A Case Study of Innovative Workplace Development Programming at Community Colleges in the United States

Abstract

Given changes in the 21st century workplace and expectations of employers, the notion that a bachelor’s degree is the sole pathway to sustainable employment and a middle-class life in the United States has become obsolete. Many (e.g., Fleming, 2016) have argued that employers are now seeking employees with technical skills, digital literacy, and the ability to analyze and think critically, capabilities that do not necessarily require a postsecondary degree. Because of the lingering economic impact of the COVID-19 pandemic, including rising inflation globally, many adults, including English-language learners, are seeking short-term certificate or credentialing programs because their financial realities necessitate entering the workplace and earning a living wage as quickly as possible. The need for effective credentialing programs that are connected to market sector demands in the local community can foster productive partnerships among educational programs/institutions, local businesses, and governmental agencies on the municipal, state, and federal levels. Such partnerships often occur in the adult and continuing education areas of community colleges, and this case study focuses on the timely and financially responsive programming and practices at one community college (4C) in the northeastern United States. Key components of their programming that have produced successful outcomes have been highlighted as well as how they might be modified to address the marketplace and educational needs of adult learners in other areas of the United States and internationally.