ERIC Number: ED170558
Record Type: RIE
Publication Date: 1979
Reference Count: 0
Tracing Professional Proficiencies Back to Curricula in Professional Education: A Content Validation Based on the Convergent Validity of Multiple Job Analysis Measures.
Burgar, Paul S.
A study was commissioned by a large petrochemical concern in order to validate professional degrees as a job entry requirement. The investigations considered two issues: (1) "Are activities performed by professionals (chemists and engineers) measurably different from the activities of subordinate technical personnel?" and "What aspects of professional education lead to professional competence?" Divided into two parts, the study initially employed the position analysis questionnaire (a standardized worker-oriented job element analysis instrument) in contrasted group comparisons of 420 professionals and 215 non-professionals. In the second study, restricted to 420 professionals, the critical incidents technique for analyzing job duties was utilized. In a cross validation technique, performance incidents elicited from individual chemists were independently reanalyzed by other chemists. Results of the various analytic techniques indicated that the curricula of professional education programs in chemistry and engineering can be related in a measurable way to professional competencies. (Author/CSS)
Descriptors: Chemistry, Comparative Analysis, Critical Incidents Method, Curriculum, Degree Requirements, Educational Background, Employment Practices, Employment Qualifications, Engineering Education, Job Analysis, Job Skills, Nonprofessional Personnel, Occupational Information, Professional Education, Professional Personnel, Science Instruction, Test Validity
Publication Type: Reports - Research; Speeches/Meeting Papers
Education Level: N/A
Authoring Institution: Tennessee Univ., Memphis.
Identifiers: Position Analysis Questionnaire
Note: Paper presented at the American Educational Research Association Annual Meeting (San Francisco, California, April, 1979)