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|Title:||An investigation of minimum curriculum requirements for the education of safety professionals|
|Author(s):||Charehsazan, Asghar S.|
|Doctoral Committee Chair(s):||Leach, James A.|
|Department / Program:||Education|
|Degree Granting Institution:||University of Illinois at Urbana-Champaign|
Education, Curriculum and Instruction
|Abstract:||The purpose of this study was to add to the body of knowledge useful for establishing curriculum guidelines for the education of safety professionals. This was done by investigating minimum curriculum requirements for the education of safety professionals and comparing those requirements or competencies with those recommended by the American Society of Safety Engineers (ASSE) and the Board of Certified Safety Professionals (BCSP).
A mail questionnaire was used to collect the data in the study. Data was collected on three aspects of each recommended competency; importance, credit hours offered, and status (elective or required).
The research questions addressed were: (1) How do university requirements compare with the ASSE and BCSP guidelines for safety curriculum? (2) To what extent are there differences in occupational safety programs depending on the department or college in which they are located? (3) To what extent is the relative importance of the competencies reflected in the extent of coverage?
The major findings of the study were: (1) 6 of the recommended competencies were required in more than 84% of the safety programs, 23 were required by more than 55%, and 7 were required by less than 50%. This indicated a great deal of agreement between universities offering safety programs and the ASSE/BCSP. (2) There appeared to be some variation between schools in the degree to which various competencies were emphasized. The variation between items however, was not significant. (3) There was no significant difference in the tendency for safety programs located in different types of departments to differ in the importance ratings of the competency. (4) Correlations between status and credit hours offered were not significant for only 7 of the 30 competencies. (5) Although universities seem to agree on the importance ratings of the competencies there was not a consistency among universities in devoting comparable credit hours to those competencies ranked important.
|Rights Information:||Copyright 1994 Charehsazan, Asghar S.|
|Date Available in IDEALS:||2011-05-07|
|Identifier in Online Catalog:||AAI9503160|