Higher Education Ph.D. Dissertations

Employer Perceptions of Certificate Programs for Students with Intellectual Disabilities

Date of Award

2023

Document Type

Dissertation

Degree Name

Doctor of Philosophy (Ph.D.)

Department

Higher Education Administration

First Advisor

Ellen Broido. (Committee Chair)

Second Advisor

Dawn Anderson (Committee Member)

Third Advisor

Amy French (Committee Member)

Fourth Advisor

Thomas Mowen (Committee Member)

Abstract

University-based certificate programs for students with intellectual disabilities have grown in number since the passing of the Higher Education Opportunities Act (HEOA) in 2008. The Comprehensive Transition Program (CTP) designation and Transition and Postsecondary Programs for Students with Intellectual Disabilities (TPSID) grant were created out of the HEOA (Think College, n.d.). Little more than descriptive data indicates employment outcomes of students who complete a CTP or TPSID program. This is problematic due to the, on average, $14,689 cost of attendance (Grigal et al., 2022). The purpose of this study was to begin to understand how employers perceive CTP and TPSID programs and their graduates when they have not interviewed or hired a graduate from a CTP or TPSID program. I used Spence’s (1973) signaling theory as the theoretical framework for this study, which posits that credentials (e.g., education) on a resume will send signals to potential employers about applicants’ skills and abilities. I used a generic descriptive-interpretive qualitative methodology for this study. To collect data, I conducted semi-structured interviews with nine employers who are a part of the hiring process at their place of employment, were unfamiliar with CTP and TPSID programs, and had or have jobs available to candidates holding only a high school diploma. Through data analysis, I identified six themes: (a) hesitancy about disability and discrimination, (b) programs should develop independence, (c) integration with degree-seeking peers is essential, (d) employers prioritize candidates’ skillset, (e) CTP credential’s influence on employers’ intent to interview, and (f) questions about certificate programs. Overall, study participants held positive perceptions of CTP and TPSID programs. Findings suggest that program offerings and outcomes should be more standardized and better communicated to potential employers. Future research could consider how effectively information can be shared with all stakeholders about CTP and TPSID programs, as well as the influence of disability on perceptions of CTP and TPSID programs. While the study participants’ perceptions were generally positive, they asked critical questions that highlighted the need for transparency and communication from CTP and TPSID programs.

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