Level of Importance and Frequency of Use of Clothing and Textiles Curriculum Elements in Apparel Marketing
Garner, Myrna Beth
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https://hdl.handle.net/2142/69020
Description
Title
Level of Importance and Frequency of Use of Clothing and Textiles Curriculum Elements in Apparel Marketing
Author(s)
Garner, Myrna Beth
Issue Date
1985
Department of Study
Education
Discipline
Education
Degree Granting Institution
University of Illinois at Urbana-Champaign
Degree Name
Ph.D.
Degree Level
Dissertation
Keyword(s)
Education, Home Economics
Abstract
The purpose of this study was to determine which elements of clothing and textiles curriculum content in home economics units at the baccalaureate level were considered needed for competence in the occupational field of apparel marketing, specifically related to merchandising.
The content of clothing and textiles programs was identified by studying catalogs of home economics units which had large programs related to apparel marketing. A forced-choice questionnaire was developed around the 120 identified curriculum elements and 16 suggested support courses outside of apparel.
Three sample groups were surveyed: 134 Illinois apparel retailers (employers), 97 graduates of apparel-related programs (graduates), and 185 Association of College Professors of Textiles and Clothing members (educators).
The ratings on level of importance and frequency of use of the individual elements were rigorously examined for concurrence of the sample groups, and for discrimination between the groups, through the use of the SPSSx program Discriminant. Means, canonical correlations and structure matrices of pooled within-groups correlations between canonical discriminant functions and discriminating variables provided the rationale for determining the need for the identified curriculum content elements. A significance level of p < .001 was used throughout the study.
Overall 45 (33%) of the 136 elements were highly recommended for inclusion in a required curriculum for students seeking merchandising careers within apparel marketing; and 33 (24%) elements were suggested for removal, or de-emphasis where there are time restraints. The remaining 58 (43%) elements were suggested as candidates for priority over the list recommended for de-emphasis. Flexibility within the curriculum was encouraged, after the high priority elements are addressed, in order to meet individual student needs and interests.
The results of this study could impact heavily on curriculum content decisions and advisement of students in clothing and textiles programs, and could provide accountability rationale for clothing and textiles programs.
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