The problem of this study is the development of a philosophy for two-year occupational programs in public junior college business curricula.

Significance: This study provides the first systematic needs assessment of a U.S. business region to determine if businesses want international skills taught in community college technical and occupational programs. Without this assessment, community college leaders and faculty are not able to determine whether they are adequately preparing students in these skills to be successful in tomorrow's fast paced, mobile and integrated global workforce. Research Aims: 1. Conduct a needs assessment to determine whether international skills were considered important for employment entry or movement 2. Determine where businesses obtain international skills training. 3. Garner business recommendations for the improvement of international skills education in community college technical and occupational programs. Research Questions: 1. What international skills do surveyed U.S. business and industry executives believe are important for the sub-baccalaureate technical/occupational employees that they hire and promote? 2. How do surveyed U.S. business and industry executives engage their companies' sub-baccalaureate technical/occupational employees in international skills training programs? 3. How do surveyed business and industry executives think U.S. community college technical/occupational degree programs should change with respect to their international skills objectives? Methods: This study utilized a researcher created and empirically validated survey and two focus groups. The survey was sent to 1,920 businesses randomly sampled from Tampa Bay's 64,000 businesses. Response data from 145 returned questionnaires were analyzed and then discussed by business and community college focus groups. Findings: 1. Appreciation of Cross Cultural Differences and Foreign Language Skills were rated significantly (p< [or] = .05) higher higher in importance than other international skills. 2. Businesses utilize in-house trainers more often than any other type of training resource for international training. Community Colleges are rarely used as a training resource for international skills. 3. Community colleges should investigate whether to increase their academic outreach to businesses, mandate foreign language training in programs, and emphasize learning about other world areas in the curriculum. 4. Nation-wide surveys of Fortune 500 firms to determine international business practices and training needs may not translate to regional business communities.

Increasing pressure on schools to continually increase levels of academic performance has caused valuable career/technical education programs to be sacrificed. These programs are important as they not only help keep students engaged in school, but train them for the workforce, at a time when the United States is facing a serious skilled-worker crisis. This study examined the perceptions of business professionals as advisory members and their role and motivation for participation on ROC/P advisory committees in San Joaquin County. It also examined ROC/P educator perceptions about business professionals' role and motivation for participation on ROC/P advisory committees. Responses of both groups were analyzed as they related to eight specific research questions. The study group consisted of 59 business partners and 39 ROC/P educators from various industry advisory groups. Each participant completed a 20 item survey especially designed for this study. Participants also responded to several demographic-type questions. The results of both groups were analyzed and compared. Although there was a tendency toward agreement on most of the survey items between the business professionals and educators' responses, the results showed that there is still a need for better understanding and communication between education and business. Advisory committees are a mechanism by which education and business can come together to address issues of mutual concern, such as modifying curriculum to meet industry needs. Business professionals are not in full agreement that their recommendations are truly incorporated into the curriculum. This study recommends that educators focus more on assisting business professionals in understanding their role as advisory committee members, to communicate more clearly regarding recommended curriculum changes, and to increase the opportunities for mutually beneficial sharing.