Evaluating the Consequences of an Academic Innovation: the Case of the Calendar/Curriculum Change At Sanaa University in the Yemen Arab Republic (Quality of Education, Faculty Productivity).

Abstract

The study was designed to identify and evaluate the anticipated/unanticipated, desirable/undesirable consequences of changing a continuous nine-months calendar and the introduction of the credit hour system at Sanaa University as perceived by academic administrators, faculty, and students. Several instruments were used in the data collection: administrators and faculty questionnaire; administrator interview; student questionnaire, and a form to collect data from students' records (1,173 students). Respondents included 54 administrators, 82 faculty, and 394 students. Several statistical techniques were used, particularly chi square, anova, factor analysis, and multiple classification analysis. Regarding the anticipated consequences the study findings showed that: (1) the variance in quality of education dimensions (academic and intellectual) were related to the innovation variables (structural flexibility, additional requirements, periodic assessment), as well as college affiliation, age, and position; (2) academic advising has increased the frequency of faculty-student interaction regarding formal academic arrangements and academic discussions; (3) variance in research production was explained by faculty's high engagement in professional and educational activities, rank (assistant professors), and perceived influence (positive) of the change; (4) a moderate degree of relationship was found between the change and faculty involvement in public service; (5) faculty were more likely to perceive that the change has increased the university's ability to attract resources (quality faculty and students) than administrators; (6) supportive university environment was best predicted by innovation variables (satisfaction, support, past exprience, and being an academic adviser); (7) change has improved the success rate for first and second year students only, but has not affected the overall success rate ratio of the percentage of enrolled to graduates; (8) teaching practices did not significantly differ between before and after the change except for evaluation methods; and (9) no significant relations were found between facilitating curricular changes and the change. Flexibility of the academic system, improvements in the quality of education, and increasing faculty-student interaction were among the desirable consequences, whereas high dem and on resources, shortage of semester time, and implementation problems were among the undesirable consequences of the change.