Examining the similarities and differences in benefits of school-to-work as a workforce development strategy: A study of key stakeholder involvement using a multiple case study approach

As we enter the new millennium, there is considerable evidence which indicates that in the 1990's many U.S. businesses were experiencing rapid growth and expansion resulting from a robust American economy. As a result, business activity in most employment sectors has shown many signs of future growth with projections of continued growth well into the 21st century. This growth in the new economy has resulted in a critical need for highly skilled entrants into the workforce whose working life times will extend toward the mid-twenty-first century (Judy & D'Amico, 1997).; With an identified skills shortage looming over many U.S. corporations and businesses, companies are facing the prospect of finding new ways to staff themselves with qualified workers. In that businesses must be aware of and contemplate numerous factors that contribute to the implementation of successful workforce development strategies, the use of other seemingly plausible approaches such as school-to-work (STW) warrant investigation to determine its value in addressing future workforce development challenges. Therefore, from the perspective of employers hosting STW experiences, students involved in STW experiences, and the parents of those students, this study provides insight on intricate relationships between these key stakeholder groups, and the similarities and benefits that they identified through their involvement. Data were gathered through questionnaires and interviews given to (a) representatives from a large, mid-sized, and small manufacturer involved in West Michigan's furniture industry; (b) participating high school students in STW activities at those businesses, and; (c) their parents. Insight was offered into: (1) the effectiveness of STW activities in addressing the workforce development needs, (2) STW activities of greatest benefit to workforce development efforts, (3) obstacles to employer involvement, (4) stakeholder views on the most beneficial activities, (5) student benefits, and (6) the impact of parental involvement.; The study revealed that: (1) in general STW activities benefited workforce development efforts of businesses and enhanced student education, (2) issues that hinder businesses involvement are not always seen clearly by stakeholders, (3) visual and contextual learning enhance student school-to-work learning, and (4) increase information flow to parents by businesses can maximize benefits from parental involvement.