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This document is intended to inform and advise the development and operation of campuswide information technology (IT) education and training programs at two-year colleges belonging to the EnterpriseOhio Network (EON). The report is based on information from the following sources: a comprehensive national literature review; an environmental scan of Ohio; a review of state and national IT worker supply and demand data; and focus group discussions with employers throughout rural and urban areas of Ohio. The following are among the topics examined in the report's six chapters: (1) research approaches and applications and a rationale for change; (2) the demand for IT workers in Ohio and nationwide; (3) IT skill requirements (soft, business, and technical skill requirements; the importance of work-based learning and vendor/industry certification; preferred methods of IT skill acquisition; incumbent worker training; model curricula and skill standards); (4) trend analysis on the supply of IT workers in Ohio and nationwide; (5) service delivery opportunities for the EON based on employer demand; and (6) the EON as a primary resource for Ohio (producing IT workers, raising technological competencies, integrating IT learning across academic disciplines, investing in IT faculty, providing technology access for Ohioans). Sixty-two tables/figures are included. (MN)

Designed for Ohio educators responsible for planning programs to prepare high school students for careers in business and management, this document presents an overview of Ohio's Integrated Technical and Academic Competencies (ITAC) system of career-focused education and specific information about the business and management ITAC career cluster. The first half of the document, which introduces the ITAC system's underlying principles and elements, contains the following items: (1) descriptions of the three types of integrated competencies (core, career cluster, and specialization) forming the ITAC model; (2) guidelines for using ITAC; (3) an explanation of the components of the 51 core ITAC; and (4) a table detailing the academic connections in the core ITAC. The second half of the document, which focuses on business and management career cluster ITAC, is divided into six sections, each of which focuses on one of the following strands deemed essential for all careers: solving problems and thinking skillfully; communicating effectively; applying technology; working responsibly; planning and managing a career; and managing resources. Each section contains the following items: expectation; competencies; sample scenario; sample guiding questions; connections to core ITAC competencies; connection to academic models; and connections to Ohio's proficiency tests and ACT Work Keys. (MN)

This document contains 272 competencies, grouped into 36 units, for tech prep programs in the business/computer technology cluster. The competencies were developed through collaboration of Ohio business, industry, and labor representatives and secondary and associate degree educators. The competencies are rated either "essential" (necessary to ensure minimal levels of employability by entry employees; must be included in all new tech prep programs) or "recommended" (suggested addition to the State Competency Profile). Competency builders are included for each competency. A matrix relates the units to nine occupations within the business and computer technologies occupational cluster. The units cover the following groups of competencies: employability skills; professionalism; teamwork; professional practices; workplace safety; project management; problem analysis; general administrative functions; economic and business principles; basic computer concepts and applications; technical documentation; customer relations; general office functions; general accounting functions; specialized accounting functions; financial management functions; business law; legal office procedures; legal concepts; computer user support; data warehousing; software methodology; operating systems; application programming and design; network operations; basic mainframe concepts; computer hardware design and maintenance; small business management; supervision; quality assurance; telephony functions; training; statistics; banking basics; world cultures and basic principles of marketing. (KC)

This Occupational Competency Analysis Profile (OCAP) for business administration and management is an employer-verified competency list that evolved from a modified DACUM (Developing a Curriculum) job analysis process involving business, industry, labor, and community agency representatives throughout Ohio. The competency list consists of six units: (1) economic and business concepts, (2) management and supervision, (3) accounting and financial functions, (4) information technology, (5) general office functions, and (6) communications. Competencies for employability also are listed in six units: career development, decision making and problem solving, work ethic, job-seeking skills, job retention and career advancement skills, and technology in the workplace. Each OCAP identifies the occupational, academic, and employability skills (competencies), clustered into broader subunits and units and coded by priority, needed to enter a given occupation or occupational area. The OCAP guide also includes an academic job profile showing levels of proficiency in academic areas needed for business administration and management; a total list of academic competencies as well as a list of the competencies needed for these occupations; and a list of the members of the verification panels. (KC)

This Occupational Competency Analysis Profile (OCAP) for business information systems is an employer-verified competency list that evolved from a modified DACUM (Developing a Curriculum) job analysis process involving business, industry, labor, and community agency representatives throughout Ohio. The competency list consists of 10 units: (1) data input, (2) computer operations, (3) local area networks (LANs), (4) software development, (5) operating systems, (6) software applications, (7) accounting and business concepts, (8) office procedures, (9) communication, and (10) ethical and social issues. Competencies for employability are also listed in 12 units: career development, decision making and problem solving, work ethic, job-seeking skills, job retention and career advancement skills, technology in the workplace, lifelong learning, economic education, balancing work and family, citizenship in the workplace, leadership, and entrepreneurship. Each OCAP identifies the occupational, academic, and employability skills (competencies), clustered into broader subunits and units, and coded by priority needed to enter a given occupation or occupational area. The OCAP guide also includes an academic job profile showing levels of proficiency in academic areas needed for business information systems; a total list of academic competencies as well as a list of the competencies needed for these occupations; and a list of the members of the verification panels. (KC)

This Occupational Competency Analysis Profile (OCAP) for entertainment marketing is an employer-verified competency list that evolved from a modified DACUM (Developing a Curriculum) job analysis process involving business, industry, labor, and community agency representatives throughout Ohio. The competency list consists of six units: (1) human resource foundations; (2) business foundations; (3) business marketing and promotion; (4) talent development and marketing; (5) selling; and (6) business functions. Competencies for employability also are listed in 12 units: career development, decision making and problem solving, work ethic, job-seeking skills, job retention and career advancement skills, technology in the workplace, lifelong learning, economic education, balancing work and family, citizenship in the workplace, leadership, and entrepreneurship. Each OCAP identifies the occupational, academic, and employability skills (competencies), clustered into broader subunits and units, and coded by priority needed to enter a given occupation or occupational area. The OCAP guide also includes an academic job profile showing levels of proficiency in academic areas needed for entertainment marketing; a total list of academic competencies as well as a list of the competencies needed for these occupations; and a list of the members of the verification panels. (KC)

This Occupational Competency Analysis Profile (OCAP) for commercial photography is an employer-verified competency list that evolved from a modified DACUM (Developing a Curriculum) job analysis process involving business, industry, labor, and community agency representatives throughout Ohio. The competency list consists of 12 units: (1) business and professionalism; (2) cameras and exposure control; (3) 35mm single-lens reflex cameras; (4) black-and-white negative development; (5) black-and-white negative printing; (6) preparation of photographs for presentation; (7) medium- and large-format cameras; (8) lighting and backdrops; (9) portfolio; (10) digital imaging; (11) color transparency films; and (12) color negative printing. Competencies for employability also are listed in 12 units: career development, decision making and problem solving, work ethic, job-seeking skills, job retention and career advancement skills, technology in the workplace, lifelong learning, economic education, balancing work and family, citizenship in the workplace, leadership, and entrepreneurship. The OCAP guide also includes an academic job profile for commercial photography; a total list of academic competencies as well as a list of the competencies needed for these occupations; and a list of the members of the verification panels. (KC)

Developed through a modified DACUM (Developing a Curriculum) process involving business, industry, labor, and community agency representatives in Ohio, this document is a comprehensive and verified employer competency profile for administrative and secretarial occupations. The list contains units (with and without subunits), competencies, and competency builders that identify the skills needed to enter these occupations. The occupational, academic, and employability skills for this occupation or occupational area are included. Within the outline are three levels of items: core, advancing, and futuring. Core items identify the knowledge, skills, and attitudes essential for entry-level employment. These items are required to be taught and will be the basis for questions on the state vocational competency tests. Advancing items identify the knowledge, skills, and attitudes needed to advance in the occupation; futuring items identify the knowledge, skill, and attitudes needed to enter and remain in a given occupation 3 to 4 years from now. Titles of the seven units are as follows: communications; office technology; financial functions; records management; support tasks; professionalism; and employability skills. (KC)

Developed through a modified DACUM (Developing a Curriculum) process involving business, industry, labor, and community agency representatives in Ohio, this document is a comprehensive and verified employer competency profile for accounting occupations. The list contains units (with and without subunits), competencies, and competency builders that identify the skills needed to enter accounting. The occupational, academic, and employability skills for this occupational area are included. Within the outline are three levels of items: core, advancing, and futuring. Core items identify the knowledge, skills, and attitudes essential for entry-level employment. These items are required to be taught and will be the basis for questions on the state vocational competency tests. Advancing items identify the knowledge, skills, and attitudes needed to advance in the occupation; futuring items identify the knowledge, skills, and attitudes needed to enter and remain in a given occupation 3 to 4 years from now. Titles of the nine units are as follows: general accounting functions; specialized accounting functions; inventory records; office technology; records management; general office functions; communications; professionalism; and employability skills. (KC)

This Ohio Competency Analysis Profile (OCAP), derived from a modified Developing a Curriculum (DACUM) process, is a comprehensive and verified employer competency list for a medical assistant program. It contains units (with or without subunits), competencies, and competency builders that identify the occupational, academic, and employability skills needed to enter this occupation. Within that outline are are three levels of items: core, advancing, and futuring. Core items are essential to entry-level employment and are required to be taught and will be the basis for questions on the state vocational competency tests. Advancing items are needed to advance in a given occupation. Futuring items are needed to enter and remain in a given occupation 3 to 4 years from now. This OCAP contains 13 units: (1) principles of medical ethics; (2) quality assurance; (3) infection control and hazards management; (4) medical database; (5) patient education; (6) examinations; (7) medications; (8) medical emergencies; (9) laboratory procedures; (10) general office procedures; (11) insurance; (12) financial functions; and (13) employability. (YLB)

This comprehensive and verified employer competency list was developed from a modified DACUM (Developing a Curriculum) process involving business, industry, labor, and community agency representatives from Ohio. This competency list contains eight units (with or without subunits), competencies, and competency builders that identify the occupational, academic, and employability skills needed to enter business administration and management. Within the outline are three levels of items: core (required, the basis for state vocational competency tests); advancing (needed to advance in an occupation); and futuring (needed to enter and remain in a given occupation 3 to 4 years from now). The units cover the following: (1) management and supervision; (2) economic and business principles; (3) accounting and financial functions; (4) office technology; (5) general office functions; (6) communications; (7) professionalism; and (8) employability skills. (KC)

This comprehensive and verified employer competency list was developed from a modified DACUM (Developing a Curriculum) process involving business, industry, labor, and community agency representatives from Ohio. This competency list contains 10 units (with or without subunits), competencies, and competency builders that identify the occupational, academic, and employability skills needed to enter the auto body and fender repair business as an auto collision technician. Within the outline are three levels of items: core (required, the basis for state vocational competency tests); advancing (needed to advance in an occupation); and futuring (needed to enter and remain in a given occupation 3 to 4 years from now). The units cover the following: (1) basic skills; (2) nonstructural analysis and damage repair; (3) structural analysis and damage repair; (4) mechanical and electrical components; (5) plastics and adhesives; (6) painting and refinishing; (7) service management; (8) communications; (9) occupational skills; and (10) employability skills. (KC)

This comprehensive and verified employer competency list was developed from a modified DACUM (Developing a Curriculum) process involving business, industry, labor, and community agency representatives from Ohio. This competency list contains 11 units (with or without subunits), competencies, and competency builders that identify the occupational, academic, and employability skills needed to enter the repair business as an auto mechanic. Within the outline are three levels of items: core (required, the basis for state vocational competency tests); advancing (needed to advance in an occupation); and futuring (needed to enter and remain in a given occupation 3 to 4 years from now). The units cover the following: (1) safety and housekeeping; (2) engine repair; (3) automatic transmission/transaxle; (4) manual drive train and axles; (5) suspension and steering; (6) brakes; (7) electrical systems; (8) heating and air conditioning; (9) engine performance; (10) nonmechanical body trim and upholstery; and (11) employability skills. (KC)

Designed for first year students in postsecondary technical schools, this curriculum guide, comprising 22 modularized instructional subunits, is designed to create among the students (1) an awareness of the phenomenon of entrepreneurship, (2) motivation for exploring entrepreneurship as a distinct career option, (3) acquaintance with the skills, knowledges, and attitudes required of an entrepreneur, and (4) an insight into the problems and prospects inherent in entrepreneurship. Each of the 22 subunits is organized in four major units: Concept Factors, Personal Factors, World Factors, and Managerial Transition Factors. The subunits are designed to be taught in forty-four 50-minute sessions. However, the authors note that they are flexible to the extent that they can be taught in 40 sessions or spread over 48 or 50 sessions. (A 2-week orientation to the teaching of entrepreneurship is recommended for teachers who intend to use this curriculum.) Each unit begins with a brief introduction describing its major topics. With one exception, each subunit is designed to cover a single topic, which is described in the student objective for that subunit. Each subunit includes overall and enabling objectives, resources, information for the teacher on advance preparation, instructional activities, recommended class time, and a bibliography. (SH)