ERIC ED459635: Faculty Perceptions of Influences on the Curriculum in Higher Education.

155 Pages·2000·1.6 MB·English

by  ERIC

DOCUMENT RESUME
HE 034 523
ED 459 635
Mazzoli, Andrew Joseph
AUTHOR
Faculty Perceptions of Influences on the Curriculum in
TITLE
Higher Education.
2000-00-00
PUB DATE
153p.; Doctoral Dissertation, University of South Carolina.
NOTE
Doctoral Dissertations (041)
Dissertations/Theses
PUB TYPE
MF01/PC07 Plus Postage.
EDRS PRICE
*College Faculty; *Curriculum Development; Educational
DESCRIPTORS
Trends; Higher Education; *Influences; Institutional
Characteristics; *Teacher Attitudes; Teacher Characteristics
ABSTRACT
This study was conducted to study faculty perceptions of the
influence of groups outside the faculty on the curriculum in higher education
and to determine whether perceptions of influence are contingent on
institutional type and selected faculty characteristics. The faculty of two
master's degree granting liberal arts colleges and two community colleges
were surveyed (n.489) to determine faculty perceptions of the influence of
students, college administration, government, the public, employers,
licensing agencies, and professional organizations on the curriculum.
Descriptive statistics were used to examine trends. Regression was used to
determine if age or number of years in higher education was significant.
Chi-square was used to determine the contingency of the faculty
characteristics and institutional types examined. Influence on content and
courses offered were used as indicators for the larger idea of curriculum. A
return of 65.6% (n.321) of technically valid responses was adequate for
statistical analysis. Overall, faculty answered that they have "heavy" to
"total" influence on courses offered and even more influence on course
content. Faculty most frequently perceived a "moderate" to "light" amount of
influence of outside groups on the curriculum as a level that is "about
right." Chi-square analysis of faculty perceptions of the influence of many
of the outside groups is contingent on institutional type, academic
discipline or field, academic rank, and tenure. Overall, faculty perception
of outside influence is independent of race and gender. Regression showed no
statistical significance for age or the number of years in higher education.
There were differences in the faculty perceptions of outside group influence
that are attributable to institutional type and selected faculty
characteristics. The idea of faculty autonomy with regard to the curriculum
is largely supported. Six appendixes contain the questionnaire and supporting
data tables. (Contains 15 tables and 59 references.)
(SLD)
Reproductions supplied by EDRS are the best that can be made
from the ori inal document.
FACULTY PERCEPTIONS OF INFLUENCE ON THE CURRICULUM IN
HIGHER EDUCATION
by
Andrew Joseph Mazzo li
Bachelor of Science
The State University of New York, Upstate Medical University at Syracuse, 1974
Master of Health Sciences
Medical University of South Carolina, 1981
Submitted in Partial Fulfillment of the Requirements
For the Degree of Doctor of Philosophy
PERMISSION TO REPRODUCE AND
DISSEMINATE THIS MATERIAL HAS
College of Education
BEEN GRANTED BY
Department of Educational Leadership and Policies
TO THE EDUCATIONAL RESOURCES
University of South Carolina
INFORMATION CENTER (ERIC)
EDUCATION
U.S. DEPARTMENT OF
and Improvement
2000
Office of Educational Research
INFORMATION
EDUC TIONAL RESOURCES
CENTER (ERIC)
reproduced as
This document has been
organization
received from the person or
originating it.
made to
1:1 Minor changes have been
improve reproduction quality.
stated in this
Points of view or opinions
represent
document do not necessarily
official OERI position or policy.
Ma/ r Professor
C lir, Examining C,
mmittee
PO
Committee Member
Committee Memb r
t4r1-1---414E.
ommittee Member
e Graduate School
De(Jan
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4
DEDICATION
This work is dedicated to the
Moms and Dads who would consider
traveling this road.
Pray first, think long, work hard, take
a little time every now and then, and
may God
bless.
My wish is that you meet the kind of people
that I have along the
way.
And to the spouses and children they
at once bring with them, and leave behind.
My loving wife and children know well
what I mean.
My wish is that your family
grows from this experience as mine has.
0
ACKNOWLEDGEMENTS
blessed me through
God has been gracious to me in all that has come to pass and
the people who He placed in my path, and for whom I am thankful.
and for Dr.
For Dr. Welsh, who graciously consented to chair my committee,
faithfully see me
Anderson, Dr. Fidler, and Dr. Samuels who were willing to
through, despite the time and distance, I am thankful.
seek and stand
For citizen scholars like Hank Chardos, who have the courage to
who have the conviction
for His Truth, and scholar citizens like Dr. James Sears,
to seek and stand for his truth, I am thankful.
about and who
For colleagues who understood much of what this work was
ministerecito me in word and especially by lifting me up in prayer, I am thankful.
about but
For friends and family who understood little of what this work was
chose to cajole, support, and encourage anyway, I am thankful.
less of what
For Peter, Paul, Helen, Christan, and Carson who understood even
thankful.
this work and the sacrifice was about, but loved their Dad anyway, I am
about and
For my wife Sue who understood completely what this work was all
about myself, I am thankful.
never lost faith in me, even when I wondered
And for His gracious provision and so great a salvation for one such as me, I am
forever and unspeakably thankful.
Ephesians 2:8-10
4.
Abstract
Faculty Perceptions of Influence on the Curriculum in Higher Education
Andrew Joseph Mazzo li
PURPOSE: To study faculty perceptions of influence of groups outside the faculty
on the
curriculum in higher education and determine if perceptions of influence
are contingent
on institutional type and selected faculty characteristics. METHODOLOGY: The faculty
(n = 489) of two masters degree granting, liberal arts colleges and two community
colleges were surveyed, using a questionnaire designed by the author, to determine
faculty perceptions of the influence of students, college administration, government, the
public, employers, licensing agencies, and professional organizations
on the curriculum.
Descriptive statistics were used to examine trends. Regression
was used to determine if
age or number of years in higher education were significant. Chi-squared was used to
determine contingency of the faculty characteristics and institutional types examined.
Influence on content and courses offered were used
as indicators for the larger idea of
curriculum. RESULTS: A return of 65.6 percent (n
= 321) of technically valid responses
was adequate for statistical analysis. Overall, faculty answered that they have "heavy"
to
"total" influence on courses offered and
even more influence on course content. Faculty
most frequently perceived a "moderate" to "light" amount of influence of outside
groups
on the curriculum as a level that is "about right". Chi-square analysis of faculty
Perceptions of the influence of many of the outside groups is contingent
on institutional
type, academic discipline
or field, academic rank, and tenure. Overall, faculty perception
of outside influence
is independent of race and gender. Regression showed
no statistical
significame
for age or the number of years in higher education. CONCLUSIONS:
iv
Faculty perceive that they have "heavy" to "total" influence on the curriculum. Faculty
perceive that a "moderate" amount of influence of outside groups is "about right". More
than a "moderate" amount of influence is not. There were differences in the faculty
perceptions of outside group influence that are attributable to institutional type and
selected faculty characteristics. Despite acknowledged influences and differences, the
idea of faculty autonomy over the curriculum is largely intact.
DISSERTATION DIRECTOR: Dr. Michael F. Welsh
v
TABLE OF CONTENTS
Page
DEDICATION
iii
AC KNOW L EDGEMENTS
iv
ABSTRACT
TABLE OF CONTENTS
vii
LIST OF TABLES
of the Study
CHAPTER ONE Nature and Significance
1
2
Introduction
3
Purpose of the Study
5
Research Questions
6
Definitions
8
Delimitations
9
CHAPTER TWO - Literature Review
9
A Matter of Perception
Learned, and the Powers That Be 12
European beginnings: Rule by the Learner, the
from the Beginning
14
The American Experience: Government Governing
19
and Technical Curricula
Liberal Education and the Rise of the Professional
24
Influence
The Elective Curriculum and the Beginning of Student
26
Professionalism
The Rise of the Administration and Faculty
29
Influences from Private and Voluntary Enterprises
32
More Recent Issues
36
CHAPTER THREE - Methodology
36
Sample
37
Description of the Questionnaire
40
Analysis in Terms of the Data
40
CHAPTER FOUR - Results
43
General Findings
45
Research Question 1: Faculty Perception of Their Influence
Group Influence
51
Research Question 2: Faculty Perception of Outside
54
of Influence
Research Question 3: Amount of Influence by Level
62
Institutional Type
Research Question 4: Faculty Perception of Influence by
65
Characteristic
Research Question 5: Faculty Perception of Influence by
65
Academic Discipline or Field
69
Academic Rank
72
Tenure
75
Race
v i
7
78
Gender
Age and Years in Higher Education
80
Summary of Results
81
84
CHAPTER 5 - Discussion
84
Summary
85
Discussion
Conclusions
9 l
93
Implications for Governance and the Curriculum
94
Recommendations for Further Study
98
REFERENCES
105
APPENDICES
106
Appendix A Questionnaire
Correlation Coefficient Tables for Amount of Faculty Influence
Appendix B
110
by Level of Influence
Contingency Tables for Amount of Influence of Outside Groups
Appendix C
on Courses Offered by Level of Influence
113
Contingency Tables for Amount of Influence of Outside Groups
Appendix D
on Course Content by Level of Influence
121
Summary Tables for Percent Response for Influence of Outside
Appendix E
Groups by Institutional Type
129
Summary Tables for Percent Response for Influence of Outside
Appendix F
Groups by Faculty Characteristic
132
vii
8
LIST OF TABLES
Type
Courses Offered by Institutional
Table 1. Percent response for Faculty Influence on
46
and Faculty Characteristics
Type
Course Content by Institutional
Table 2. Percent Response for Faculty Influence on
47
and Faculty Characteristics
of Faculty Influence on Courses
Table 3. Percent Response for Perceived Amount
49
Offered by Academic Rank
of Faculty Influence on Course
Table 4. Percent Response for Perceived Amount
50
Content by Academic Rank
Influence
of Amount Outside Group
Table 5. Percent kesponse for Faculty Perception
52
on Courses Offered
Influence
of Amount of Outside Group
Table 6. Percent Response for Faculty Perception
53
on Course Content
Perceptions of the Amount of
Table 7. Summary of Chi-square for Faculty
55
Courses Offered
Outside Group Influence by Level of Influence on
Perceptions of the Amount of
Table 8. Summary of Chi-square for Faculty
57
Level of Influence
Influence of Outside Groups on Course Content by
Administration Influence on Courses
Table 9. Contingency Table for Amount of College
59
Offered by Level of Influence
Offered and
Table 10. Summary of Chi-square for Amount of Influence on courses
63
Course Content by Institutional Type
Courses Offered and
Table 11. Summary of Chi-square for Amount of Influence on
66
Course Content by Academic Discipline or Field
Courses Offered
Table 12. Summary of Chi-square for Amount of Outside Influence on
70
and Course Content by Academic Rank
Offered and
Table 13. Summary of Chi-square for Amount of Influence on Courses
73
Course Content by Tenure
and
Table 14. Summary of Chi-square for Amount of Influence on Courses Offered
76
Course Content by Race.
Offered and
of Chi-square for Amount of Influence on Courses
Table 15. Summary
9
79
Course Content by Gender
ix
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