Perceptions of students, faculty, and administrators at the Cabot Institute of Applied Arts and Technology toward competency based vocational education

• Main Author: Reynolds, B. John (Bernard John), 1950-
• Other Authors: Memorial University of Newfoundland. Faculty of Education
• Format: Thesis
• Language: English
• Published: 1990
• Subjects: Cabot Institute of Applied Arts and Technology > Curricula; Competency based education > Newfoundland and Labrador; Business education > Newfoundland and Labrador; Vocational education > Newfoundland and Labrador; Newfoundland; Canada; Cabot; Newfoundland studies; University of Newfoundland
• Online Access: http://collections.mun.ca/cdm/ref/collection/theses2/id/255362

Thesis (M.Ed.)--Memorial University of Newfoundland, 1990. Education Bibliography: leaves 128-134. The purpose for undertaking this study was to identify the benefits and problem areas of competency based vocational education (CBVE) as perceived by students, faculty, and administrators at the Cabot Institute of Applied Arts and Technology in the Province of Newfoundland. It was anticipated that this report would identify areas of agreement and disagreement among, between, and within the three groups. -- The study also compared perceptions toward CBVE of faculty who taught academic courses with those who taught courses which were technical or trade specific. The perceptions of students enrolled in business education programs were also compared with those of students enrolled in other pre-employment trade or technical programs at the Institute. -- A review of the literature indicated that many of the problems and benefits associated with CBVE either dealt with its implementation or one of five operational aspects concerning learning activity packages, evaluation and testing, performance objectives, managerial aspects, and attitudes toward CBVE. Therefore, data were gathered by means of three questionnaires, which were developed specifically for this study based on the review of the literature: one for students; one for faculty; and one for administrators. In order to ensure that a valid investigation could be conducted, statements concerning these five operational aspects were developed and five content experts in the area of CBVE asked to judge the validity of each statement, and also to indicate in which of the five categories it should be placed. Only items on which four of the five content experts agreed were used in the questionnaires. -- On the basis of the study it was concluded that differences in the perceptions of academic faculty and technical faculty toward implementation and operational aspects of CBVE were statistically significant at the .1 level. Academic faculty indicated a more negative reaction toward CBVE than did any other group or sub-group. All other groups and subgroups reacted positively to the majority of statements concerning CBVE. Students had a very positive perception of the programs in which they were enrolled and the manner in which they were being taught. They indicated quite strongly that they felt their course material was relevant, that evaluation was meaningful, and that they had a good working relationship with their instructors. -- The findings of this study may have implications for the development of CBVE at the Cabot Institute. Although CBVE appeared to be operating quite well at Cabot there were obvious problems, not so much with students' interpretations, but with those of academic faculty members. Therefore, it was recommended that studies be conducted to determine what faculty and administrators feel are the major problems hindering the successful implementation and operation of CBVE at the Cabot Institute, with particular emphasis on academic courses. There is also a need for longitudinal evaluation to ensure that in the future CBVE is implemented and operated in the best possible manner at the Cabot Institute.