Quality Indicators for High-Technology Programs.

Autor/inn/en	Ashley, William L.; und weitere
Institution	Ohio State Univ., Columbus. National Center for Research in Vocational Education.
Titel	Quality Indicators for High-Technology Programs.
Quelle	(1987), (87 Seiten) PDF als Volltext kostenfreie Datei Verfügbarkeit
Beigaben	Tabellen
Sprache	englisch
Dokumenttyp	gedruckt; online; Monographie
Schlagwörter	Education Work Relationship; Guidelines; Program Administration; Program Content; Program Effectiveness; Program Evaluation; Program Implementation; Relevance (Education); School Business Relationship; Standards; Technological Advancement; Two Year Colleges + Suchen Sie Ihr Suchwort? Richtlinien; Programmgestaltung; Programme evaluation; Programmevaluation; Relevance; Relevanz; Standard; Technological development; Technologische Entwicklung
Abstract	An investigation of quality indicators in high-technology programs in two-year postsecondary institutions explored three questions: the nature of high technology and its implications for educational practice; the essential components and features of a quality program; and the level of implementation of quality characteristics in exemplary programs. Conducted through surveys of over 140 educators and high technology industry representatives, the study resulted in identifying 46 practices that were judged as indicators of a quality program. A review of program practices reflected a high level of consistency between the perceived importance of these indicators and the extent of their implementation. Across 84 high-technology programs in 13 different technology areas in 25 different states, the following were judged as essential or very important elements: (1) technologically up-to-date faculty, equipment, and curriculum; (2) program content and practices relevant to work needs; (3) close attention to the needs of students; and (4) close cooperation between an educational institution and the related business/industry. (A profile of successful high-technology programs is offered in the report.) As a result of the project, a self-assessment process and supportive materials were developed and made available to the high-technology educational community. In addition to the study instruments, appendixes include a program listing, a table of indicator ratings by program area, and a program self-assessment form for participating faculty. (KC)
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2004/1/01