Monique Anair

Date of Award

August 2024

Document Type

Dissertation

Degree Name

Doctor of Education (EdD)

Department

Educational Leadership

First Advisor

Radomir Mitic

Abstract

An estimated five million Americans participate in non-credit college and university classes annually. The Integrated Postsecondary Education Data System (IPEDS) does not require the reporting of non-credit student postsecondary enrollment, which means there is a lack of data about non-credit higher education. This qualitative case study provides a deeper understanding of 14 student experiences at Santa Fe Community College who participated in non-credit, short-term, accelerated workforce training programs. The findings reveal that students who engage in Santa Fe Community College’s non-credit postsecondary opportunities, are low-wage or unemployed working age adults who value short-term non-credit programs because they lead to higher wage job attainment and personal resiliency. The information gathered in the case study shows that non-credit, short-term, accelerated workforce programs can confer critical technological and interpersonal skill sets necessary for emerging 21st century jobs. The implication of these findings supports the urgent need to gather non-credit student enrollment data to better support non-credit students through; (a) direct resource allocation; (b) needs-based financial aid; (c) employer-college partnerships; (d) increased durable skills training; and (e) the creation of new systems of higher education that increase postsecondary access to currently marginalized student populations. The findings discussed here inform the production of the ten-minute documentary film, Getting Pointed in the Right Direction: Reimaging Non-Credit Higher Education, created as part of this case study. The documentary film demonstrates how Santa Fe Community College students use non-credit workforce education to acquire new skills and increase their ability to navigate complex career entry points.

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