Date of Award

1-1-1986

Document Type

Dissertation

Degree Name

Doctor of Philosophy (PhD)

Department

Philosophy & Religion

Abstract

Problem. The problem of this study was to compare selected characteristics of full-time business education faculty at affiliated National Association of Business Teacher Education institutions located in the National Business Education Association Mountain-Plains Region.Procedures. An extensive research instrument was administered to 271 faculty members whose names were provided by representatives from 52 of 60 NABTE institutions in the eight NBEA Mountain-Plains Region states: Colorado, Kansas, Nebraska, New Mexico, North Dakota, Oklahoma, South Dakota, and Texas. Data from 101 men and 106 women who had full-time appointments and taught at least one business education course during the 1982-1983 academic year were analyzed. Statistical Package for the Social Sciences subprograms FREQUENCIES, CROSSTABS, PEARSON CORR, and ANOVA were used in the treatment of data.Results and Conclusions. The following conclusions are based on findings of the study: (1) A higher representation of married men than women and of single women than men among full-time business faculty parallels research findings in other fields. (2) A higher representation of women than men in the younger age groups seems to support other research indicating a recent trend toward hiring more women than men in academic settings. (3) Earned doctorates with elected majors or concentration areas may effect years taught at university levels; initial hiring rank; promotion to higher ranks; tenure; salaries; number of consulting projects, paid activities other than teaching, skills or off-campus courses taught, paid administrative opportunities, doctoral committees chaired, research studies directed, summer sessions taught, and junior and senior advisees. (4) A doctorate appears to increase possibilities for attaining higher ranks, increasing salaries, traveling professionally, publishing books and articles, giving out-of-class presentations; instructing graduate-level courses; and teaching during summer sessions. A doctorate appears to allow for teaching fewer skills courses and preparing for fewer classes. (5) Whether faculty members hold an Ed.D. or a Ph.D. degree appears to have minimal effect on professional opportunities in academic settings. Those with Ed.D. degrees published a significantly greater number of professional articles than those with Ph.D. degrees. (6) Teaching more graduate-level courses did not appear to promote faculty members' conducting or directing a greater number of research studies.

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