Professional education in economic development: Conflicting expectations for college programs in the Great Lakes Region

Economic Development Quarterly

Volumn 10, Issue 1, 1996, Pages 3-20

  Visser, James A ^a   Wright, Bradley E ^a  

^a NONE

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EID: 0030517213     PISSN: 08912424     EISSN: None     Source Type: Journal    
DOI: 10.1177/089124249601000102     Document Type: Article

References (36)

1. R. J. Swager, ed., Economic Development Tomorrow: A Report from the Profession (Rosemont, IL: American Economic Development Council, 1991). See also M. R. Boyle, "An Economic Development Education Agenda for the 1990s," Economic Development Quarterly 4 (1990):92-100. The AEDC report includes the argument that economic development has emerged as a true profession, in which its practitioner members attain specialized knowledge through intensive academic preparation and conform to both technical and ethical standards (Swagger, Economic Development Tomorrow, p. 28).
2. R. J. Swager, ed., Economic Development Tomorrow: A Report from the Profession (Rosemont, IL: American Economic Development Council, 1991). See also M. R. Boyle, "An Economic Development Education Agenda for the 1990s," Economic Development Quarterly 4 (1990):92-100. The AEDC report includes the argument that economic development has emerged as a true profession, in which its practitioner members attain specialized knowledge through intensive academic preparation and conform to both technical and ethical standards (Swagger, Economic Development Tomorrow, p. 28).
3. R. J. Swager, ed., Economic Development Tomorrow: A Report from the Profession (Rosemont, IL: American Economic Development Council, 1991). See also M. R. Boyle, "An Economic Development Education Agenda for the 1990s," Economic Development Quarterly 4 (1990):92-100. The AEDC report includes the argument that economic development has emerged as a true profession, in which its practitioner members attain specialized knowledge through intensive academic preparation and conform to both technical and ethical standards (Swagger, Economic Development Tomorrow, p. 28).
4. Swager, Economic Development Tomorrow, p. 33.
5. Swager, Economic Development Tomorrow, pp. 32, 54; Boyle, "An Economic Development Education Agenda," pp. 92, 98.
6. Swager, Economic Development Tomorrow, pp. 32, 54; Boyle, "An Economic Development Education Agenda," pp. 92, 98.
7. Boyle, "An Economic Development Education Agenda," pp. 93-4.
8. Digest of Educational Statistics (Washington, DC: National Center for Educational Statistics, Office of Educational Research and Improvement, U.S. Department of Education, 1992), Tables 168, 170, 242-4; Projections of Educational Statistics to 2003 (Washington, DC: National Center for Educational Statistics, Office of Educational Research and Improvement, U.S. Department of Education, 1992), Tables 17, 20, 28, 29, 31.
9. Digest of Educational Statistics (Washington, DC: National Center for Educational Statistics, Office of Educational Research and Improvement, U.S. Department of Education, 1992), Tables 168, 170, 242-4; Projections of Educational Statistics to 2003 (Washington, DC: National Center for Educational Statistics, Office of Educational Research and Improvement, U.S. Department of Education, 1992), Tables 17, 20, 28, 29, 31.
10. C. B. Aslanian and H. M. Brickell, How Americans in Transition Study for College Credit (New York: The College Entrance Examination Board, 1988), pp. 16-7, 24-9, 108-9; Lifelong Learning Trends: A Profile of Continuing Higher Education, 3rd ed. (Washington, DC: National University Continuing Education Association, 1994), pp. 20, 28. See also C. B. Aslanian and H. M. Brickell, Americans in Transition: Life Changes as Reasons for Adult Learning (New York: The College Entrance Examination Board, 1980), pp. 45-7.
11. C. B. Aslanian and H. M. Brickell, How Americans in Transition Study for College Credit (New York: The College Entrance Examination Board, 1988), pp. 16-7, 24-9, 108-9; Lifelong Learning Trends: A Profile of Continuing Higher Education, 3rd ed. (Washington, DC: National University Continuing Education Association, 1994), pp. 20, 28. See also C. B. Aslanian and H. M. Brickell, Americans in Transition: Life Changes as Reasons for Adult Learning (New York: The College Entrance Examination Board, 1980), pp. 45-7.
12. C. B. Aslanian and H. M. Brickell, How Americans in Transition Study for College Credit (New York: The College Entrance Examination Board, 1988), pp. 16-7, 24-9, 108-9; Lifelong Learning Trends: A Profile of Continuing Higher Education, 3rd ed. (Washington, DC: National University Continuing Education Association, 1994), pp. 20, 28. See also C. B. Aslanian and H. M. Brickell, Americans in Transition: Life Changes as Reasons for Adult Learning (New York: The College Entrance Examination Board, 1980), pp. 45-7.
13. Boyle, "An Economic Development Education Agenda," pp. 96-7.
14. The data on class size, declared concentrations, and graduation rates were incomplete and based on responses from only 14 of the 23 chairs representing departments with economic development concentrations.
15. Ten Public Policy Issues for Higher Education in 1994 (Washington, DC: Association of Governing Boards of Universities and Colleges, 1994); Stephen Gottfredson, "Fighting Crime at the Expense of Colleges," The Chronicle of Higher Education 41 (January 20, 1995): B1-2.
16. Ten Public Policy Issues for Higher Education in 1994 (Washington, DC: Association of Governing Boards of Universities and Colleges, 1994); Stephen Gottfredson, "Fighting Crime at the Expense of Colleges," The Chronicle of Higher Education 41 (January 20, 1995): B1-2.
17. Digest of Educational Statistics (Washington, DC: National Center for Educational Statistics, Office of Educational Research and Improvement, U.S. Department of Education, 1992), Table 243; 1994 Directory of Programs (Washington, DC: National Association of Schools of Public Affairs and Administration, 1994), Table 2, p. 9; Beatrice Clupper, Director, The Planning Accreditation Board, telephone interview with James A. Visser, January 22, 1995; Robert L. Jacobson, "Shaking Up the MBA," The Chronicle of Higher Education 40 (December 15, 1993): A18-9. See also Brian O'Reilly, "Re-Engineering the MBA," Fortune 129 (January 24, 1994): 38-46.
18. Digest of Educational Statistics (Washington, DC: National Center for Educational Statistics, Office of Educational Research and Improvement, U.S. Department of Education, 1992), Table 243; 1994 Directory of Programs (Washington, DC: National Association of Schools of Public Affairs and Administration, 1994), Table 2, p. 9; Beatrice Clupper, Director, The Planning Accreditation Board, telephone interview with James A. Visser, January 22, 1995; Robert L. Jacobson, "Shaking Up the MBA," The Chronicle of Higher Education 40 (December 15, 1993): A18-9. See also Brian O'Reilly, "Re-Engineering the MBA," Fortune 129 (January 24, 1994): 38-46.
19. Digest of Educational Statistics (Washington, DC: National Center for Educational Statistics, Office of Educational Research and Improvement, U.S. Department of Education, 1992), Table 243; 1994 Directory of Programs (Washington, DC: National Association of Schools of Public Affairs and Administration, 1994), Table 2, p. 9; Beatrice Clupper, Director, The Planning Accreditation Board, telephone interview with James A. Visser, January 22, 1995; Robert L. Jacobson, "Shaking Up the MBA," The Chronicle of Higher Education 40 (December 15, 1993): A18-9. See also Brian O'Reilly, "Re-Engineering the MBA," Fortune 129 (January 24, 1994): 38-46.
20. Digest of Educational Statistics (Washington, DC: National Center for Educational Statistics, Office of Educational Research and Improvement, U.S. Department of Education, 1992), Table 243; 1994 Directory of Programs (Washington, DC: National Association of Schools of Public Affairs and Administration, 1994), Table 2, p. 9; Beatrice Clupper, Director, The Planning Accreditation Board, telephone interview with James A. Visser, January 22, 1995; Robert L. Jacobson, "Shaking Up the MBA," The Chronicle of Higher Education 40 (December 15, 1993): A18-9. See also Brian O'Reilly, "Re-Engineering the MBA," Fortune 129 (January 24, 1994): 38-46.
21. Digest of Educational Statistics (Washington, DC: National Center for Educational Statistics, Office of Educational Research and Improvement, U.S. Department of Education, 1992), Table 243; 1994 Directory of Programs (Washington, DC: National Association of Schools of Public Affairs and Administration, 1994), Table 2, p. 9; Beatrice Clupper, Director, The Planning Accreditation Board, telephone interview with James A. Visser, January 22, 1995; Robert L. Jacobson, "Shaking Up the MBA," The Chronicle of Higher Education 40 (December 15, 1993): A18-9. See also Brian O'Reilly, "Re-Engineering the MBA," Fortune 129 (January 24, 1994): 38-46.
22. Swager, Economic Development Tomorrow. This report's conclusions were drawn from a Delphi study of the perspectives of the profession's leadership. The report described the trends and changes now facing the profession, including those involving knowledge and skills needed to ensure that professional practitioners are prepared to meet tomorrow's challenges.
23. Swager, Economic Development Tomorrow, pp. 51-8. See M. D. Waterhouse, "Building Viable Communities: The Essence of Economic Development," Economic Development Review 19 (summer 1991): 14-22; Boyle, "An Economic Development Education Agenda," pp. 94-6. See also the Economic Development Institute and Economic Development Course Providers Manuals
24. Swager, Economic Development Tomorrow, pp. 51-8. See M. D. Waterhouse, "Building Viable Communities: The Essence of Economic Development," Economic Development Review 19 (summer 1991): 14-22; Boyle, "An Economic Development Education Agenda," pp. 94-6. See also the Economic Development Institute and Economic Development Course Providers Manuals
25. Swager, Economic Development Tomorrow, pp. 51-8. See M. D. Waterhouse, "Building Viable Communities: The Essence of Economic Development," Economic Development Review 19 (summer 1991): 14-22; Boyle, "An Economic Development Education Agenda," pp. 94-6. See also the Economic Development Institute and Economic Development Course Providers Manuals
26. Swager, Economic Development Tomorrow, pp. 51-8. See M. D. Waterhouse, "Building Viable Communities: The Essence of Economic Development," Economic Development Review 19 (summer 1991): 14-22; Boyle, "An Economic Development Education Agenda," pp. 94-6. See also the Economic Development Institute and Economic Development Course Providers Manuals
27. included in AEDC's Educational Programs Policy Manual: 1994-1995 (Rosemont, IL: American Economic Development Council, 1994).
28. R. Preston, "Principles of Total Community Development," in Practicing Economic Development, ed. R. L. Koepke (Rosemont, IL: The American Economic Development Council Educational Foundation, 1991), pp. 1-3.
29. These categories and their specific knowledge areas and skills were compiled from those identified in Swager's Economic Development Tomorrow, a review of curricula specified in AEDC's Economic Development Course and Economic Development Institute Providers Manuals, program brochures from a sampling of AEDC basic course programs delivered around the nation within the last two years, and the literature of economic development education published by the profession's leadership.
30. These categories and their specific knowledge areas and skills were compiled from those identified in Swager's Economic Development Tomorrow, a review of curricula specified in AEDC's Economic Development Course and Economic Development Institute Providers Manuals, program brochures from a sampling of AEDC basic course programs delivered around the nation within the last two years, and the literature of economic development education published by the profession's leadership.
31. The knowledge and skills subsumed within the nine categories were converted to specific statements for use in our surveys. These statements were then cross-checked (and in some cases modified) against college catalog course descriptions and course titles provided by the surveyed academic chairs and directors and their faculty.
32. These findings support the conclusion by Levy, in his national study of economic development agency directors, that economic developers place greater emphasis on sales and marketing activities than on rational planning. See J. M. Levy, "What Local Economic Developers Actually Do: Location Quotients Versus Press Releases," Journal of the American Planning Association 56 (spring 1990): 153-60.
33. There is virtually no comparative research at the national level as to the programmatic response of institutions to the growing adult education market.
34. Swager, Economic Development Tomorrow, pp. 33, 54.
35. Practitioners may have difficulty in translating broader and more theoretical knowledge and skills into useful applications. However, our findings, at least in part, may be an artifact of the way in which the question was asked of survey respondents. The respondents were instructed to indicate the extent to which they believed knowledge or skills described (in the statements provided) had been or would be important in performing their duties as economic development professionals. Although instructions were aimed at professional career performance over time in a wider context, some respondents may have defined performance only in relation to current daily tasks. Other respondents, however, may have taken a broader view and interpreted performance in relation to effectiveness on the job, now or in the future, in daily practice or in a wider context.
36. See, for example, E. T. Jennings, Jr., "Accountability, Program Quality, Outcome Assessment, and Graduate Education for Public Affairs and Administration," Public Administration Review 49 (1989): 438-46.