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Business curriculum development: A ...

Nash, Timothy Gerard Joseph.

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Business curriculum development: A model for assessing outcomes in a university business curriculum using the Tyler Curriculum Model framework.

Record Type:	Electronic resources : Monograph/item
Title/Author:	Business curriculum development: A model for assessing outcomes in a university business curriculum using the Tyler Curriculum Model framework./
Author:	Nash, Timothy Gerard Joseph.
Description:	222 p.
Notes:	Source: Dissertation Abstracts International, Volume: 63-03, Section: A, page: 0853.
Contained By:	Dissertation Abstracts International63-03A.
Subject:	Education, Curriculum and Instruction. -
Online resource:	http://pqdd.sinica.edu.tw/twdaoapp/servlet/advanced?query=3047578
ISBN:	0493620834

Business curriculum development: A model for assessing outcomes in a university business curriculum using the Tyler Curriculum Model framework.
Nash, Timothy Gerard Joseph.

Business curriculum development: A model for assessing outcomes in a university business curriculum using the Tyler Curriculum Model framework. - 222 p.

Source: Dissertation Abstracts International, Volume: 63-03, Section: A, page: 0853.

Thesis (Ed.D.)--Wayne State University, 2002.

The purpose of this study was to investigate how a university could measure its business curriculum outcomes by using an adaptation of Ralph Tyler's Curriculum Model. It is well known that the Tyler Model can and does affect the creation of curriculum, utilizing the three components of students, faculty, and the public. This study demonstrated that an adapted Tyler Model can be used to assess the effectiveness of curriculum in both the affective and cognitive domains by the use of a reliable and valid assessment inventory; the three components---students, faculty, and business---produced an effective confluence of information that attempted to show how well the curriculum had met preconceived goals and objectives. Tyler's Model, Gerald Gurin's "A Study of Students in a Multiversity (1971)," Cornell University's "New Values in Corporate Leadership Study" (1996), and input from subject matter experts was used to develop the Likert scale based Northwood Outcomes Assessment Instrument (NOAI). The NOAI, and the 18 outcomes that it defines and measures, was used for assessment purposes. The study reviewed both historical and current literature regarding the origins and development of curriculum and the demands and needs of business and industry from the perspective of employers of Northwood University graduates. After testing the following hypotheses, Ho: That there is no statistically significant (.05) difference in the way that seniors and freshmen, seniors and faculty, and seniors and employers, respond to the NOAI survey questionnaire, Ha: That there is a statistically significant (.05) difference in the way that seniors and freshmen, seniors and faculty, and seniors and employers, respond to the NOAI survey questionnaire, the findings based on ANOVA and Scheffe testing show strong average mean NOAI scores across groups. However, a significant difference existed between seniors and freshmen and seniors and faculty completing the NOAI. There was no significant difference between seniors and employers. In summation, maturation and student growth from freshman to senior year was validated based on NOAI responses. Differences in how faculty and employers assessed graduating seniors using the NOAI provide significant feedback for curricularists wishing to impact change in both the affective and cognitive domains.

ISBN: 0493620834Subjects--Topical Terms:

576301
Education, Curriculum and Instruction.

Business curriculum development: A model for assessing outcomes in a university business curriculum using the Tyler Curriculum Model framework.
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500 $a Adviser: Leonard Kaplan.
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520 $a The purpose of this study was to investigate how a university could measure its business curriculum outcomes by using an adaptation of Ralph Tyler's Curriculum Model. It is well known that the Tyler Model can and does affect the creation of curriculum, utilizing the three components of students, faculty, and the public. This study demonstrated that an adapted Tyler Model can be used to assess the effectiveness of curriculum in both the affective and cognitive domains by the use of a reliable and valid assessment inventory; the three components---students, faculty, and business---produced an effective confluence of information that attempted to show how well the curriculum had met preconceived goals and objectives. Tyler's Model, Gerald Gurin's "A Study of Students in a Multiversity (1971)," Cornell University's "New Values in Corporate Leadership Study" (1996), and input from subject matter experts was used to develop the Likert scale based Northwood Outcomes Assessment Instrument (NOAI). The NOAI, and the 18 outcomes that it defines and measures, was used for assessment purposes. The study reviewed both historical and current literature regarding the origins and development of curriculum and the demands and needs of business and industry from the perspective of employers of Northwood University graduates. After testing the following hypotheses, Ho: That there is no statistically significant (.05) difference in the way that seniors and freshmen, seniors and faculty, and seniors and employers, respond to the NOAI survey questionnaire, Ha: That there is a statistically significant (.05) difference in the way that seniors and freshmen, seniors and faculty, and seniors and employers, respond to the NOAI survey questionnaire, the findings based on ANOVA and Scheffe testing show strong average mean NOAI scores across groups. However, a significant difference existed between seniors and freshmen and seniors and faculty completing the NOAI. There was no significant difference between seniors and employers. In summation, maturation and student growth from freshman to senior year was validated based on NOAI responses. Differences in how faculty and employers assessed graduating seniors using the NOAI provide significant feedback for curricularists wishing to impact change in both the affective and cognitive domains.
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