The traditional role of two-year public colleges has been to prepare students for continuing education and productive participation in the workforce. However, current trends both in the workplace and in global markets suggest the need to reassess the role of postsecondary technical education to focus on a more active participation on community economic development (Kent, 1991; Kopececk, 1991). Thus, technical and community colleges need to expand their traditional conception of education and training which may include the development of entrepreneurship and economic development as a comprehensive community endeavor. This need is consistent with current education legislation which focuses on new competencies demanded in high-performance workplaces for both entrepreneurs and their employees, integration of vocational and academic education, linkages between secondary and postsecondary education, and integration of school-based and work-based learning opportunities (Hayward & Benson, 1993; Phelps, 1992; Rosenstock, 1991; Stasz, 1995).
Because of the historic development of two-year colleges across the United States, their widespread location, and their close ties with the community, this appears to be an important opportunity for these postsecondary education institutions. An expanded role lies in a more proactive participation in community economic development through support of business incubation services, and in providing a variety of business-related services to promote economic development and entrepreneurship in the community--that is, to provide opportunities for individuals to explore alternative career paths by tapping into their current business and technical skills and facilitating their transition options from school-to-work-to-business ownership.
Other opportunities to participate in economic development efforts include the provision of business services to promote international trade with a focus on consulting services addressing international relations, information on global foreign markets, import/export procedures, step-by-step trading operations, and the creation of local networks of professionals to support these services (Gell & Crupi, 1991). Similarly, business services to assist in product development, patenting procedures, production, marketing, and management operations of local companies are great opportunities for participation in local economic development efforts. Further, high-tech demonstration centers and practical training on the use of a wide variety of computer applications for business and manufacturing purposes represent strategies for productive alliances with community agencies and industry (Kent, 1991).
Of these opportunities, business incubation offers, perhaps, one of the most comprehensive strategies to promote entrepreneurship, create jobs, stimulate economic growth, and revitalize rural areas or depressed neighborhoods. Business incubators provide commercial space at low cost and provide a host of business services to help entrepreneurs successfully survive the early stages of business development (NBIA, 1991). Business incubators provide opportunities to integrate education and training opportunities with a focus on entrepreneurship, business, management, trade, basic skills, and training. Further, they serve as vehicles to support local business development and jobs by providing consulting services and stimulating business alliances (Carmichael, 1991; NBIA, 1991; Weinberg & Burnier, 1991). However, the total number of incubators sponsored or managed by two-year postsecondary institutions is rather low, according to the National Business Incubation Association (1992).
Various strategies to work in partnership with community players, and the provision of additional services to employers, workers, and students are encouraging but still isolated. Some examples of these strategies include training and education on entrepreneurship, transfer of technology, and entrepreneurial development through participation in business assistance centers and small business incubators. The questions that remain are whether community and technical colleges can revisit and implement an expanded role to prepare students for a productive school-to-work transition, help individuals ease the transition to business owners, support the needs of the established local industry, and become proactive players in the development of the community.
In the context of school-to-work-to entrepreneurial opportunities, the implications are summarized in four areas: (1) integration of entrepreneurship content into two-year curriculum activities, (2) opportunities for exposure and exploration of entrepreneurial environments, (3) connecting activities with secondary institutions, and (4) the integration of entrepreneurship content in secondary curriculum activities.
First, entrepreneurs reported gaining previous experience related to the activities and operations of their current business primarily through hands-on work in school, internships in similar businesses, part-time jobs in related industry, and mentor programs. However, only a small number of entrepreneurs indicated they had the previous experience needed to explore, start up, or run a business and that they needed further education and training. In fact, only a small minority of entrepreneurs indicated they had learned their business and technical skills in either high school programs or in a community/technical college. Two-year technical colleges focus on preparation for traditional work roles and contribute little to the awareness of and preparation for entrepreneurial opportunities through coursework at various levels (e.g., certificates, associate degrees). Emphasizing the integration of entrepreneurship content into technical curriculum, or as separate complementary or elective coursework, can enhance the participation of two-year college participants in entrepreneurial activities. The role of counselors and instructors in the creation of awareness and a coherent approach to curriculum integration of entrepreneurship content are key elements for this strategy.
Second, participation in business incubation and other related activities in the community provides for broad partnership opportunities which can result in connecting activities for students to explore various business environments. This exposure can be gained through business incubator tours, internships, cooperative arrangements, and even part-time job opportunities with incubator firms. In some instances, business incubation can serve as a "real life" laboratory where entrepreneurs can learn about business operations. In these situations, incubator and college staff benefit from active cooperation and participation. Incentives for incubator firms may include tax write-offs for salaries paid to interns, as well as access to committed and motivated individuals for temporary employment. Students will benefit from the direct exposure while earning academic credit, experience, and some income. Incubator and college staff can use these opportunities for consulting and instructional purposes as they work closely with participating students and entrepreneurs.
Third, opportunities for connecting opportunities with business incubators and businesses in the community for exposure and exploration purposes can also be extended to secondary students. Business tours, in particular, can be used to provide exploratory opportunities to secondary students in some communities (see Hernández et al., 1996a). As high schools move toward school-to-work programs with enhanced work-based learning opportunities for all students, mentoring opportunities with incubator clients (firms) and managers could reveal important perspectives for youth considering careers in small businesses.
Finally, integration of entrepreneurship into high school curricula could also provide opportunities to learn all aspects of different industries and the new competencies demanded in high-performance workplaces for both entrepreneurs and workers. Some high schools already integrate entrepreneurship in curriculum activities to provide students with opportunities to learn not only about broad occupational clusters within an authentic context, but also about the management and entrepreneurial aspects of the industry (Nielsen-Andrew, 1994; Rosenstock, 1991; SCANS, 1991). This comprehensive approach expands the exposure to various alternative pathways, and students can explore work and entrepreneurial opportunities while integrating academic competencies into a vocational-technical context.