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Pub Date: |
2006-00-00 |
Pub Type(s): |
Journal Articles; Reports - Research |
Peer Reviewed: |
Yes |
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Descriptors:
Teacher Supply and Demand; Employment Patterns; Technical Education; Technology Education; Higher Education; Masters Programs; Doctoral Degrees; Teacher Selection; Faculty Recruitment; Employer Attitudes; Job Applicants; Nontraditional Education; Surveys
Abstract:
The United States Bureau of Labor Statistics reported 1.6 million post-secondary teaching jobs in 2004 and predicted this number to increase 27% or more by 2014. Hiring higher education faculty in technical education has been more problematic than in many other fields. The fields of technology education and vocational education were cited by researchers as having a lower than average number of applicants per position, with vocational education also showing a much higher than average failure rate for searches. This report uses findings from a survey of higher education department chairs and program coordinators to characterize faculty vacancies at the bachelor's and master's program levels in post-secondary technical education institutions, the criteria used to hire faculty, and the attitudes toward filling those vacancies with an individual who has earned a doctoral degree through an online method of delivery. The survey sample included department chairs or program coordinators of bachelor's and master's programs in technical education in the United States. An anonymous, online survey was used to collect data due to its ease for respondents, its low cost, the anonymity it guaranteed to respondents, and its avoidance of data entry errors. (Contains 2 tables.)
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Author(s): |
Flowers, James C. |
Source: |
Journal of Industrial Teacher Education, v42 n4 p7-24 Win 2005 |
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Pub Date: |
2005-00-00 |
Pub Type(s): |
Journal Articles; Reports - Evaluative |
Peer Reviewed: |
Yes |
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Descriptors:
Program Effectiveness; Graduate Study; Technology Education; Online Courses; Correlation; Enrollment Rate; Enrollment Trends
Abstract:
The purpose of the present article is to provide a case study of what is believed to have been the first master's degree in technology education (TE) to be offered completely online, and the online offering of a sister program in career and technical education (CTE). This case study looks at the impact this move to Internet delivery had on student enrollment and discusses the lessons learned in this process. This study shows that placing technology education and career and technical education master's degrees online has resulted in a dramatic increase in course and program enrollment in the institution where this study took place. However, the current opportunity for traditional non-profit higher education institutions to reap the benefits of these programs is not guaranteed to continue, especially with the increasing market share won by for-profit institutions, which "account for about 8 percent of the 20 million students enrolled at the 6,000 American colleges that are eligible for federal aid ... [and] more than one-third of online enrollments" (Blumenstyk, 2005, A11). Additional research is needed on the impact of this trend, but in the meantime those considering online offerings should not hesitate to begin a planning process. The results may be both increased enrollments and program evolution. (Contains 3 figures.)
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Pub Date: |
1996-00-00 |
Pub Type(s): |
Reports - Research; Tests/Questionnaires |
Peer Reviewed: |
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Descriptors:
College Students; Educational Research; Equal Opportunities (Jobs); Females; High Schools; Higher Education; Sex Fairness; State Surveys; Statewide Planning; Teacher Attitudes; Teacher Education; Teacher Persistence; Teacher Recruitment; Teaching Conditions; Teaching (Occupation); Technology Education
Abstract:
A Virginia study documented the attitudes and experiences of women in technology education (TE) concerning obstacles to TE as a career choice. Reasons for entering the profession revealed a general enthusiasm for technology teaching. The support network included college professors and advisors, parents, technology teachers, spouse, and "myself." Guidance counselors were cited as exerting the most negative influence; the most frequently cited situational obstacle was little or no TE in high school. Positive influences on remaining a technology teacher were students and fellow technology teachers; the most negative marks were associated with school administrators and fellow technology teachers. Ideas for attracting females to the profession were female role models, TE in earlier grades, reducing gender bias, and better promotion of TE. Strategies suggested to retain teachers were support groups, recognition from male peers, and elimination of stereotypes. Respondents felt if the physical and curricular environments became more attractive to potential teachers and secondary school students, female enrollment would improve. Recommendations for gender equity improvement were as follows: fight sexism, change the curriculum, recruit, educate, listen, support, offer financial incentives, and make the job more pleasurable. (Appendixes include survey methodology, current job status of women in technology education, responses to survey items, and instrument.) (YLB)
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