ERIC Number: ED459635
Record Type: RIE
Publication Date: 2000
Reference Count: N/A
Faculty Perceptions of Influences on the Curriculum in Higher Education.
Mazzoli, Andrew Joseph
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)
Publication Type: Dissertations/Theses - Doctoral Dissertations
Education Level: N/A
Authoring Institution: N/A
Note: Doctoral Dissertation, University of South Carolina.