Incorporating industry input into the development of educational objectives for Landscape Management students

NACTA Journal, Sep 2003 by Craddock, Jaina M, Stearns, D T, McGann, M R, Kuhns, L J

The survey instrument consisted of demographic and Likert-type questions (Likert, 1923). Information compiled from these questions was used to describe the population sampled and to categorize and compare the ratings of Horticulture 250 topics based upon clientele served, services provided, company branch structure, percentages of permanent and seasonal maintenance employees, and new employees' higher education backgrounds.

The demographic question regarding company branch structure first sought to determine if there was a relatively even number of companies with multiple locations and those with single locations. Then it was used to determine if differences in ratings existed between multi-branched companies and those with only one location.

The second demographic question pertained to the types of clientele served by the company. Respondents could choose from commercial, residential, municipal, and other. Respondents were asked to circle all that applied and to specify " other. "

In the third question, respondents were asked to circle services their companies provided. The choices for response were design, landscape maintenance, plant installation, hardscape installation, irrigation, and interiorscaping, or any combination of the six.

The fourth and fifth questions focused on the percentages of the employees who worked on a seasonal or permanent basis in the maintenance branch in the companies surveyed. The results were analyzed to determine if the composition of the maintenance branch had any effect on the way professional landscape managers rated course topics.

After completing demographic questions, study participants examined a list of topics Landscape Contracting faculty thought could potentially be taught in Horticulture 250. Professional landscape managers were asked to rate each topic on a Likert-type scale in which responses ranged from not important (1) to very important (5). These topics included:

* History

* Design Principles and Elements

* Master Plan Development

* Environmental Design Considerations

* Client Relations

* Site Inventory and Analysis

* Drafting Equipment

* Influence of Maintenance on Design

* Regulations and Codes

* Project Scheduling

* Reading and Interpreting Construction Plans and Details

* Initial Construction Activities

* Construction Materials

* Construction Math

* Operating Transits and Levels

* Topography, Grading, and Drainage

* Cut and Fill Calculations

On the final page of the questionnaire, space was provided for respondents to write comments or to suggest additional course topics.

Compiled data were analyzed using the Statistical Package for Social Sciences (SPSS 10.1). Descriptive statistics were used in the analysis since the total study population was surveyed. Responses for each question were grouped and frequency scores, percentages, and means were calculated for each course topic. One-way analysis of variance (ANOVA) tests were used to compare variables. Tests were set to the 0.05 significance level and 95% level of confidence.