Sectoral Relations, Appropriateness, Supply-Demand Problem in the Post-Secondary Vocational Schools: Recommendations for Improvement

This current study aims to identify the problem areas of the post-secondary vocational schools and develop some possible actions that could be taken to improve them. In order to obtain information about the current status of these schools, a questionnaire was prepared and distributed to post-secondary vocational school employees and 167 industrial sector representatives. The answers of these respondents were analyzed by using factor analysis, and some indexes were generated. The results of this study suggest that the main problems of the post-secondary vocational schools are stated as the limited collaboration between the post-secondary vocational schools and the private sector firms, selection of inappropriate locations to open post-secondary vocational schools, limited social facilities, and the lack of job opportunities for some graduates of associate degree programs. Some institutional and educational recommendations are suggested by the participants for solving these problems. For example, to improve the institutional status of the post-secondary vocational schools, the duration of workplace training should be increased, machinery and equipment used in these schools should be enhanced, and employment demand projections should be taken into consideration while determining the student admission quotas. In terms of education and training, they propose that the education period should be extended for the students to gain professional skills and competences, and a preparatory class should be placed to improve the basic professional skills of the general high school graduates who enrolled in these schools.

Standards and Guidelines for Associate's Degree Programs in Gerontology

Associate degree programs in gerontology occupy a unique space in higher education. They must prepare students for a wide variety of careers and opportunities from technical and vocational training to preparation for further gerontology education at a four-year college. It is widely known that there is great variability among the numerous associate degree programs in gerontology; this presentation gives an overview of the revised standards and guidelines for associate degree programs. Associate degree programs will vary based on the faculty, the leadership, the program, and institutional support, this presentation discusses best practices for a variety of program types paying particular attention to competency-based educational strategies.

Design of Communication Environments in Career-Focused Learning Communities

Rapid renewal of information with the rapid development of technology prevents individuals from using their knowledge and skills throughout their lives. Today, instead of participating in long education programs such as undergraduate or associate degree programs, short-term education programs that are specialized according to their fields of study are increasingly in demand. Investigating which communication environments individuals prefer in career focused learning communities in which individuals participate in lifelong learning is important in terms of shedding light on the design process of these environments. The purpose of this manuscript is firstly to reveal the opportunities offered by lifelong learning to individuals, then to determine the preferences of the communication medium based on the experiences of individuals participating in career focused learning communities offered within the scope of lifelong learning, and finally, to provide suggestions for the design of communication environments to people who create and manage career focused learning communities.

Exploring Administrator Perspectives of Community College Career and Technical Programs

crease the successful function of the economy they serve. One of the most prevalent ways these institutions serve the local economy is by offering a host of career and technical programs to the public. These two-year associate degree programs have been criticized and ridiculed for being too narrow in scope and breadth. Some have even suggested that these programs demoralize higher education. Contemporary career and technical education include complex procedures, software, and tools, which requires faculty members to teach and students to learn differently using a variety of methods. The purpose of this qualitative study is to explore the efficacy of community college career and technical programs through the context of administrator perspectives.

Administrators' Perceptions of Motives to Offer Online Academic Degree Programs in Universities

<p class="3">Although the number of online academic degree programs offered by universities in Turkey has become increasingly significant in recent years, the current lack of understanding of administrators’ motives that contribute to initiating these programs suggests there is much to be learned in this field. This study aimed to investigate administrators’ perceptions of motives for offering online academic degree programs in universities in Turkey in terms of online associate degree programs, online master's degree programs, online bachelor's degree completion programs, and online bachelor's degree programs. A qualitative research method was employed for this study. Semi-structured interviews were conducted with 16 administrators from different universities’ distance education centers in Turkey and thematic analysis was applied to the data. The research found that administrators’ motives for offering online academic degree programs mainly involve in answering to the high demand of prospective students. Six major themes were identified with regard to influencing factors for administrators’ motives: demands for programs, mission to support education, readiness of infrastructure, teaching staff as well as applicability of content, overcoming the shortage of classroom space and teachers, obtaining revenue, and gaining prestige.</p>