Accreditation in home economics as done by the American Home Economics Association (AHEA) developed with, influenced, and was influenced by the development of home economics as a profession. The purpose of this study was to trace the historical development of home economics accreditation and to ascertain the current status of such accreditation. The research objectives included: (1) to identify the historical forces and events leading to the development of home economics accreditation; (2) to describe the current status of such accreditation, including current attitudes toward AHEA accreditation and demographic and change characteristics of AHEA accredited and non-accredited units; and (3) to identify possible future trends regarding home economics and accreditation. Historical data were obtained by the investigator through a review of published and unpublished materials and from interviews. Conclusions on the current status were based on data provided on a survey questionnaire by administrators of 215 home economics units. Data analysis provided descriptive and comparative data for each research question. Major findings of the study included the following: First, accreditation as a method to establish and maintain standards in undergraduate professional home economics developed primarily through the efforts of home economists in two associations--the AHEA and the National Association of State Universities and Land-Grant Colleges (NASULGC). Second, in their attitudes toward AHEA accreditation, the greatest proportion of administrators view it as an advantage for their unit, especially in respect to standards of educational quality, unity of home economics as a field of study, status of home economics in the eyes of other professions, visibility of the unit, and importance to the field of home economics--factors voiced historically in relation to quality standards in home economics. Third, administrators feel that regional accreditation of the institution is not sufficient, and that specialized accreditation by such organizations as AHEA, the American Dietetic Association (ADA), and the Foundation for Interior Design Education Research (FIDER) adds benefits beyond regional accreditation. Though their costs are high, administrators report that they are worth the cost. Administrators recommend AHEA accreditation for public and private, large and small units. Fourth, a majority of administrators reporting changes over the past five years cited increases in such areas as number of majors and non-majors, number of graduates beginning graduate degree programs, and support from institution administrators. However, one-fourth of administrators reported a decrease in home economics enrollment. Fifth, desirable future trends, as reported by administrators, include AHEA accreditation of masters, specialist, and doctoral level programs; no increase in the number of accrediting agencies; and maintaining present agencies but increasing cooperative efforts in accreditation processes. Presently 50.2% of home economics units have multiple specialized accreditation. Sixth, self study is a major basis for accreditation and planning for improved education. Ninety per cent of AHEA accredited units and 60% of non-AHEA accredited units report having an ongoing program of self study. However, most administrators do not appear to see a direct relationship between accreditation and student competency levels. In home economics as in many professions accreditation has historically been important in the development of the profession. AHEA accreditation is likely to have a continuing and even increasing impact on the profession as more home economics units seek and obtain accredited status. This impact will be guided by those in positions of educational responsibility and authority--those who believe in the need for ongoing evaluation as a means to continually improving educational quality in home economics.

Thesis (MProjMgmt)--University of South Australia, 2000

Thesis (Ph.D.)--University of California, Berkeley, 2000. / Includes bibliographical references (leaves 257-264).

Thesis (Ph.D.)--George Mason University, 2008. / Vita: p. 223. Thesis director: Catherine E. Rudder. Submitted in partial fulfillment of the requirements for the degree of Doctor of Philosophy in Public Policy. Title from PDF t.p. (viewed Mar. 16, 2009). Includes bibliographical references (p. 210-222). Also issued in print.

Thesis (Ed. D.)--University of Missouri-Columbia, 2002. / Typescript. Vita. Includes bibliographical references (leaves 103-117). Also available on the Internet.

Thesis (Ed. D.)--University of Missouri-Columbia, 2002. / Typescript. Vita. Includes bibliographical references (leaves 103-117). Also available on the Internet.

Thesis (Ph.D.)--Kent State University, 2007. / Title from PDF t.p. (viewed Apr. 15, 2009). Advisor: Steve Michael. Keywords: American Samoa, teacher education, teachers' perspectives. Includes bibliographical references (p. 285-305).

Master of Science / Department of Journalism and Mass Communications / William J. Adams / The study found, based on a focus group with professionals and secondary research conducted in 2007, that public relations (PR) graduates are not prepared for the job market and that nothing has changed in 15 years to improve this situation. Why? Because there has been no feedback from the professionals, PR students who are hired in PR positions, and PR Students who are not hired in PR positions, to the educators and universities on what is working and what is not working for PR graduates to obtain a position in the PR field. Basically, there is no follow-up after students graduate. This study did preliminary research and developed a survey of PR professionals, PR students and educators so that they can provide feedback. This study made recommendations based on the main points from the focus group, which centered on educational programs, PR students' curriculum, the importance of developing good writing skills, taking business courses, taking several PR internships, being involved in extracurricular activities, and the importance of learning how to prepare a resume. In turn, the follow up survey should help provide security for the PR industry to keep PR alive, by increasing the number of graduates due to their success as a PR professional based on their education.

The purpose of this study was to explore perceptions of front-line faculty members in the United States related to quality and quality management in higher education. The study's three research questions were: (1) How do front-line faculty members in the United States define quality in higher education? (2) How do front-line faculty members in the United States describe how quality in higher education should be measured? and (3) Assuming that quality management activities will continue to be mandated by external and internal entities, what do front-line faculty members in the United States believe could be done to make quality management activities more meaningful to front-line faculty members? The research design for this study was a basic qualitative study with a constructivist interpretive framework. Maximum variation sampling was utilized and data collection consisted of semi-structured interviews with 20 front-line faculty members who worked at three different types of higher education institutions located in Virginia: (1) a public, research-extensive university; (2) a public, comprehensive university; and (3) a private, liberal arts college. The constant comparative method was utilized throughout the data analysis process and served as the basis for the study's thematic analysis. The primary finding for Research Question 1 was all 20 faculty participants defined quality in higher education either partially or solely in terms of student outcomes. These outcomes included student learning outcomes, vocational outcomes, and contribution to society outcomes. In regards to Research Question 2, many participants believed that student growth should be a primary indicator of quality in higher education; measuring quality in higher education is difficult; and measuring quality in higher education is necessary or important. Multiple participants expressed dissatisfaction with the indicators currently used to measure quality in higher education. For Research Question 3, participants shared 24 specific barriers they believed prevented quality management activities from being meaningful to front-line faculty members. Participants also shared 24 specific implementation strategies for how quality management activities could be more meaningful to front-line faculty members. These results have multiple implications for future quality management policy, practice, and research. / Ph. D.

The purpose of this study was to compare school climate in a sampling of four Title I and four Non-Title I elementary schools in one school division in Virginia with varied accreditation statuses. The Organizational Climate Descriptive Questionnaire-Revised Elementary (OCDQ-RE), created by Hoy (1990) was utilized to measure school climate. The OCDQ-RE questionnaire were handed out during a regularly scheduled faculty meeting at each of the eight schools selected for the study. Of the 255 surveys that were distributed collectively, 165 participant surveys were collected for a return rate of 65%. In measuring school climate, the mean and standard deviation were computed for each of the six subtests of school climate: Supportive Principal Behavior, Directive Principal Behavior, Restrictive Principal Behavior, Collegial Teacher Behavior, Intimate Teacher Behavior, and Disengaged Teacher Behavior. These subtests were combined to determine teacher openness, principal openness and overall school climate. Descriptive and inferential statistics did not reveal significant differences in principal openness, teacher openness or overall school climate in schools of varying Title I and accreditation status. However, descriptive and inferential statistics revealed differences in component subtests of the OCDQ-RE. Specifically, a comparison of the standardized mean scores for each subset based on Title I status and accreditation status revealed some variations. Using inferential statistics, significant differences were found among school climate in the areas of supportive principal behavior, restrictive principal behavior and intimate teacher behavior. / Ed. D.