This project sought to establish baseline data about textiles and clothing in higher education settings. All academic units with four-year programs were included in the population. Characteristics of the unit, curricula and faculty were obtained through a 1991-92 mail survey (78% response-see Volume 13 #3 for a description of the sample and research methods). There are 51 (36%) Category I (doctoral level), 56 (39%) Category IIA (comprehensive) and 24 (17%) Category IIB (general baccalaureate) institutions offering programs in textiles and clothing. The numbers of faculty yet to complete the terminal degree, the proportion of faculty who completed the highest degree held within the last decade, the number of untenured doctoral degree holders, the observation that almost half (48%) of all faculty had been appointed within the last decade and that close to four out of five had been promoted to the current rank within the last decade, and that approximately half of the faculty have yet to earn tenure, established an issue of concern. ITAA should make an ongoing commitment to professional development of the membership. A productivity index was calculated for each textiles and clothing program based on numbers of journal articles, theses and dissertations each year per FTE faculty. In descending order, the most productive were:(1) Tennessee, (2) Cornell, (3) Ohio State, (4) Oregon State, (5) Nebraska, (6) Missouri, (7) Illinois, (8) Oklahoma State, (9) Iowa State, and (10) Louisiana State.
This study provides information to academic units about textiles and clothing programs in higher education, and will serve faculty reshaping the academic future of programs With baseline information, academic units could use comparison data during strategic management processes. Administrators of academic units with four-year textiles and clothing programs were mailed a questionnaire soliciting characteristics of the unit and the faculty, curricular elements currently included in the program, competencies and future directions. Questionnaires from 143 units (78% return) met the inclusion criterion of an academic major in textiles and clothing. Over 77% of the 16,000 undergraduate students majored in RetailinglMerchandising; 13% were Fashion/Apparel Design majors and only 9% were Textiles, Apparel, Clothing, General majors. Seven curricular elements were identified as common in textiles and clothing programs: Beginning Textiles, Color and Design Principles, Socio-psychological Aspects of Clothing, History of Clothing, Cultural Aspects of Dress, Merchandise Operations and Fashion Theory.As undergraduate enrollment increases, the number of curricular elements in programs increase. A critical mass of students, and resources that accompany student numbers, may determine breadth of offerings. Presence or absence of a graduate program influences undergraduate curriculum. Increased numbers of faculty contribute to expectations relative to student outcomes. Respondents indicated significant additions to curricular elements in the future, even when considering the probability of decreased resources.
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