Identifying indicators of program quality in United States baccalaureate aviation programs.

Abstract

Professional U.S. baccalaureate aviation programs have increased in numbers during recent years, primarily due to the rapid expansion of America's air transportation industry (Wells, 1993). As the industry expands, having aviation professionals prepared through quality academic programs is essential for the safe operation of the air transportation industry. With current emphasis on assessment and quality in higher education, the overall goal of this two-phased study was to research all aspects of U.S. baccalaureate aviation programs offering flight education in a quest to identify a comprehensive set of criteria that documents program quality. Phase one, conceptualized through Glaser and Strauss' (1967) constant comparative grounded theory approach, identified criteria that were indicators of program quality and supported a ranking of the highest quality aviation programs. Data were gathered from 70 U.S. baccalaureate aviation program administrators and 89 aviation industry experts. Results showed that program quality in U.S. baccalaureate aviation programs is multi-dimensional, with the curriculum, faculty, students, and program activities accounting for a majority of the criteria designated as indicators of quality. Programs were ranked by the experts and there was general agreement as to which programs were the highest quality. In phase two, 18 U.S. baccalaureate aviation programs rated as either high, medium, or low quality in phase one were studied further to determine to what extent the programs emphasized environment and outcome indicators of program quality. An Educational Testing Service Program Self-Assessment questionnaire was administered to 447 students, 167 faculty, and 577 alumni to measure the extent each program emphasized 16 composite indicators of program quality. Internship experiences emerged as the only environment or outcome indicator of program quality receiving a significantly higher score by students, faculty, and alumni at the highest quality programs. Furthermore, of 29 input variables, only the variable program as a separate department correlated significantly with program quality. Thus, when measuring program quality through mainly environment and outcome variables, students attending phase one identified medium and low quality programs may receive a similar high quality education as compared to students attending phase one identified high quality aviation programs.