A Tier 1 Research University Study of Fee-Based Corporate Students and Their Representative Business/Industry Organizations

Mitchell L. Springer; Mark T. Schuver

Download Paper | Permalink

Conference: 2016 ASEE Annual Conference & Exposition
Location: New Orleans, Louisiana
Publication Date: June 26, 2016
Start Date: June 26, 2016
End Date: June 29, 2016
ISBN: 978-0-692-68565-5
ISSN: 2153-5965
Conference Session: The Intersection of Higher Ed and Industry
Tagged Division: Continuing Professional Development
Page Count: 14
DOI: 10.18260/p.26473
Permanent URL: https://peer.asee.org/26473
Download Count: 431

Request a correction

Paper Authors

biography

Mitchell L. Springer PMP, SPHR Purdue University - West Lafayette

visit author page

Dr. Mitchell L. Springer, PMP, SPHR

Dr. Springer currently serves as the Executive Director for Purdue University’s Polytechnic Institute located in West Lafayette, Indiana. He has over 35 years of theoretical and industry-based practical experience from four disciplines: Software Engineering, Systems Engineering, Program Management and Human Resources. Dr. Springer possesses a significant strength in pattern recognition, analyzing and improving organizational systems. He is internationally recognized, has contributed to scholarship more than 150 articles, presentations, books and reviews on software development methodologies, management, organizational change, and program management. Dr. Springer sits on many university and community boards and advisory committees. He is the recipient of numerous awards and recognitions; most recently he was awarded the Purdue University, College of Technology, Equity, Inclusion and Advocacy Award.

Dr. Springer received his Bachelor of Science in Computer Science from Purdue University, his MBA and Doctorate in Adult and Community Education with a Cognate in Executive Development from Ball State University. He is certified as a Project Management Professional (PMP), Senior Professional in Human Resources (SPHR & SHRM-SCP), in Alternate Dispute Resolution (ADR), and, in civil and domestic mediation. He is a State of Indiana Registered domestic mediator.

visit author page

biography

Mark T. Schuver Purdue University - West Lafayette

visit author page

Mark Schuver is the Director for the Center for Professional Studies in Technology and Applied Research (ProSTAR) in the Polytechnic Institute at Purdue University in West Lafayette, Indiana. He is responsible for the administration/operations of the Center with Program Management oversight of the Rolls-Royce Master of Science Degree, the Construction Management Master of Science Degree and Product Lifecycle Management Certificate Programs for working professionals. Prior to joining Purdue in 2002, Mark was employed by Caterpillar, Inc for 35 years with assignments in Product Design, Research and Development, Supplier Management, Quality Management, Logistics Management and various leadership positions. He holds an Associate Degree in Drafting Technology from North Iowa Area Community College, a BS in Business Administration and MS in Management from Indiana Wesleyan University.

Mark is a member of the American Society for Engineering Education and serves on the Executive Board of the Continuing Professional Development Division. He is also a member of College/Industry Partnerships, Engineering Technology and Graduate Studies Divisions of ASEE. Mark is a Lifetime Certified Purchasing Manager with the Institute of Supply Management (formerly NAPM).

visit author page

Download Paper | Permalink

Abstract

A Tier 1 Research University Study of Fee-Based Corporate Students and Their Representative Business/Industry Organizations

Abstract

In an effort to better understand the needs of our fee-based corporate representative adult learners, it is a requirement to understand the demographics of the corporate student and their respective corporations.

Corporate participation in fee-based programs change over time based on numerous criteria; corporate finances, availability of programs and perception that the available training and educational opportunities provide for a positive return on investment.

Colleges and universities use undergraduate Grade Point Average (GPA) and the Graduate Record Examinations (GRE) as key criteria for acceptance of students into Masters’ level education programs. While GPA and GRE are relevant as critical success factors to traditional students, the applicability of these criteria alone becomes skewed when considering potential applicants who are working professional adult learners. Working professional adult learners have additional criteria that more accurately predicts their educational success than the historical undergraduate GPA or GRE. Undergraduate GPA and GRE scores, as admissions criteria, further clouded the discussion by our desire as an academic unit to maintain high standards for admission.

In offering graduate education to adult professional engineering and technology learners we frequently assume one of three basic curriculum positions: (1) offer an existing program, (2) offer a curriculum permutation of existing courses, or (3) offer a permutation of existing and customized courses as deemed required by the end recipient (student or organization).

In a recently published academic study the position titles of hired graduates from engineering and technology, into business/industry positions was reported. This study, enhanced by an understanding of where in the product/process life-cycle these titles are employed, and therefore what function each title performs, provides valuable insight into the continuing professional development needs of engineering and technology adult professional learners.

This paper will focus on a tier 1 research university study of participating corporate students and their respective corporations. The study will qualitatively assess the top participating organizations and their professional students of fee-based degree programs.

Questions as depicted below will be addressed:

 What are the critical academic success factors for incoming corporate students  What are the hierarchical ranking of disciplines of successful corporate students  Relative to corporate demographics, what is their frequency of participation  Relative to industry demographics, what is their frequency of participation

Citation
Format

Springer, M. L., & Schuver, M. T. (2016, June), A Tier 1 Research University Study of Fee-Based Corporate Students and Their Representative Business/Industry Organizations Paper presented at 2016 ASEE Annual Conference & Exposition, New Orleans, Louisiana. 10.18260/p.26473

TY  - CPAPER
AB  - A Tier 1 Research University Study of Fee-Based Corporate Students and Their Representative Business/Industry Organizations

Abstract

In an effort to better understand the needs of our fee-based corporate representative adult learners, it is a requirement to understand the demographics of the corporate student and their respective corporations.  

Corporate participation in fee-based programs change over time based on numerous criteria; corporate finances, availability of programs and perception that the available training and educational opportunities provide for a positive return on investment.

Colleges and universities use undergraduate Grade Point Average (GPA) and the Graduate Record Examinations (GRE) as key criteria for acceptance of students into Masters’ level education programs.  While GPA and GRE are relevant as critical success factors to traditional students, the applicability of these criteria alone becomes skewed when considering potential applicants who are working professional adult learners.  Working professional adult learners have additional criteria that more accurately predicts their educational success than the historical undergraduate GPA or GRE.  Undergraduate GPA and GRE scores, as admissions criteria, further clouded the discussion by our desire as an academic unit to maintain high standards for admission.

In offering graduate education to adult professional engineering and technology learners we frequently assume one of three basic curriculum positions: (1) offer an existing program, (2) offer a curriculum permutation of existing courses, or (3) offer a permutation of existing and customized courses as deemed required by the end recipient (student or organization).

In a recently published academic study the position titles of hired graduates from engineering and technology, into business/industry positions was reported.  This study, enhanced by an understanding of where in the product/process life-cycle these titles are employed, and therefore what function each title performs, provides valuable insight into the continuing professional development needs of engineering and technology adult professional learners.

This paper will focus on a tier 1 research university study of participating corporate students and their respective corporations.  The study will qualitatively assess the top participating organizations and their professional students of fee-based degree programs.  

Questions as depicted below will be addressed:

	What are the critical academic success factors for incoming corporate students
	What are the hierarchical ranking of disciplines of successful corporate students
	Relative to corporate demographics, what is their frequency of participation
	Relative to industry demographics, what is their frequency of participation

AU  - Mitchell L. Springer PMP, SPHR
AU  - Mark T. Schuver
CY  - New Orleans, Louisiana
DA  - 2016/06/26
PB  - ASEE Conferences
TI  - A Tier 1 Research University Study of Fee-Based Corporate Students and Their Representative Business/Industry Organizations
UR  - https://peer.asee.org/26473
DO  - 10.18260/p.26473
ER  -