The purpose of this study was to assess whether behavioral modeling (via CD‐ROM demonstration) could affect a change in interior design educators' perceptions of distance education. The diffusion of innovations conceptual framework suggests that perceptions of an innovation's attributes will predict an individual's intent to adopt that innovation; using the diffusion of innovations framework suggest a manner to assess the acceptability and adoption of distance education by faculty members teaching in the arts. Little research has been conducted to assess distance education, or to better understand the limited participation in distance education efforts by faculty members in the arts (Abacus Associates, 2000).
The sample for this study included 67 self‐selected interior design faculty members from across the United States who had no previous experience with distance education. A Solomon four‐group experimental design was used with a questionnaire that addressed the attributes (i.e., relative advantage, compatibility, trialability, complexify, and observability) of an innovation (i.e., distance education) and assessed intent to adopt that innovation. A 15–minute CD‐ROM presentation demonstrating Web‐based studio instruction served as the experimental treatment.
Findings indicated that four components of this study—relative advantage, compatibility, trialability, and intent to adopt—have significant impact on interior design educators' perceptions of distance education. Changes and strategies that may reduce educators' resistance to adopt distance education into interior design curricula are suggested.
PurposeProfessional program assessment is necessary in an accreditation process, in order to ensure educational quality and public accountability. One avenue of assessment is through an internship. The challenge is to determine how evidence from this indirect learning experience can aid in accreditation. The purpose of this paper is to describe the use of internship supervisor evaluation feedback within the accreditation process for a professional interior design degree program.Design/methodology/approachIn this study, internship assessment was provided by feedback from intern supervisors. Ten years of supervisor feedback were analyzed using descriptive statistics and a content analysis of supervisor comments.FindingsTwo hundred forty-seven internship supervisor evaluation documents were analyzed. Overall, supervisors positively evaluated the performance of the intern as Good to Excellent. A majority of supervisors (91%) provided comments that were positive yet vague, as most could not differentiate between the intern and the intern's performance.Practical implicationsThis study links experiential learning to its evidence that can be used in an accreditation process. The challenges for educators in developing an assessment tool useful for accreditation evidence and to be shared by multiple program degree stakeholders are also described.Originality/valueResearch on internships usually focuses on the student's viewpoint. This study is original in that it examines the use of internship supervisor's evidence in program accreditation.
scite is a Brooklyn-based organization that helps researchers better discover and understand research articles through Smart Citations–citations that display the context of the citation and describe whether the article provides supporting or contrasting evidence. scite is used by students and researchers from around the world and is funded in part by the National Science Foundation and the National Institute on Drug Abuse of the National Institutes of Health.