Doctoral Dissertations

Date of Award

6-1981

Degree Type

Dissertation

Degree Name

Doctor of Education

Major Professor

Gerald Cheek

Committee Members

G. K. LaBorde, K. Owen McCullough, Melvin Miller

Abstract

Purpose

The primary purpose of this study was to determine and compare how area vocational-technical school staff personnel and advisory committee chairmen perceive the role and scope of advisory committees by analyzing the "actual" and "desirable" involvement of the committees. The committees' role and scope was compared to the following categories: (1) general information, (2) program planning, (3) program implementation, (4) program evaluation, (5) student placement, and (6) public relations.

Method

The study included 582 individuals comprising reference groups of 28 superintendents, 27 general advisory committee chairmen, 241 craft advisory committee chairmen, 241 instructors with committees, and 45 instructors without committees. Each of these individuals either worked with or served on the Tennessee Area Vocational-Technical Schools' advisory committees. To participate in the investigation school staff personnel had to have been employed with the school for at least one year.

Questionnaires were designed and validated by a panel of experts and vocational staff. They were pretested in a vocational school not included in the sample but one which met the criteria of the sample community.

Data gathered for this study were grouped and analyzed by a comparison of means, using the analysis of variance and the t-test.

Findings The interpretation of data through a comparison of means revealed the following findings:

1. Advisory committee chairmen indicated that more meetings were "actually" occurring and that more meetings should occur than did school staff personnel.

2. Advisory committee chairmen indicated that more members are serving and that more members should serve on advisory committees than did school staff personnel.

3. The "actual" role and scope of advisory committees as perceived by superintendents and instructors was limited to seven items of the thirty-six from the questionnaire, while they indicated it "desirable" to include thirty-two of the thirty-six items.

4. The "actual" role and scope of advisory committees as perceived by advisory committee chairmen was limited to six items of the thirty-six from the questionnaire while they indicated it "desirable" to include thirty-three of the thirty-six items.

5. There were very limited differences in the "actual" and "desirable" role and scope of advisory committees as perceived by school staff and advisory committee chairmen.

6. There were sixteen major differences in the role and scope of advisory committees as perceived by instructors without and instructors with advisory committees.

7. School staff personnel and advisory committee chairmen have a negative attitude toward advisory committee involvement in Tennessee Area Vocational-Technical schools.

Conclusions

The following conclusions apply to the Area Vocational-Technical schools in Tennessee and were drawn as a result of the analysis of data and the findings of this study.

1. Advisory committees in Tennessee Area Vocational-Technical schools are not organized and operating in a manner that would allow them to accomplish their desired role and scope.

2. Advisory committees in Tennessee Area Vocational-Technical schools are not reaching their potential in terms of functions, structure, and organization.

3. Advisory committee chairmen feel it desirable for themselves to be more involved than do school staff personnel.

4. There is a lack of understanding on the part of school staff personnel and advisory committee chairmen as to the appropriate areas of advisory committee involvement.

5. Instructors with advisory committees have a more desirable view of the role and scope of advisory committees than instructors without advisory committees.

Recommendations

On the bases of the literature review, findings, and conclusions of this investigation the following recommendations appear pertinent for Tennessee Area Vocational-Technical schools.

1. It is recommended that advisory committees meet at least twice each year.

2. It is recommended that the "actual" role and scope of advisory committees be increased to at least the "desirable" level perceived by school staff personnel and advisory committee chairmen.

3. It is recommended that advisory committee members be provided written and clearly defined advisory committee functions at the time they are enlisted into advisory committee service.

4. It is recommended that vocational schools and programs funded by the state be required to maintain documentation of organized and actively functioning advisory committees.

5. It is recommended that the Tennessee State Department of Vocational Education develop a comprehensive advisory committee handbook specifying the role and scope of advisory committees for use by school staff personnel and advisory committee members of all state funded vocational programs.

6. It is recommended that a course on advisory committee organization and operation, offered by state colleges and universities, be included in the vocational teacher improvement plan and/or recertification requirements

7. It is recommended that advisory committee organization and utilization be included as an integral part of all vocational teacher preservice and in-service activities.

8. It is recommended that a similar study be conducted to determine the role and scope of advisory committees for all Tennessee vocational programs.

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