Thesis (MEd)--University of Stellenbsoch, 2001. / ENGLISH ABSTRACT: The primary concern of the study is how pre-service teachers perform after they have been exposed to a section of a linear algebra course based on the problem-centred approach. The students were in their final (3rd ) year of a teacher education course at a college of education which prepares them to teach mathematics at high school level. Sixty students, who formed the experimental group, were exposed to a linear algebra section, which was underpinned by the tenets of the problem-centred approach. The control group comprised of 60 students of similar mathematical background and they were taught the linear algebra section in the conventional way. The main study is preceded by an overview of the history of the teaching of linear algebra and this overview rendered that certain aspects of linear algebra were historically taught in context. Furthermore an analysis of current secondary school mathematics curricula indicated that there are components of linear algebra present in these syllabi. To test whether there was any significant effect of the experimental course, both groups were subjected to the same linear algebra test items at the end of the experimental period. The null hypothesis tested was: there will be no significant difference between the achievement scores of the experimental and control groups. A simple statistical two-tailed test for the difference between two means was done. This test confirmed the rejection of the null hypothesis at the 0,01 level of significance. It is thus accepted that the superior achievement of the experimental group was due to the intervention - approaching aspects of linear algebra through the problem-centred approach. To get an indication of the strategies the experimental group followed to solve linear algebra problems, an analysis was done of the written work of the students. This analysis showed that students applied an absolute calculation strategy to seek solutions to the problems. The study had the following limitations: 1. The students were not representative of the pre-service secondary teachers in South Africa. Only students from the developing population group were involved. 2. The students were not randomly assigned to the experimental and control group. They were in their normal college classes . . Notwithstanding the above limitations it is recommended that: 1. The problem-centred approach, which support the ideals of outcomes-based education, be applied to a major part of the South African school and college of education mathematics syllabi. 2. Appropriate assessment procedures consonant with the problem-centered approach are installed. 3. Adequate support systems are put in place to support teacher transition from the conventional to the problem-centred approach. / AFRIKAANSE OPSOMMING: Die primêre fokus van die studie is die effek van In lineêre algebra kursus, aangebied volgens die probleem-gesentreerde benadering, op kollege onderwysstudente. Die studente was in hulle finale (3de) jaar van In kursus aan In onderwyskollege wat hulle voorberei om wiskunde op hoërskoolvlak te onderrig. Die eksperimentele groep, bestaande uit 60 studente, het aspekte van lineêre algebra geleer, onderrig volgens die probleem-gesentreerde benadering. Die kontrolegroep, bestaande uit 60 studente met omtrent dieselfde wiskunde agtergrond, het dieselfde lineêre algebra geleer, onderrig volgens die konvensionele metode. Die hoofstudie is voorafgegaan deur In oorsig van die geskiedenis van die onderrig van lineêre algebra, wat getoon het dat dat sekere aspekte van lineêre algebra histories in konteks onderrig is. In Ontleding van die huidige hoërkool wiskundekurrikulum toon dat dit komponente van lineêre algebra bevat. Om die impak van die eksperimentele kursus te bepaal, het beide groepe aan die einde van die eksperimentele periode dieselfde lineêre algebra toetsitems voltooi. Die volgende nul-hipotese is getoets: Daar is geen beduidende verskil tussen die prestasies van die eksperimentele en die kontrole groepe nie. In Eenvoudige tweevlerk statistiese toets vir die verskil tussen twee gemiddeldes is gedoen. Die toets bevestig die verwerping van die nul-hipotese op die 0,01 vlak van beduidendheid. Dit word dus aanvaar dat die beter prestasie van die eksperimentele groep toegeskryf kan word aan die intervensie, naamlik die leer van lineêre algebra volgens die probleem-gesentreerde benadering. Om "n aanduiding te kry van die strategieë wat die eksperimentele groep gebruik het in die oplos van lineêre algebra probleme, is die geskrewe werk van die studente ontleed. Die ontleding het getoon dat studente 'n absolute rekenstrategie gebruik het om oplossings vir die probleme te soek. Die studie het die volgende beperkings: 1. Die studente was nie verteenwoordigend van sekondêre onderwysstudente in Suid Afrika nie. Slegs studente uit die onwikkelinggroep was betrokke. 2. Die studente is nie willekeurig aan die eksperimentele en kontrole groepe toegewys nie. Hulle was in hul gewone kollege klasse. Ondanks die bogenoemde beperkings, word daar aanbeveel dat: 1. Die probleem-gesentreerde benadering, wat die beginsels van uitkomsgebaseerde onderwys ondersteun, behoort in die wiskunde kurrikulum vir skole en onderwyserskolleges gebruik te word. 2. Gepaste assesseringsmetodes, soos in die probleem-gesentreerde benadering gebruik, moet toegepas word. 3. Doeltreffende ondersteuningstelsels moet geïmplementeer word om onderwysers te ondersteun in huloorgang na die probleem-gesentreerde benadering.

Thesis (MPhil)--Stellenbosch University, 2001. / ENGLISH ABSTRACT: The writing of this thesis has been an attempt to respond to the problem of students who do not seem to be able to express themselves succinctly and clearly in English. Madadeni College of Education enrols students who have passed grade twelve, at least most of them have passed English. Their passing English at grade twelve presupposes that they can use English freely during the teaching and learning situation, for all courses are studied and presented through the medium of English. On realising this serious handicap the researcher decided to come up with something that can probably help contribute in shaping good prospective English teachers who will in turn teach many generations to come. There was decided on co-operative learning as the possible technique that can be used in higher education with the view to influencing students to use English practically. It needs to be stressed that co-operative learning is a learning technique or strategy (not a teaching method) that is used to make participants use English practically. The central problem of this thesis therefore is that students fail to express themselves clearly in English. This means the sample of sixty student participants who were drawn from the primary section of teacher training got involved in practical co-operative learning activities in order to practice English in small manageable co-operative learning groups. Co-operative learning is a special type of group work where each participant is given a specific function or task to do. Chapter 1 of this thesis explores the problem of the research and is followed by the hypothesis. The purpose of the research is spelt out that it is to examine and diagnose how co-operative learning can be used as an instrument for improving students' English-speaking skills through active and participatory learning. The research methodology, which uses a descriptive approach becomes part of this thesis. It outlines the activities that are part of this research. Student participants became involved in practical co-operative learning for three weeks. After these activities had been completed, a questionnaire was developed and constructed. The purpose of the study was to examine and diagnose how co-operative learning can be used as an instrument for improving students' English-speaking skills through active and participating learning. Student respondents or participants were respondents. Chapter 2 deals with a critical review of the literature which was completed mainly to identify possible solutions and effective ways to educate the next generations about the problem. Chapter 3 focuses on the research and the research methodology where a research design, which spells out the population sample, research procedures and the design of the questionnaire are central. Chapter 4 deals with the presentation, analysis, and interpretation of the results. As a penultimate chapter, the researcher is able to evaluate (from student participants' responses) the success or the shortfalls of the research. Chapter 5 focuses on the synthesis of findings, conclusions, recommendations and the conclusion of this research. / AFRIKAANSE OPSOMMING: Die skryf van hierdie tesis was 'n poging om die probleem aan te spreek van studente wat dit moeilik vind om hulle duidelik en bondig in Engels uit te druk. Die meeste studente wat met die vereiste graad 12-kwalifikasie tot Madadeni Onderwyskollege toegelaat word, het ook in graad 12 in Engels geslaag. Dit veronderstel dat hulle tydens die onderrig-en-Ieerproses Engels met gemak behoort te kan gebruik, maar dit is ongelukkig nie so nie. Alle kursusse by genoemde kollege word deur medium Engels aangebied. Hierdie ernstige leemte ten opsigte van Engels waarmee die studente te kampe het, het die navorser gemotiveer om 'n bydrae te maak tot die ontwikkeling van goeie Engelse onderwysers wat vir vele toekomstige geslagte waardevolle onderrig kan gee. Daar is besluit om kooperatiewe leer in die navorsing te gebruik as In moontlike tegniek wat in hoër onderwys aangewend kan word ten einde studente aan te moedig om Engels te gebruik. Daar word beklemtoon dat kooperatiewe leer 'n leertegniek of -strategie is (nie 'n leermetode nie) wat gebruik word om deelnemers te motiveer om Engels in die praktyk te gebruik. Die kernprobleem waarmee hierdie tesis te make het, is dat studente hulle nie duidelik in Engels kan uitdruk nie. Die steekprroef van 60 studente wat vanuit die primêre afdeling van onderwyseropleiding getrek is, het betrokke geraak by praktiese kooperatiewe leer-aktiwitete, om sodoende in klein, beheerbare kooperatiewe groepe Engels te praat. Kooperatiewe leer is 'n spesiale soort groepwerk waar elke deelnemer 'n spesifieke funksie vervul, of 'n besondere taak het om uit te voer. Hoofstuk 1 van hierdie tesis ondersoek die navorsingsprobleem. Die hipotese volg daarop. Die doel van navorsing word uiteengesit, naamlik om te ondersoek en te diagnoseer hoe koëperatiewe leer aangewend kan word om studente se taalvaardigheid in Engels te verbeter deur aktiewe en deelnemende leer. Die navorsingsmetodologie, wat 'n beskrywende benadering volg, is deel van hierdie tesis, en dit skets die aktiwiteite wat deel uitmaak van hierdie navorsing. Deelnemende studente was vir drie weke lank betrokke by praktiese koëperatiewe leer. Daarna is 'n vraelys geïmplementeer. Die doel van die studie was die ondersoek en diagnose van hoe koëperatiewe leer as instrument gebruik kan word om studente se "engels-sprekende" vermoëns deur aktiewe en deelnemende leer te bevorder. Hoofstuk 2 is 'n kritiese oorsig van die literatuurstudie, wat hoofsaaklik gerig is op moontlik oplossings en effektiewe maniere om nuwe studente aan die probleem bloot te stel. Hoofstuk 3 belig die navorsing en die navorsingsmetodologie. 'n Navorsingsontwerp wat die steekproef, navorsingsprosedures en die vraelysontwerp uiteensit, staan sentraal. Hoofstuk 4 behandel die aanbieding, ontleding en interpretasie van die resultate. Uit die deelnemende studente se reaksie poog die navorser om die suksesse en tekortkominge van die probleemgebied te bepaal. Hoofstuk 5 sluit die tesis af met 'n sintese van die bevindinge, afleidings en aanbevelings van die navorsing.

Thesis (MPhil) (Higher Education)--University of Stellenbosch, 2002. / ENGLISH ABSTRACT: Transformation in biology teaching is inevitable. There is a global concern about the quality of undergraduate biology teaching, especially when considering the growth in the fields of biotechnology and the molecular sciences. Programmes of learning have to be market orientated, and the contents of curricula have to equip students for entrance into a specific career. At the University of Stellenbosch the School for Biological Sciences has developed an interdisciplinary approach to first-year biology teaching. The new programmes in Biological Sciences, implemented in 2000, contain first-year curricula that introduce students to the disciplines of genetics, botany, zoology, microbiology, biochemistry and statistics. This involves participation by six departments, and lecture facilitation in two languages for up to 600 students. As contact sessions between lecturers and students are limited, self-study is becoming increasingly important, and lectures should be fully exploited to obtain deep learning. This study investigated various ways to enhance the teaching and learning process for first-year biology students in a module fraught with growing pains and problems. The influence of software support on student learning was evaluated, while the introduction of an innovative approach to teaching statistics to first-year students was analyzed. Supplementing the statistics section with video-recordings of the lectures was further considered as a possible way of overcoming various obstacles in especially this section of the module. The application of a practical laboratory course to enhance the quality of the theoretical lectures was also investigated and evaluated. It can be concluded that no simple solution could be found to solve the variety of problems that arose with implementation of the new programmes of learning. Technology proved to be invaluable, but should be applied after thorough needs assessment and impact studies have been performed. Provision of IT tools and facilities do not necessarily imply their application and effect, and innovation and inspiration still proved to be most effective in enhancing biology teaching. / AFRIKAANSE OPSOMMING: Transformasie in biologie-onderrig is onvermydelik. Daar is wêreldwye kommer oor die kwaliteit van voorgraadse biologie-onderrig, veral in die lig van die vooruitgang in biotegnologie en die molekulêre wetenskappe. Programme van onderrig moet markgerig wees, en die inhoud van leerplanne loopbaangerig. Die Skool vir Biologiese Wetenskappe van die Universiteit van Stellenbosch het sedert sy stigting 'n interdissiplinêre benadering tot eerstejaarsbiologie-onderrig ontwikkel. Die nuwe programme in die Biologiese Wetenskappe wat in 2000 geïmplementeer is, bevat eerstejaarskurrikula wat studente bekendstel aan die dissiplines van genetika, botanie, sooloqie, mikrobiologie, biochemie en statistiek. Ses departemente is hierby betrokke, en lesings word in twee tale vir tot 600 studente aangebied. Aangesien kontaksessies tussen dosente en studente beperk is, word selfstudie toenemend belangrik, en lesure moet ten volle benut word om 'n diepgaande leerproses te verkry. Hierdie studie ondersoek derhalwe verskeie potensiële maniere waarop die onderrigen leerproses by eerstejaarbiologie-studente versterk kan word. Die invloed van sagteware-ondersteuning by die leerproses is geëvalueer, terwyl 'n nuwe innoverende benadering tot statistiek-onderrig vir eerstejaarstudente geanaliseer is. Uitbreiding en ondersteuning van die statistiek-seksie, d.m.v. videoopnames van die lesings, is verder oorweeg om verskeie van die hindernisse in veral hierdie deel van die module te oorkom. Die toepassing van 'n laboratoriumkursus om die kwaliteit van die teoretiese lesings uit te brei is ook geëvalueer. Daar kan saamgevat word dat geen enkelvoudige oplossing bestaan om die verskeidenheid van probleme op te los wat met implementering van die programme ontstaan het nie. Tegnologie is onontbeerlik, maar moet toegepas word nadat behoorlike behoeftebepaling en impakstudies uitgevoer is. Verskaffing van informasietegnologie impliseer nie noodwendig die nodige toepassing en effek nie, en innovasie en inspirasie blyk steeds onontbeerlik te wees om biologie-onderrig uit te brei en te versterk.

Thesis (MEd)--Stellenbosch University, 2015. / ENGLISH ABSTRACT: This mini-thesis documents two action research projects which I conducted as a teacher researcher in my Grade 10 Geography classroom. The research was an attempt to improve my teaching as a Geography teacher and to enhance social cohesion in my classroom. This mini-thesis investigated the following research questions: How can cooperative learning be used in a Geography classroom to build and improve social cohesion amongst students? And how can I improve my own teaching practice? The focus of the study was on cooperative learning as a teaching strategy, while action research was the research methodology. Two action research projects were completed and reflected upon within the action research framework. This mini-thesis, which include two action research projects, is based, underpinned and influenced by the critical theorists such as Darder (2007), Dewey (1938) Freire(1972), Habermas (1972), Giroux (1988), McNiff (2002, 2006, 2010) and Waghid 2011). In reflecting on my practice, I realise that there is a problem in terms of helping students to foster an promote positive social relationships and working together in the classroom. In this mini thesis I contend that cooperative learning holds the potential to improve social cohesion and social relationships amongst students. Cooperative learning emphasises cooperation as integral to students’ success and because of this cooperative learning has been found successful in fostering positive intergroup attitudes in classrooms. South-African teachers in recent years have been compelled to embrace a more learner-centred approach as opposed to a teacher-centred approach. I believe cooperative learning could be instrumental in enhancing learner performance and promoting positive social relationships amongst classmates. I consider my teaching practice to have certain defects and through action research I can investigate and reflect on this with a view of improving my practice. Self-reflection and introspection led me to critically examine my classroom practice. In this research I also tried to encourage students to interact with one another in a positive way. This study uses cooperative learning as a teaching strategy to enhance working together between students in a classroom and enhance social cohesion. At the time of this study the Department of Basic Education introduced Curriculum Assessment Policy Statements (CAPS) as the official curriculum of South Africa. CAPS consequently has an influence on my teaching practice. We adhere to departmental policies and try to comply with curriculum delivery often to the detriment of the needs that learners might experience in the school, such as nation building and maintaining relationships that contribute to the total development of the learner. What further motivated me to address my classroom practice was that my teaching style was still very similar to the way my previous teachers taught me. I was still caught up in the traditional mode of teaching and learning where the “teacher talks and the learner listens” There was no innovation that characterised my teaching practice. In an attempt to address the issues that concern me, I asked the following critical research questions in this mini-thesis: 1 How can cooperative learning be used in a Geography classroom to develop social cohesion amongst learners? 2 How can I improve my own teaching practice? I would like to believe and set out to establish whether the cooperative classroom is different from the one in the traditional teaching environment; both the teacher and student adopt new roles. The teacher becomes a facilitator and the cooperative lessons imbue learners with confidence and enhance social relationships. In Chapter One I give a background to the study. I describe the educational challenges that face South Africa and I set out to locate what I would regard as the problem in my teaching. Chapter Two is my literature review. In this chapter, I give a detailed account of cooperative learning. Due to the limited scope of this study and the many facets of cooperative learning, I contend that as a researcher, I cannot deal with cooperative learning in its entirety. In Chapter Three I focus on action research as the research methodology which I employed in this study. I give a brief historical perspective on the development of action research, define it, explain how it operates and give an account of how action research works. Chapter Four and Five provide a description of the two action research projects that I undertook with my Grade 10 Geography classes. In these two chapters I give an account of my two action research learning projects. Chapter six is the concluding chapter. I reflect on the research projects and try to map the future of cooperative learning as an educational strategy that could transform the classroom and ultimately contribute to nation building. / AFRIKAANSE OPSOMMING: In hierdie mini- tesis dokumenteer ek twee aksienavorsingprojekte wat ek as onderwysernavorser in my Graad 10 Geografieklas uitgevoer het. Hierdie navorsing was ʼn poging om my onderrigpraktyk as Geografie-onderwyser te verbeter om sosiale samehorigheid in my klaskamer te verbeter. Hierdie mini-tesis het die volgende navorsingsvrae beantwoord: Hoe kan koöperatiewe leer in ʼn Geografie klaskamer gebruik word om sosiale samehorigheid tussen leerders te verbeter en te bou? En hoe kan ek my eie onderrigpraktyk verbeter? Die studie het op koöperatiewe leer as onderrigstrategie en aksienavorsing as navorsingsmetodologie gefokus.Twee aksienavorsingsprojekte is binne die aksienavorsingsraamwerk voltooi en oor besin. Hierdie mini-tesis wat twee navorsingsprojekte insluit, is gebaseer, onderskryf en beinvloed deur die kritiese teoriste soos Darda(2007), Dewey (2008). Freire (1972), Habermas (1972), Giroux (1988), McNiff (2002, 2006, 2010) en Waghid (2011). Deur te reflekteer op my onderrigpraktyk, het ek besef dat daar n probleem is in terme van hulpverlening aan leerders om hulle te help om positiewe sosiale verhoudings te promoveer en saam te werk in die klaskamer. In hierdie mini-tesis is ek egter van mening dat koöperatiewe leer die potensiaal het om sosiale samehorigheid en sosiale verhoudings te verbeter tussen leerders Koöperatiewe leer beklemtoon samewerking as noodsaaklik tot die sukses van leerders en as gevolg daarvan is gevind dat koöperatiewe leer positiewe houdings tussen groepe in klaskamers suksesvol bevorder. Oor die afgelope jare was Suid-Afrikaanse onderwysers verplig om ʼn meer leerdergerigte benadering te volg eerder as ʼn onderwysergesentreerde benadering.Ek is van mening dat koöperatiewe leer is bevorderlik vir die verbetering van leerders se prestasie en die bevordering van sosiale verhoudinge tussen klasmaats. Ek aanvaar dat my onderrigpraktyk sekere gebreke het en met aksienavorsing kan ek dit ondersoek en daaroor besin met die oog op die verbetering van my praktyk. In hierdie navorsing het ek gepoog om studente te ontwikkel om op ʼn positiewe wyse met mekaar in wisselwerking te tree. Hierdie studie gebruik koöperatiewe leer as onderrigstrategie om samewerking tussen leerders in ʼn klaskamer te verhoog en sosiale samehorigheid te bevorder. Toe die studie onderneem is, het die Departement van Basiese Onderwys die Kurrikulumen Assesseringsbeleidsverklaring (KABV) as die amptelike kurrikulum vir Suid-Afrika bekendgestel. KABV het ʼn invloed op my onderrigpraktyk. Ons kom departementele beleide na en poog om aan kurrikulumaflewering te voldoen tot nadeel van die behoeftes wat leerders op skool mag ervaar, soos nasiebou en behoud van verhoudings, wat bydra tot die algehele ontwikkeling van die leerder. Besinning en introspeksie het daartoe gelei dat ek my klaskamerpraktyk krities ondersoek. Wat my verder gemotiveer het om my klaskamerpraktyk aan te spreeek was dat my onderrig styl baie dieselfde was as die van my vorige onderwysers wat my onderrig het. Ek was vasgevang in die tradisionele manier van onderrig en leer waar die “onderwyser praat en die leerder luister” My klaskamerpraktyk was dieselfde as die van my onderwysers. Die manier waarop ek onderrig, was dieselfde as wat my onderwysers gebruik het om my te onderrig. My onderrigstelsel is nie deur innovering gekenmerk nie. In ʼn poging om die kwessies waaroor ek bekommerd was aan te spreek, is die volgende kritiese navorsings vrae gevra in hierdie mini-tesis: 1 Hoe kan koöperatiewe leer in ʼn geografie klaskamer gebruik word om sosiale samehorigheid tussen leerders te ontwikkel? 2 Hoe kan ek my eie onderrigpraktyk verbeter? Ek wil graag glo en vastel of die koöperatiewe klaskamer verskillend is van die tradisionele onderrig omgewing; beide die onderwyser en leerder neem verskillende rolle aan. Die onderwyser word ʼn fasiliteerder in die leer proses. Die koöperatiewe lesse ontwikkel leerders met selfvertroue en verbeter sosiale verhoudinge. In Hoofstuk Een gee ek die agtergrond tot die studie. Ek bespreek die opvoedkundige uitdagings wat Suid- Afrika in die gesig staar en wil graag vastel wat ek beskou as die probleem in my onderrig Hoofstuk Twee is my literatuur studie. In die hoofstuk gee ek n gedetaileerde verslag van koöperatiewe leer. As gevolg van die beperkte omvang van die studie en die baie fasette van koöperatiewe leer is ek as navorser van mening dat ek nie koöperatiewe leer in sy totaliteit kan behandel nie Hoofstuk Drie fokus op aksienavorsing as die navorsingsmetodologie wat in hierdie studie gebruik work. Ek gee ook n kort historiese perspektief van die ontwikkeling van aksienavorsing, definieer dit, verduidelik hoe dit opereer en gee n verslag van hoe aksie navorsing werk. Hoofstuk Vier en Vyf gee n verduideliking van die twee aksienavorsingsprojekte wat ek met my Graad 10 klasse onderneem het. In hierdie twee hoofstukke doen ek verslag van my twee aksienavorsingprojekte Hoofstuk Ses is die slot hoofstuk. Ek reflekteer op die aksienavorsingprojekte en prober om die toekoms van koöperatiewe leer uit te stippel as n opvoedkundige strategie wat die klaskamer kan transformeer en n bydrae tot nasiebou kan maak.

published_or_final_version / Education / Doctoral / Doctor of Philosophy

published_or_final_version / Social Work and Social Administration / Doctoral / Doctor of Philosophy

published_or_final_version / abstract / Linguistics / Master / Master of Arts in Applied Linguistics

published_or_final_version / Education / Master / Master of Education

published_or_final_version / abstract / Linguistics / Master / Master of Arts in Applied Linguistics

The purpose of this study was to identify the forces and pressures that have influenced curriculum design decisions regarding general education requirements in the fine arts professional baccalaureate degree programs and to determine how curriculum planners are responding to these pressures. A review of the literature revealed a national movement to examine general education requirements in higher education. Problems arise when particular degree programs are already discipline-specific in nature with a substantial number of course requirements prescribed in the major area of study. The problems are compounded further in the professional degree programs where emphasis is often placed on knowledge and skills that are acquired through practical application of theoretical principles. The fine arts professional degree programs were selected as the focal curriculum structures. Based on the literature review it was expected that specific environmental forces, such as the renewed national interest in general education, would emerge as influences affecting curriculum design processes in the fine arts. Recent theoretical studies on emerging curricula structures also indicated a prevalence of systems perspectives where curriculum design processes focus on environmental influences that are precipitating a redefinition of program structures. It was anticipated by the researcher that a reexamination of curriculum design processes would reveal a responsiveness to specific forces identified in the theory as both internal and external environmental considerations. The research approach was primarily observational, utilizing parametric estimates and analyses. Particular data gathered were periodically subjected to inferential analysis. The researcher found that a majority of the fine arts curriculum planners contacted for this study were involved in curriculum review and revision of the professional baccalaureate degree programs. It was also revealed from results of the study that curriculum design influences were primarily institutional/internally motivated although current theoretical literature on curriculum design processes indicated that systems perspectives dominated these processes. Finally, it was discovered that fine arts alumni from professional baccalaureate degree programs favor traditional general/liberal curricular structures in higher education.