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##  Higher Education outside of the Academy. ERIC Digest.                        

In an era when business recognizes that its human resources are the             single most important ingredient for corporate success, training has            become an invaluable enterprise. American industry recognizes that              the skills of workers at all levels will continue to need to improve            in response to rapid technological changes. At the same time, what              has come to be recognized as the classic model of the university is             changing as a result of industry's new and emerging needs for                   knowledge, constant technological innovation, education's place in              the economy, and diminishing funding (Skilbeck & Connell, 1996).                This report addresses joint initiatives and programs from higher                education and business and industry from outside the academy. HOW             HAVE TRAINING AND HUMAN RESOURCE DEVELOPMENT FOR BUSINESS

AND                INDUSTRY GROWN AS A FORM OF HIGHER EDUCATION?The growth of                  higher education outside the academy has involved and affected three            entities: the college or university itself, the corporate or                    business community, and the community at large. This report looks at            each entity and its relationship with the other two. Six distinct               but interrelated activities underpin this movement: 
1.  The growth            of training and human resource development as delivered by a firm               for its employees and customers as a form of higher education. 
2.             The growth of the corporate university training and human resource              development delivered by a company for its employees and customers,             often in cooperation and partnership with colleges and                          universities. 
3.  Colleges' and universities' use of                          computer-based technologies to deliver instruction to their                     students. 
4.  College-developed training delivered on site to                 local businesses and industries. 
5. The growth and proliferation              of private and for-profit institutions of higher education. 
6.  An            increasing presence of nontraditional nonprofit community-based                 organizations providing education and training in competition with              traditional institutions of higher education. 
Both education and              training have a role to play in meeting the mission and objectives              of 21st century colleges and universities. HOW HAVE PRIVATE AND               NONTRADITIONAL INSTITUTIONS OF HIGHER

EDUCATION GROWN?In                 addition to the plethora of businesses that provide training for                their employees, the 1990s witnessed a growth in the number of                  private and proprietary and nonprofit institutions offering                     college-level education to a growing number of nontraditional                   students (McCandless, 1998). Hence, these institutions have                     identified significant niche markets as a result of college                     students' changing demographics and demands. The traditional                    university is no longer without competition for a student body. A               host of learning organizations, including museums, profit-making                organizations, and publishers, and the new technology have converged            to bring about a global learning community offering students a                  plethora of international educational opportunities. HOW HAVE                 COLLEGES DEVELOPED AND DELIVERED TRAINING TO LOCAL

BUSINESS AND              INDUSTRY AS A SOURCE OF ADDITIONAL REVENUE?The search for                   alternative sources of funding for the academy has caused both                  administrators and faculty to rethink their relationships with their            corporate neighbors (Aronowitz, 1998). Higher education's response              has taken two predominant forms to the challenges of external study.            One is through partnerships with business and industry to provide               contract training to meet specific needs of the workplace. The                  second is through the development of mechanisms to recognize                    education and training provided by other organizations external to              the traditional academy. This monograph looks at how colleges and               business have combined to solve mutual problems of educating a                  citizenry and a workforce. It looks at programmatic partnerships in             areas where workers are in high demand, as well as the processes and            conventions that have evolved in the academy to be able to recognize            industry or corporate training as part of the academic degree                   program. HOW AND WHY HAS THE CONCEPT OF THE CORPORATE UNIVERSITY              GROWN?The corporate university is an institution developed by               business and industry to meet businesses' changing needs created by             a global economy and increased competition. At the time of Nash and             Hawthorne's original work about employer-sponsored                              instruction (1987), about 400 firms had initiated and developed                 corporate universities to educate and train employees. The impetus              for the corporate university was to obtain quality educational                  services at competitive prices to maintain a skilled workforce and              to create a learning organization to compete in a global                        economy (Meister, 1998b). 
Based on this review of the literature,             a model for proactive cooperation between the academy and its                   external organizations and constituencies emerges. Its focus is on              making decisions about when to compete with other organizations                 providing education and training in the community, and how to                   cooperate with other community-based constituents in providing                  education and training outside the                                              academy. REFEREMCESAronowitz, S. (1998, March/April). "The new            corporate university: Higher education becomes higher training."                Dollars & Sense, 216, 32-353. 
McCandless, G. (1998,                           October). "Info technology spawns massive new training market."                 Community College Weekly. 6, 15. 
Meister, J. (1998b). Corporate               universities: Lessons in building a world-class work force. New                 York: McGraw-Hill. 
Nash, N.S. & Hawthorne, E.M. (1987). "Formal               recognition of employer-sponsored instruction." ASHE-ERIC higher                education report No. 3. Washington, DC: ERIC Clearinghouse on Higher            Education, The George Washington University. 
Skilbeck, M. &                   Connell, H. (1996, February). "Industry-university partnerships in              the curriculum: Trends and developments in OECD countries." Industry            and Higher Education 11(1) 9-22. 
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The mission of the ERIC              system is to improve American education by increasing and                       facilitating the use of educational research and information to                 effect good practice in the activities of learning, teaching,                   educational decision making, and research, wherever and whenever                these activities take place. 
This publication was partially                   prepared with funding from the Office of Educational Research and               Improvement, U.S. Department of Education, under contract no.                   RR-93-00-0036. The opinions expressed here do not necessarily                   reflect the positions or policies of OERI or the department.                    Permission is granted to copy and distribute this ERIC-HE Digest.            **Title:** Higher Education outside of the Academy. ERIC Digest.                        **Note:** For the full report, see HE 033 344. Prepared in cooperation with               Jossey-Bass Publishers.                                                      **Document Type:** Information Analyses---ERIC Information Analysis Products (IAPs) (071); Information Analyses---ERIC Digests (Selected) in Full Text (073); **Target Audience:** Practitioners, Teachers                                                      **Available From:** ERIC Clearinghouse on Higher Education, One Dupont Circle, Suite                630, Washington, DC 20036-1183. Tel: 800-956-7739 (Toll Free).               **Descriptors:**  Corporate Education,  Higher Education,  Partnerships in Education,             School Business Relationship,  School Community Relationship,                  Technological Advancement                                                    **Identifiers:** ERIC Digests                                                                 
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