Perceptions of trustees and academic and government leaders toward curriculum change in higher education in Puerto Rico
The purpose of this study was to identify, analyze, and study the perceptions of trustees and academic and government leaders toward different aspects of curriculum change in the institutions of higher education in Puerto Rico. Moreover, this investigation sought to determine if through the perceptions of these three groups, factors impeding curriculum change could be identified. It also intended to determine if a model applicable to the institutions in the Island could be developed. The subjects for this study included trustees and academic leaders from the five main institutions of higher education in Puerto Rico. It also included government leaders from the Governor's cabinet, and commissions from the House of Representatives and the Senate, and the Commission of Educational Reform. The instrument, Curriculum Change in Higher Education in Puerto Rico Perceptionnaire, was developed by the researcher. The perceptionnaire consisted of four parts, namely, Participants of the Change, Stages of Curriculum Change, Factors Affecting Curriculum Change, and Character of the Change. The statistical procedures included means and chi squares. The findings and conclusions of this research have the following practical implications for curriculum change in Puerto Rico: (1) The participants of the change demonstrated the ones that are perceived as having influence over this process. (2) The stages of the change can be arranged to create a model of curriculum change process applicable to the needs of the institutions. (3) The factors identified as impeding curriculum change should be eliminated to guarantee the success of a change. (4) The character of a change can be determined to perceive the indicators of success or failure of innovations.
Colon Mage, Victor Nicolas, "Perceptions of trustees and academic and government leaders toward curriculum change in higher education in Puerto Rico" (1991). ETD Collection for Fordham University. AAI9123130.