responses

In an attempt to establish the viability of a perceived opportunity, an academic program, or a rising student market in a particular field ought to be considered (Freeman et al.., 2016 p.27). Apart from the internal institutional data, external sources such as employer expectations and occupational statistics also normally act as relevant sources of data. The evaluation using external data sources is typically done to establish if the opportunity under evaluation exists and to determine whether they should introduce the institution to the chance. Academic program developers have always used this type of data sources to improve on specific programs to increase their effectiveness in the market place.

Employer expectations

When students apply for a particular course, their main concern is usually the job market. These observations are highly indicative of how many academic programs typically operate within the market place. When doing evaluations, educational program developers work highly depends on data collected from the employers through the advisory boards. The main aim of this is to ensure that the curriculum is significant and the students are most likely to get jobs after their graduation (Freeman et al.., 2016, p.15).

Data relevant to the academic program

One of the crucial data that can be obtained from the employers is the relevance and effectiveness of the programs in the career opportunities they offer. This types of data can accurately be obtained from the alumni who might provide vital information about how well the program prepared them for the career they are undertaking.

Based on the study program overview, the students are expected to acquire problem-solving skills, computational abilities, think critically and creatively and also have excellent communication skills (Case Study Program Overview, Jamestown College, 2017). This skill is in rhyme with what most employees usually look for during employment.

Occupational statistics

Occupational statistics refers to the duties and responsibilities that come along with a job. They are mainly described in the job description, whereby the employers clearly outline the required technical skills for the job opportunity. This information proves essential for self-evaluation of applicants who automatically figure out if they are qualified or not. Academic program developers also use this information and compare it to a program being provided based on the performance of the students. The effectiveness of such programs is easily determined this way by deciding on which programs to do away with or expand them into specialized subfields (Freeman et al.., 2016, p.15).

Data relevant to the academic program

Some of the data that can be collected from these sources include the main opportunities that have so far been presented in the job market about the program and also the prospect. These statistics might be attained through research on the job market, which might provide an insight into the job market. However, the information might not correctly predict the future trends of the job market since the opportunities might decline depending on business needs and what the programs offer.

Another type of data that might be collected is the skills required for particular opportunities. An example whereby Business Administration opportunities might require some skills that may or may not be offered by the institution. These requirements might necessitate the introduction of some programs as subfields to the main program that offers related programs. This intervention might provide the students with a competitive advantage over their peers in other institutions.

Use of the Data

Since the students usually look for the relevance of a course in the job market, trends on the enrollment in the program might shed some light on the importance of performance or significance of the program to students. The data collected on Jamestown Case study shows a decreasing trend meaning that fewer students are finding the program irrelevant or not fulfilling (Final Project Case Study, 2017). The improvement of the program based on the external data sources from students’ feedback report could show the areas that need to be improved, for example, guidelines in assignments and the delivery of the program units.

The information from the alumni, on the other hand, could help demonstrate the importance of the nontechnical and technical skills acquired from the institution in the market place. An example of this is the problem-solving skills and creativity that are one of the major deliverables of the program (Case study Program Overview, Jamestown College, 2017). Their comments help reflect on the effectiveness of the program in preparing students for the job market on graduation.

References