Futures Research

In the quickly evolving realm of workforce education, a mission to reshape the culture of CTE Programs is underway, fueled by shifts in students’ goals and values, challenges caused by faculty turnover, changes in industry needs and demands, and concerns related to enrollment and completion measures. Below are observations and suggestions related to “cultural transformation” collected from a series of stakeholder assessments conducted in 2023 in the State of Washington.

Understanding Challenges: Culture permeates every facet of CTE programs—from outreach materials, to classrooms, to advisory committees—and influences how meaning is made, value is delivered, and impact is measured. Community colleges are grappling with challenges like lagging enrollment, high stop-out rates, faculty recruitment and retention difficulties, and persistent demands from employers. Each of these challenges, their causes, and their potential solutions are deeply influenced by the program’s culture.

Mindset Shift: To transform CTE program culture, a shift from a “scarcity” mindset to one of “abundance” is often described as a practical and sustainable approach. The approach calls for a balanced awareness of weaknesses with a focus on strengths. CTE programs can build on strengths without dwelling on past conditions and grievances. Addressing scarcity mindset symptoms—such as dwelling on what doesn't work and how things “used to be”—can combat faculty apathy, degradation of hope, cynicism, and rigid role adherence.

Actions for Intentional Culture: Data was queried for actions determined to be within the control or influence of CTE programs.

1) Outreach and Rebranding: Foster partnerships with workforce development organizations to amplify CTE opportunities. Actively rebrand the term "blue collar worker" to showcase diversity and professional value within CTE fields. Recruit industry professionals to champion and promote the program.

2) Engagement and Hands-On Learning: Leverage rich hands-on learning opportunities inherent to many/most CTE programs for recruitment and enrollment success. Support student interest with connections to services, course maps, and clear visions of opportunities.

3) Focus on Untapped Audiences, Namely K12 Students: Integrate CTE into K12 education for early exposure to hands-on learning. Demonstrate the effectiveness of experiential learning to K12 teachers, administrators, students, and their families. Advocate for more inclusive transcripts that acknowledge skill development and promote inquiry-based learning. Showcase immersive learning experiences through events and activities.

Hard But Important Work: The future of CTE programming holds promise but demands internal work. Cultures will transform over time, but intentional efforts are imperative for creating a culture that aligns with the values, goals, and conditions desired by those who will inherit and inhabit the CTE programs’ future culture.

In two recent studies conducted by Futures Research, the significance of relationships has emerged as a cornerstone in career and technical education CTE at both the secondary and post-secondary levels. This emergent theme resonates strongly across the educational spectrum, from K12 teachers, superintendents, and administrators to college faculty, deans, and executive leaders. It is echoed by many types of stakeholders, including CBOs, government, and industry partners.

Relationships matter!

From recruitment strategies and referrals to enrollment processes, workplace learning initiatives, professional networking endeavors, and job placement processes, the influence of relationships stands out as the key ingredient to make CTE successful, valuable, and personally meaningful. Across 75 interviews and 2 comprehensive surveys, our data underscores that relationships may be the single most crucial factor influencing students' study choices, their achievement of learning outcomes, and the trajectory of their professional journey.

Given the imperative role of relationships in education, several questions arise:
- How do K12 and Higher Education institutions strategically invest in the development, expansion, and maintenance of these invaluable connections?
- What metrics gauge the efficacy of relationship assets, and how can they be enhanced?
- How are these relationships meticulously documented and preserved for sustained impact?

The "High School & Beyond Plan" set forth in RCW 28A.230.090 has so much potential to be something other than the "box-checking annoyance" it has largely become in many (most) of Washington's high schools.

A major missing piece of the HSBP schema is relevance and value. Are these plans relevant to anyone? Do these plans deliver value? Go ask a group of high school seniors; better yet, float the question in the teachers' lounge.

Here's a thought for Washington's 34 CTCs and 14 regional universities: Step into the void and make the HSBP relevant and valuable by:
1) asking high school graduates for their plans in addition to their transcripts, and
2) give students with strong HSBPs special consideration for supports and admission to competitive programs.

If done well, higher education could ignite awareness of the relevance and value of the HSBP among high school students, their parents, and the high school staff. And, that's just the beginning: we've collected reams of data on ideas to turn HSBP into rocket fuel for secondary students.