Reimagining educational equity through strategic alliance partnerships in response to the USA STEM-M diversity gap.

Addressing the USA diversity gap in science, technology, engineering, mathematics and medicine (STEM-M) through strategic alliance partnerships (SAPs) is an innovative solution toward combating the educational inequalities presented in K-12 education for marginalized youth interested in STEM-M professions. We present a model that unites multiple stakeholder s committed to diversifying the workforce in STEM-M, through the implementation of a multi-year high school pipeline program designed to better achieve STEM-M equity, access and opportunity at the secondary school level. We developed a unique model based on an SAP in a large metropolitan area in the Midwest that joins an Academic Medical Center and a local Public High School. Our results involving 46 students over 8 years demonstrate 100% high school graduation rates; 97% college attendance with full or partial scholarship support, and early evidence of post-graduation aspirations in STEM-M careers. Our early progress calls for more rigorous study against standard educational practices. If our program is proven to be more effective, then potentially more strategic public-private partnerships to foster K-12 pipeline programs to better achieve equity through educational access, opportunities and resources should be developed and targeted for those marginalized youth that have been historically denied STEM-M opportunities. After 10 years of dedicated effort, we see evidence of potential benefits of this SAP to develop K-12 pipeline programs with similar aims of STEM-M diversification, particularly by way of more-equitable provision of educational opportunities to students belonging to minority racial and ethnic groups.

Identifying and Developing Leadership Competencies in Health Research Organizations: A Pilot Study.

We investigated leadership competencies for developing senior and emerging leaders and the perceived effectiveness of leadership development programs in Health Research Organizations (HROs). A pilot study was conducted to interview HRO executives in Southern California. Respondents represented different organizational contexts to ensure a diverse overview of strategic issues, competencies, and development needs. We analyzed qualitative and quantitative data using an innovative framework for analyzing HRO leadership development. The National Center for Healthcare Leadership 'Health Leadership Competency Model' was used as the foundation of our competency research. Top strategic issues included economic downturn and external funding, the influence of governmental policies and regulations, operating in global markets, and forming strategic alliances. High priority NCHL leadership competencies required to successfully lead an HRO include talent development, collaboration, strategic orientation, and team leadership. Senior executives need financial skills and scientific achievement; emerging leaders need technical/scientific competence, information seeking, and a strong work ethic. About half of the respondents reported having no leadership development program (LDP). Almost all reported their organization encourages mentoring, but less than one-third reported an active formalized mentoring program. We conclude that uncertainties and challenges related to healthcare reform and the continued budget deficits will require HRO restructuring to contain costs, remove barriers to innovation, and show value-add in accelerating discovery to improve clinical care, patient outcomes, and community health. Successful leaders will need to become more strategic, entrepreneurial, and resourceful in developing research alliances, executing research operations, and continually improving performance at all levels of the HRO.