Review for Faculty perceptions of barriers and supports for integration of academics in Professional Technical Education.
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Review for Faculty perceptions of barriers and supports for integration of academics in Professional Technical Education.
Faculty perceptions of barriers and supports for integration of academics in Professional Technical Education. Review
The purpose of this study was to explore faculty perceptions about Professional Technical Education (PTE) as it relates to barriers and supports to increased integration of academics into PTE programs, and articulation and credit transfer between PTE and university-based undergraduate programs at four state institutions in Idaho. A survey was developed and made available to PTE faculty at BSU, CSI, EITC, ISU. Surveys were distributed by mail, as well as on-site during PTE department meetings. The overall response rate was 68.8%. The study was descriptive in nature, and employed a quantitative research design. Data analysis included basic descriptive statistics, response frequencies, and corresponding percentages. Four open-ended questions were included in the survey. These questions were analyzed using the constant comparative method (Bogdan & Biklen, 1998). Respondents were predominantly male (69%), 25% were over 60 years of age, and the majority's teaching experience was less than 16 years. Close to 30% held a master's degree, nearly one-quarter had earned a bachelor's degree, and 6% held doctoral degrees. Respondent demographics indicated a mature, well educated group, with substantial real-world professional technical and PTE experience. Barriers to academic-PTE integration were associated with discipline specialization, curricular fragmentation, resistance to change, and perceptions of lack of support. In terms of lack of support, time and workload issues, flexible hours to prepare for and conduct classes, and funding were key. Major supports included: increased ability to meet PTE training needs, better preparation for employment, and enhanced student achievement. Instructional improvement as a support was perceived as very important relative to credit transfer, development of a community of learners, and professional development for PTE instructors. Teamwork and partnerships with industry were also noted. In terms of models and methods of academic-PTE integration, particularly as they relate to the role of community colleges, respondents identified the need for remediation and ESL as important foundational roles associated with PTE/community college education; and strongly supported general education and other methods of integration that involve inclusion of academic subjects or concepts in PTE courses. Readmore .. .
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Faculty perceptions of barriers and supports for integration of academics in Professional Technical Education.
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