Industry-university partnerships aimed to prepare students for careers have become increasingly important in higher education. Equipping students with specific skills while simultaneously providing companies with the ability to align industry needs has yielded the expansion of industry-university partnerships. In an effort to fully understand the phenomenon of industry-university partnerships, this research examines critical elements of HBCU-industry partnerships focusing on STEM from the perspectives of program administrators, students, and industry partners.
A basic interpretive, qualitative methodological approach was used for this research, including a series of interviews and document analysis of program websites. Analysis of interview and program website data exposed four major themes: (a) passionate program administrators: “I’ve always had this feeling I wanted to make a difference”; (b) mentoring: “You cannot be what you cannot see”; (c) students need a shot; and (d) competing priorities: “This program has a reputation of getting students jobs and I want one!”
The core finding from this study is that HBCU-industry partnerships have a unique ability to prepare students professionally and personally, which can accelerate industry diversity efforts. This unique ability centers on learning environments and focuses on STEM mentorship that provides students with the motivation, encouragement, and support needed to establish a career in a STEM-related field. My research can serve as a foundation to further explore the impact of HBCU’s on the STEM industry, particularly in industries that have publicly acknowledged the need for diversity in their workforce.
A basic interpretive, qualitative methodological approach was used for this research, including a series of interviews and document analysis of program websites. Analysis of interview and program website data exposed four major themes: (a) passionate program administrators: “I’ve always had this feeling I wanted to make a difference”; (b) mentoring: “You cannot be what you cannot see”; (c) students need a shot; and (d) competing priorities: “This program has a reputation of getting students jobs and I want one!”
The core finding from this study is that HBCU-industry partnerships have a unique ability to prepare students professionally and personally, which can accelerate industry diversity efforts. This unique ability centers on learning environments and focuses on STEM mentorship that provides students with the motivation, encouragement, and support needed to establish a career in a STEM-related field. My research can serve as a foundation to further explore the impact of HBCU’s on the STEM industry, particularly in industries that have publicly acknowledged the need for diversity in their workforce.