Perceptions of administrators and faculty regarding curricular innovations and relationship of curricular innovation to enrollment in Tennessee private colleges

The purpose of this study was to determine perceptions of administrators and faculty in relation to curricular innovations in 24 Tennessee private colleges. In addition the relationship between enrollment and curricular innovations was examined. Additional questions answered were:

1. Which innovations have been implemented during the time period studied?

2. If the innovation was not implemented, did the respondents favor implementation?

Analyses were made by use of F-test, Chi square, and "t" test at the .05 level of significance.

Based on the findings the following conclusions are drawn:

1. Faculty and administrators have similar perceptions regarding level of importance of curricular innovations.

2. Faculty and administrators have similar perceptions regarding desirability to adopt the curricular innovations.

3. Presidents, academic deans and three categories of faculty have similar perceptions regarding level of effectiveness of curricular innovations except for "work study." Faculty with 15 or more years at the college view "work study" as less effective.

4. Administrators rated "cooperative education," "credit by examination," "interdisciplinary study," and "independent study" higher in effectiveness than faculty.

5. Enrollment changes have no relationship to curricular innovations. Only in colleges having "credit by examination" was there an increase.

6. "Desire to adopt" was extremely high in colleges that had not already implemented "interdisciplinary study." 7. The greatest growth among the 16 curricular innovations in the 10-year period took place in "adult, continuing, and evening programs."