as a significant way in which to increase enrollment and

revenue streams.

• The mission of the community college is not static and has changed over time as economic and political forces have changed (Townsend & Dougherty, 2006).

• Community college leaders’ understand the need to develop new worker competencies which has created opportunity for transformative change including dynamics of collaborative partnerships.

• Recognizing an current economic imperative; the Obama administration has set

• aggressive goals for postsecondary attainment in the United States and has emphasized the unique role community colleges must play in achieving them (Soares, 2010).

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President Obama’s

2020 Strategic Vision and Goals

College Completion for Community Colleges

• 5 million more students than expected need to graduate by 2020

• A $2 Billion Community College Career and Training Act

• Skills for America’s Future

• Aspen Prize for Community College Excellence.

• The Veteran’s Administration VetSuccess Program

• 21st Century Commission (AACC)

• National Association of Manufacturers - Manufacturing Institute, Right Skills Now

• National efforts addressed by AMTEC

– Transitioning to and through Community Colleges and the workforce

– Business and industry engagement”

– National industry endorsed certification

Federal Strategies

• Focus the Agenda

• Integrate Efforts

• Collaborate Across Agencies

• Connect States / Postsecondary Education / Federal Government

• Involve External Stakeholders

• Mobilize Momentum / Create Synergy

AMTEC Center Goals • Create business/industry partnerships in delivering

core technical education that meets the high priority needs of automotive manufacturers and suppliers. Goal 1 –

• Increase secondary to postsecondary transition and from postsecondary to employment to meet industry needs. Goal 2 –

• Implement a collaborative support system to sustain and replicate the AMTEC model. Goal 3 –

• Create and sustain the program with assessments, credentialing and continuous improvement. Goal 4 –

AMTEC Products

• Industry Validated

• Multi-Skilled Maintenance/Mechatronics

Technical Standards

• 13 courses

• 57 modules

Hybrid/Online Curriculum

• 2 Comprehensive Assessments

• 13 End-of-Course (topic) assessments

• 57 Module Level Pre and Post assessments

Diagnostic & Certification Assessments

AMTEC’s Six Unique Contributions

• between competing US automotive manufacturers and suppliers to document training needs in automotive manufacturing

1. Landmark collaboration and strategic alliances

• for identifying standards, developing curriculum and assessment tools, and professional development

2. Mandatory partnerships

between community colleges and their industry partners


• To convene industry and educators to identify and validate technical standards and develop assessment tools

3. The use of an innovative and

efficient process

• That integrates a unique, systems approach to the instructional content

• is contextual

• is modularized for efficient and extreme flexibility

• is industry driven

• is implemented in all partner colleges for credit and non-credit and in a flexible learning schedule

• Contains industry-validated national pathway for manufacturing

4. A participatory, uniform process for

the development and implementation of a

NATIONAL curriculum and career pathway


• that include standardized assessments at various levels of the curriculum and includes a nationally-transportable certification

5. The use of a groundbreaking

model using data driven

improvement tools

• for mapping the grant’s strategic objectives into performance metrics in the four perspectives of financial, internal processes, customer focus, and learning and growth.

6. The development and implementation of

a Balanced Scorecard

AMTEC Skills Standards

Module/Courses Content

AMTEC Assessments

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The AMTEC Development Process:

Standards, Curriculum, & Assessments

AMTEC DACUM Identified 26 Duties & 170 Tasks A MECHANICAL EQUIPMENT

B PNEUMATIC/HYDRAULIC EQUIPMENT

C. STEAM SYSTEM

D. PREDICTIVE/CORRECTIVE MAINTENANCE

E BLUEPRINT READING/SCHEMATICS

F EQUIPMENT CONTROLS AND SENSORS

G ELECTRICAL EQUIPMENT

H ELECTRONIC EQUIPMENT

I NETWORKING

J PLC EQUIPMENT

K. MAINTAIN NC/CNC EQUIPMENT

L. ROBOTS

M RESISTANCE WELDING

N ROBOTIC GMAW WELDING

O FABRICATE

P COMPUTER LITERACY

Q PREVENTATIVE MAINTENANCE

R DUST AND MIST COLLECTORS

S UTILITIES

T POWER DISTRIBUTION

U SPECIALIZED MACHINERY

V METROLOGY

W SAFETY AND DOCUMENTATION

X LASER ETCHER

Y AUTOMATIC WELDER

Z SPECIALIZED EQUIPMENT 13

AMTEC International Online Delphi Study

Round One

Rate the 170 competencies

0 to 4 rating

Round Two

All compared group mean from first round to their

rating

May change their first rating

Round Three

All compared group mean from second round to

their rating

May change their second rating

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Importance Ratings

4 Essential

not having skill/knowledge in this area will keep you

from gaining employment in this occupation

3 Very Important

skill/knowledge in this area WILL enhance

employability in this area

2 Important

skill/knowledge in this area MAY enhance

employability in this area

1

General

Importance

skill/knowledge in this area will be learned on-the-

job and would NOT effect employment in this

occupation

0 Not Important

skill/knowledge in this area are NOT important for

employment in this occupation at all

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Delphi Data Analysis

Compared Individual Business Ratings

Compared Individual School Ratings

Compared Business Ratings to Educator Ratings

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Identified Core Curriculum

H ELECTRONIC EQUIPMENT Fundamental Advanced Certificate

Shop

Specific

60 Maintain/install fiber optics Introduction x

61

Troubleshoot/repair/replace

vision systems Introduction x

62

Install/maintain/troubleshoot bar

code readers Introduction x

63

Troubleshoot/maintain (single rail

transport) SRT monorail x

64

Maintain and calibrate quality

touch center system (MARPOS) x

I NETWORKING Fundamental Advanced Certificate

Shop

Specific

65 Use DeviceNet protocol Introduction x

66 Use Data Highway protocol Introduction x

67 Use TCP/IP protocol Introduction x

68

Use ControlNet protocol (Allen

Bradley) x

69 Use FL net protocol x 17

Each Course into 57 Modules—Keeping Link to Standards

Mod. Fluid Power and Electrohydraulics/pneumatics Lecture Lab Standard

Link

1 Fundamentals 16 20, 42

2 Flow, Directional, Pressure Control Valves 10 18 13, 14, 17

3 Actuators 6 8 15, 23

4 Pumps and reservoirs 8 8 21,22

5 Fluids and Filters 5 3 18, 19, 25

6 Hose, pipes and tubing fabrication 3 9 16, 24

7 Electrohydraulics/pneumatics 12 14 17,26,27

60 60

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American Association of Community Colleges Annual Convention

The AMTEC Manufacturing System Simulator

Curriculum Innovation Lessons

• Teams of industry and faculty layout courses/modules

• Faculty created student learning outcomes for modules

• Faculty created one pre and one post-test aligned to student learning outcomes

• Industry reviewed final module content and pre and post assessments

• Fix issues that industry find

• Course/module national pilot

57 Modules Curriculum

Development

AMTEC Assessment Details

100 Standards

• Aligned to Standards

• 2 versions

• Developed by Industry

13 courses (topics)

• Aligned to Subset of Standards

• 13 tests

• Developed by Industry

62 modules

• Aligned to Student Learning Outcomes

• 62 pre- and 62 post-tests

• Developed by Faculty

Lesson #1— Industry will support programs if you close

the loop with industry

Be willing to revise

THEN ASK INDUSTRY TO REVIEW

Develop the Curriculum and Assessment

Listen to Industry

Lesson #2—

Most faculty are not instructional designers

•Difficulty in turning standards into curriculum

•Not familiar with effective online development tools

Lesson #3

Most colleges are struggling to implement

•open-entry/open exit

•Flipped classroom strategies

•Fractional credit

•Credit for prior knowledge

Lesson #4 Current Priority Phase 3

Phase 1--Develop

Phase 2--Implement

Phase 3--Continuously

Improve

The Framework for AMTEC’s Collaboration Research

Austin’s (2000a) theoretical model of collaboration provided a promising framework in which to view college-industry interorganizational collaboration using a continuum of stages in collaborative relationships, from philanthropic to transactional to integrative. The study also used the Wilder Collaboration Factors Inventory (WCFI), as a set of success factors that influences the collaborative process.

WCFI Key Factors Used to Measure Collaboration

• Factors related to the environment – History of collaboration or cooperation in the community.

– Collaborative group seen as a legitimate leader in the community.

– Favorable political and social climate.

• Factors related to membership characteristics. – Mutual respect, understanding, and trust.

– Appropriate cross section of members

– Members see collaboration as in their self-interest.

– Ability to compromise.


• Factors related to process and structure. – Members share a stake in both process and outcome.

– Multiple layers of participation.

– Flexibility.

– Development of clear roles and policy guidelines.

– Adaptability.

– Appropriate pace of development.

• Factors related to communication. – Open and frequent communication.

– Established informal relationships and communication links.


• Factors related to purpose. – Concrete, attainable goals and objectives.

– Shared vision.

– Unique purpose.

• Factors related to resources. – Sufficient funds, staff, materials, and time.

– Skilled leadership.

Austin’s Collaboration Continuum

• Austin defines three stages: philanthropic, transactional, and integrative. – Philanthropic: the nature of the relationship is largely that of

charitable donor and recipient.

– Transactional: explicit resource exchanges focus on specific activities such as caused related marketing, event sponsorships, and contractual service arrangements.

– Integrative: partners, missions, people, and activities begin to merge into more collective action and organizational integration. This alliance stage includes joint ventures and the highest strategic level of collaboration (Austin, 2000b).

Austin’s Collaboration Continuum

1. Collaboration Mindset

2. Strategic Alignment

3. Collaboration Value

4. Resource Exchange

5. Contextual Learning

6. Personal Connection

7. Progress Communication

8. Focused Attention

9. Mutual Expectations

10. Level of Engagement

Austin’s Model • As collaborative relationship migrates along Austin’s collaboration

continuum, the nature of the partnership changes.

• As the partners move along the collaboration continuum, the levels of engagement by the two organizations move from low to high, and the importance to the parties moves from peripheral to central.

• As a result, the magnitude of deployed financial, in-kind, and intangible resources grows as the scope of activities broadens significantly.

• As the partners move along the continuum, the relationship evolves from a simple task to a complex undertaking as the value increases from minor to major (Austin, 2000a).

Austin’s Model • The model allows collaborators to locate their relationship on the

continuum as a basis of discussing the type of relationship, how it is evolving, and where they want to go.

• It is important to note that progression along the continuum is not automatic, and regression can occur (Austin, 2000a).

• Movement along the continuum is determined by the conscious decisions and explicit actions of the partners.

• If collaborators wish to move to a higher stage, the collaboration continuum helps them assess the changes required in resources, processes, and attitude.

• Austin’s research suggests there are significant collaborative gains to be achieved by moving to a high level of engagement, yet the cost to obtain them also is great (Austin, 2000a)

Analyzing the Partnerships

Value

College Industry College Industry

Stage 1 Integrated Integrated

Stage2 Integrated

Stage 4 Integrated

Stage 5 Integrated

Stage 6 Integrated Integrated Integrated

Stage 7 Integrated

Stage 8 Integrated Integrated



Stage 1 Transition Transition

Stage 2 Transition Transition Transition

Stage 3 Transition Transition Transition

Stage 4 Transition Transition Transition Transition

Partnership A Partnership BStrength

College Industry College Industry College Industry

Factor1 Strength Strength Strength Strength Strength Strength

Factor2 Strength Strength Strength


Factor4 Strength Strength Strength Strength

Factor5 Strength Strength Strength Strength Strength

Factor6 Strength Strength Strength Strength Strength Strength Strength

Factor7 Strength Strength Strength Strength Strength

factor8 Strength Strength Strength Strength

factor9 Strength Strength Strength Strength


Factor11 Strength Strength Strength Strength



Partnership A Partnership B Partnership C

Findings

• These findings reveal how AMTEC’s local partnerships are progressing along the collaboration continuum and the factors that contribute to their strength and reveal weaknesses that can contribute to stage progression or regression.

• The findings will be used to assist in strengthening local partnerships and to support future research.

Thank You

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