Advisory Committees in Biomedical Research and Training

Biomedical Research Training falls under the umbrella of Graduate Education at higher education institutions. The extent that advisory committees play in such training is not well documented, as these change from institution to institution. The National Institutes of Health (NIH), the guiding federal agency that provides the bulk of financial support to biomedical research institutions, provides input in training and workforce development based on the research of their internal advisory committees. Discussed is the background of advisory committees in guiding graduate education and the roles of advisory committees in biomedical research education and training. Discussed are the roles of advisory committees at various levels of biomedical research education and training, from funding agencies (NIH), to advisory committees guiding training programs and delivering trainee advice at individual institutions. Discussion of the challenges in establishing advisory committees to develop a productive biomedical research workforce will ensue, as we shift from educational training to workforce development.

Decision-Making

The demand for accountability and measurement regarding educational programs in community colleges makes the decision-making process of advisory committees more important than ever. The role of the advisory committee for educational workforce programs is changing, and becoming increasingly necessary, due to legislative actions and consistent changes in the workforce. Business, industry, and higher-education institutions are adapting programs to fit thriving regional economies, and calling upon advisory committees to make major decisions within their organizations. Perceptions of and experiences with the decision-making processes that educational practitioners and workforce advisory-committee members utilize to make informed decisions for workforce-education programs are vital to their success. This chapter reveals the best practices that business and industry use to make informed decisions, including how to utilize those practices to include educational entities.

The Roles and Characteristics of Advisory Committees

The advisory committee represents the institution, as the voice of the department, utilizing effective practices and strategies in decision-making. Because workforce education is technical and complex in nature, experienced and knowledgeable industry-based individuals are needed to advise, guide, and make decisions to achieve optimum outcomes. Key individuals have the ability to influence a group to achieve a common goal. The members have established respect and trust among the stakeholders, and are better prepared to handle the leadership roles and achieve results for the committee. The committee focuses on equal representation and balance; decision-making process; and acting as the voice of the project. This chapter focuses on the role of advisory committees. The chapter will also concentrate on the characteristics that comprise an advisory committee, and address identifying the most effective members to include on a committee.

Development of a Biomedical Research Workforce Through the Support of Advisory Committees

Workforce development has not always been a set goal in biomedical research education and training. The highly-specialized training in biomedical research has often focused on the development of academic focused scientists, however, in the past 20 years this has been observed as unsustainable. A discussion ensues of the key areas of improvement to develop a sustainable biomedical workforce, and improve dispersion of diverse talent in all areas of biomedical research training (academic, industrial and government). The roles of advisory committees in biomedical research education and training demands that these be extended to additional venues to improve workforce challenges as individuals leave the training phase. Involvement of stakeholder roles in training opportunities by opening collaborations with training institutions opens venues for improvements in educational relationships, and workforce improvements. This chapter will also address the value of biomedical research (VOBR) and discuss recommendations to address workforce diversity and development.

Overview of Workforce Development in Education

Workforce development focuses on economic development to boost a region's economic stability and prosperity, focusing on individuals. It is also described as the ability to sustain a workforce that can support current and future business/industry. Workforce and technical programs provide training in specialized fields to educate and prepare students to enter the workforce. Keeping in mind that business/industry requires trained employees, and employees need business/industry to create a sustainable lifestyle, decision-makers with knowledge and skills to lead their company and employees in a sustainable, prosperous direction are also required. This chapter explores workforce-development advisory committees, focusing on their relationship with community colleges and higher education. A particular focus is on the challenges growing and evolving workforce faces, and how to train and retrain to keep up with a changing and emerging workforce.

Challenges to Working Collaboratively

It is important to gain perspective directly from business and industry, and the service providers through their own words and experiences, to create a complete outlook regarding the project and program under consideration. The discussion in this chapter is the result of the research findings gained in 2015 by interviewing workforce practitioners in the areas of welding, auto mechanics, criminal justice, information technology, surveying, diesel technology, and applied technology. The chapter includes discussions from practitioners regarding: decision-making process, lack of knowledge, effects of business and industry on workforce programs, advisory committees, and best practices—a unique discussion offered by practitioners with years of experience, all of whom serve on advisory committees.