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Community college and business colla...

Johnson, Elaine Patricia.

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Community college and business collaborations: Modernist and postmodernist paradigms.

Record Type:	Language materials, printed : Monograph/item
Title/Author:	Community college and business collaborations: Modernist and postmodernist paradigms./
Author:	Johnson, Elaine Patricia.
Description:	150 p.
Notes:	Director: Robert David Mustian.
Contained By:	Dissertation Abstracts International63-04A.
Subject:	Education, Adult and Continuing. -
Online resource:	http://pqdd.sinica.edu.tw/twdaoapp/servlet/advanced?query=3050682
ISBN:	0493651462

Community college and business collaborations: Modernist and postmodernist paradigms.
Johnson, Elaine Patricia.

Community college and business collaborations: Modernist and postmodernist paradigms. - 150 p.

Director: Robert David Mustian.

Thesis (Ed.D.)--North Carolina State University, 2002.

The purpose of the research was to identify any differences in levels of perception of success in North Carolina community college workplace education programs between business representatives and trainees. The programming components studied were <italic>planning, curriculum design, instructional strategies, </italic> and <italic>evaluation</italic>. In addition, the study was to identify any differences in levels of perception of success that were associated with either Modernist or Postmodernist approaches to the programming process.

ISBN: 0493651462Subjects--Topical Terms:

626632
Education, Adult and Continuing.

Community college and business collaborations: Modernist and postmodernist paradigms.
LDR:04007nam 2200337 a 45 001 934977
005 20110509
008 110509s2002 eng d
020 $a 0493651462
035 $a (UnM)AAI3050682
035 $a AAI3050682
040 $a UnM $c UnM
100 1 $a Johnson, Elaine Patricia. $3 1258671
245 1 0 $a Community college and business collaborations: Modernist and postmodernist paradigms.
300 $a 150 p.
500 $a Director: Robert David Mustian.
500 $a Source: Dissertation Abstracts International, Volume: 63-04, Section: A, page: 1236.
502 $a Thesis (Ed.D.)--North Carolina State University, 2002.
520 $a The purpose of the research was to identify any differences in levels of perception of success in North Carolina community college workplace education programs between business representatives and trainees. The programming components studied were <italic>planning, curriculum design, instructional strategies, </italic> and <italic>evaluation</italic>. In addition, the study was to identify any differences in levels of perception of success that were associated with either Modernist or Postmodernist approaches to the programming process.
520 $a Two hundred and sixty-four participants in seven community colleges were interviewed. Each of the seven community colleges selected its own workplace education program for the study. The participant pool was composed of business representatives, trainers, and trainees. The participants were asked to respond to a demographic survey and a response sheet. The response sheet asked them to indicate their levels of perception of success in the four programming components of the program in which they were participants. In addition, the business representatives were asked to answer an organizational information sheet
520 $a The researcher wrote a case study for each workplace education program based on the characteristics of the community college, the company, the environment, and the oral responses of all participants during the interview process. On the basis of the information, the researcher designated each component of each program as either Postmodernist or Modernist in approach.
520 $a A Modernist approach was defined as one in which planning involves primarily only business representatives; curriculum design is based on a behavioristic model of adult learning; instructional strategies emphasize a traditional classroom environment; and evaluation is based on value to the company. A Postmodernist approach was defined as one in which planning involves a variety of stakeholders, including potential trainers; curriculum design is based on the cultural embeddedness of the trainees; instructional strategies are collaborative; and evaluation is based on value to the trainees.
520 $a The study found that (1) managers indicated a higher perception of success in the workplace education training program than did the trainees, (2) workers in service industries indicated a higher perception of success in all components of their workplace education programs, (3) higher level workers indicated a higher perception of success in all workplace training components, (4) participants scored Postmodernist educational approaches higher than Modernist educational approaches, (5) Modernist and Postmodernist educational paradigms show distinct differences in the response of the trainees to the workplace education program with successful combination programs tending to resemble Postmodernist approaches, and (6) evaluative strategies are not highly developed within the community college workplace education programs that were involved in this study.
590 $a School code: 0155.
650 4 $a Education, Adult and Continuing. $3 626632
650 4 $a Education, Business. $3 1017515
650 4 $a Education, Community College. $3 1018008
690 $a 0275
690 $a 0516
690 $a 0688
710 2 0 $a North Carolina State University. $3 1018772
773 0 $t Dissertation Abstracts International $g 63-04A.
790 $a 0155
790 1 0 $a Mustian, Robert David, $e advisor
791 $a Ed.D.
792 $a 2002
856 4 0 $u http://pqdd.sinica.edu.tw/twdaoapp/servlet/advanced?query=3050682