Dissertations and Theses @ UNI

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Open Access Thesis

Keywords

Graphic arts -- Study and teaching (Higher);

Abstract

The problem of this study was to identify and validate a list of competencies that may be used by graphic communications educators as the basis for curricula development that meets the needs of the contemporary graphic communications industry. The purpose of this study was to provide the graphic communications educator with a comprehensive, prioritized, and logically clustered list of competencies required of baccalaureate degree graduates from graphic communications programs as perceived by representatives from the graphic communications industry and graphic communications educators.

The survey instrument used for this study is based on a seven point graphic rating scale on which the 226 recipients were asked to respond to 108 individual items. The 108 items were divided into nine pooled variable groups of competencies for presentation and statistical data analyses. The individual items and groups were presented and analyzed under the following nine headings: (a) Future Issues, (b) Basic Awareness Issues, (c) Managerial Function Issues, (d) Design Issues, (e) Image Generation and Assembly Issues, ( f) Photo-Conversion Issues, (g) Image Carrier Issues, (h) Image Transfer Issues, and (i) Finishing and Binding Issues.

Of the 208 surveys sent to individual industry representatives, 96 (46.15%) were returned. Educators returned 11 (61.11%) of 18 surveys. This represents a combined response rate of 47.35%. However, of the 107 responses received from the two populations surveyed, only 103 (45.58%) were usable responses.

Each of the 108 individual items and the nine pooled variable groups of competencies were statistically analyzed using at-test for independent means (two-tailed) to determine if a significant mean value difference at the 0.05 level existed between the two populations. A significant mean value difference, as shown by a critical (ratio) t-value, was found to exist between the industry representatives and educators concerning their perceptions on all nine pooled variable groups of competency items. It is noteworthy that with 62 of the 108 individual items, the mean value difference was also significant at the 0.05 level. On 105 of the 108 items which constituted the nine pooled variable groups, the mean response value of items based on educators responses was higher than the mean response value of items based on industry representatives responses. The grand mean response value for the 108 items as perceived by educators was 5.472 while industry representatives grand mean response value was 4.464.

Year of Submission

1989

Degree Name

Master of Arts

Department

Department of Industrial Technology

First Advisor

Charles D. Johnson

Comments

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Date Original

1989

Object Description

1 PDF file (144 pages)

Language

en

File Format

application/pdf

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