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NlVERSlTY LIBRARIES

W i Hiiziii‘iiiii

 

m imiiiimiji
(ma MIL-niggifiggate 129
University

|

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

This is to certify that the

dissertation entitled
Using Graduates and Their Employers to Help Assess
Agricultural Programs: The Centro Universitario

de Oriente (CUNORI) Case
presented by

Malaquias Q. Flores

has been accepted towards fulfillment
of the requirements for

 

 

 

 

Ph.D. degree in Agricultural and Extension
Education
)4 4
r Major professor

Date March 14, 1996

MS U is an Affirmatt'w Action/Equal Opportunity Institution 0-12771

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0515951”; DATE DUE DATE DUE

 

   
    

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

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MSU Is An Afflrmotivo Action/Equal Opportunlly Institution
W

 

”3-9.1

 

USING GRADUATES AND THEIR EMPLOYERS TO HELP ASSESS
AGRICULTURAL PROGRAMS: THE CENTRD UNIVERSITARID
DE ORIENTE (CUNORI) CASE
By

Malaquias O. Flores

A DISSERTATION

Submitted to
Michigan State University
in partial fulfillment of the requirements
for the degree of

DOCTOR OF PHILOSOPHY

Department of Agricultural and Extension Education

1995

T
gatherir
gradual
those 31
proceed
W33 Org
with the

T
f0l the \
gradual
DeriOd, I
'eQUirerr
gradUate
The StUdi

TI

gradUate:

ABSTRACT
USING GRADUATES AND THEIR EMPLOYERS TO HELP ASSESS
AGRICULTURAL PROGRAMS: THE CENTRO UNIVERSITARIO
DE ORIENTE (CUNORI) CASE
Bv

MalaqUI’as O. Flores

This study was conducted to develop and try out a process of
gathering information from the Centro Universitario de Oriente (CUNORI)
graduates and their employers regarding the adequacy and appropriateness of
those students’ educational experiences while at CUNORI. In order to
proceed with the investigation, a CUNORI curriculum evaluation committee
was organized by the central administration and assigned to work closely
with the researcher in the process.

The target population included graduates from three programs of study
for the years 1989 to 1993 who had completed all of the requirements for
graduation with a diploma and their current employers. During the 89' to 93'
period, 89 students from the three agriculture programs finished all the
requirements for diplomas and 15 employers were identified by the
graduates. Two questionnaires were designed for the data collection, one for
the students and the other for the employers.

The results of this work showed that the majority (70%) of the

graduates were employed full time and also that 96% of them were

conflnu
that m
getvvh
educat
thew eI
pracfic
resean
enuflor
tosen

InCIUdI

fiads
Iflgh S

DQEdS

continuing their education for a 8.8. degree. Seventy three percent indicated
that their present job was related or exactly the kind of job they expected to
get while studying at CUNORI. Almost all (97%) indicated that the
education received at CUNORI was useful or very useful in the fulfilment of
their employment. The graduates want more emphasis in areas such as
practical instructional activities, project administration, communication skills,
research planning and analysis, and marketing. The graduates and the
employers indicated that CUNORI should render extension service activities
to serve the Chiquimula community. Possible services activities could
include: short courses and presentations, visits to the surrounding
communities, and dissemination of CUNORI-generated research information.
The employers are pleased with the level of technical knowledge and quality
of professionals CUNORI is graduating and would employ more if available.
Further studies should focus on the possibility of integrating the three
fields of study to Optimize CUNORI resources, and on methods for recruiting
high school graduates to enter CUNORI’S academic programs. Also, the
process of involving stakeholders for future evaluative follow-up studies

needs further study.

Dedicated to the memory of my father

Don Juan Flores-Ortiz

ACKNOWLEDGMENTS

I would like to express my thanks and gratitude to the following persons and

institutions:

- The Centro Universitario de Oriente (CUNORI) for their hospitality and
disposition to do the study. Especially the faculty and students that

participated in the instrument design, testing and data collection.

- Rector of the University of San Carlos, Dr. Alfonso Fuentes Soria for

his outstanding support in this study.

- Director of the Centro Universitario de Oriente, lng Gabriel Heredia for
his constant desire to assist. Also, to the former director of the center

Dr. Hugo Dévila for his patience and professionalism.

- Guidance Committee members: Dr. Fred Whims; Dr. James Jay; Dr.
Jake Wamhoff; and Dr. Mary Andrews, for their continuous support

and guidance during the period of conducting the research.

To Dr. 0. D. Meaders and Dr. Murari Suvedi for their support in

reviewing the drafts of the study.

To Dr. N. Paul Johnston, director of ”The Ezra Taft Benson Agriculture
and Food lnstitute” that provided financial, academic and moral

support.

To my friends, Dr. Laren R. Robison and Luis V. Espinoza, who

reviewed and spent many hour commenting the study.

Special gratitude to my parents, whom always insisted that education

is the key to a better life, and of whom I am proud of being their son.

Finally, to my wife lvelisse and our children Marcos and Mariel, to
whom I owe more than I can think of. I would like to thank them for
being loving, patient, supportive, and most of all, being there when I

needed them the most.

vi

 

 

 

 

 

 

 

 

List 01
List 01
Abbrev

CHAPT
lNl

CHAPTI
SET

TABLE OF CONTENTS

List of Tables .......................................... xi

List of Figures ........................................ xiii

Abbreviations ......................................... xiv
CHAPTER 1

INTRODUCTION TO THE STUDY .......................... 1

Background for the Study ........................... 3

Statement of the Problem ........................... 5

Purpose of the Study .............................. 7

Objectives of the Study ............................. 8

Need for the Study ................................ 8

Limitations of the Study ........................... 1 1

Assumptions ................................... 1 2

Definitions of Key Words Used in this Study ............. 13

Overview ...................................... 1 4
CHAPTER 2

SETTING FOR THE STUDY ............................. 15

Education in the National Context ..................... 17

Higher Education ................................ 18

San Carlos University ............................. 19

Financing ...................................... 21

Regional Centers ................................ 21

Centro Universitario de Oriente (CUNORI) ............... 22

Administration .................................. 25

Programs of study ............................... 27

Admissions to CUNORI ............................ 33

Drop-out problem at CUNORI ........................ 34

The role of CUNORI in the region ..................... 35

Research and extension ............................ 36

vii

CHAPI
RE

 

CHAPT

CHAPT
STI
Par

Part

CHAPTER 3

REVIEW OF LITERATURE ............................. 38
Assessment and Institutional Effectiveness .............. 38
Definitions of Evaluation ........................... 43
Purposes of Evaluation ............................ 44
Evaluation Models or Approaches ..................... 47
Evaluation in Higher Education ...................... 51
Evaluation in Occupational or Professional Curriculum ....... 57
Follow-up Studies ................................ 62

CHAPTER 4

METHODS AND PROCEDURES .......................... 73
Population ..................................... 74
The sample and sample selection ..................... 75
Instrumentation ................................. 76
Collecting the data ............................... 79
Data Analysis ................................... 80

CHAPTER 5

STUDY FINDINGS ................................... 82

Part I CUNORI Graduate responses
Respondents' Characteristics ........................ 83
Diploma in Business Administration Graduates ............ 85
Diploma in Agronomy Graduates ..................... 86
Diploma in Animal Science Graduates .................. 87

Current employment status
and potential employers of

CUNORI graduates ............................. 89
Perceptions of CUNORI graduates
about their present job .......................... 91

Opinion and attitudes of CUNORI

graduates regarding the overall

learning experience at CUNORI .................... 94
Opinions of CUNORI graduates about

the expansion of academic programs

at CUNORI .................................. 96
Perceptions of possible service activities

for CUNORI to serve the Chiquimula

community .................................. 97

Part II Employer responses
Potential employers of CUNORI graduates .............. 100

viii

 

CHAPTI
SUI‘

Part

Part |

Employers perceptions about performance of CUNORI

graduates .................................. 102
The opinions and attitudes of employers of CUNORI

graduates regarding the overall learning

experience at CUNORI ......................... 104
Additional training needs perceived by
The employers of CUNORI graduates ............... 106

Opinion of CUNORI graduates’ employers
About the expansion of academic

programs at CUNORI .......................... 107
Possible service activities for CUNORI
to serve the Chiquimula community ................ 1 10
CHAPTER 6
SUMMARY, CONCLUSIONS AND RECOMMENDATIONS
Summary ..................................... 1 13
Objectives of the study and data analysis .............. 1 15
Part I Graduates responses

To find out the current employment
status and potential employers

of CUNORI graduates .......................... 1 16
To identify the perceptions of CUNORI
Graduates about their present job ................. 1 16

To find out the opinions and attitudes

of CUNORI graduates regarding the

overall learning experience at CUNORI .............. 1 17
To find out the opinions of CUNORI graduates

about the expansion of academic

programs at CUNORI .......................... 1 18
To identify the perceptions of possible

service activities for CUNORI to serve

the Chiquimula community ...................... 1 19
Part II Employers responses
To find out the potential employers of
CUNORI graduates ............................ 1 19
To identify the employers perception
about CUNORI graduates present job ............... 120

To find out the opinion and attitudes of
CUNORI graduate employers regarding
the overall learning experience at CUNORI ............ 120

To identify the additional training needs
perceived by the employers of CUNORI graduates ...... 120

ix

 

 

APPENI
QUEST

LIST OI

To find out the opinions of CUNORI

graduate employers about the expansion

of academic programs at CUNORI ................. 121
To identify the perceptions of possible

service activities for CUNORI to serve

the Chiquimula community ...................... 122
Instrumentation of the study ....................... 123
Conclusions and Recommendations .................. 124
Suggestions for further study ....................... 127
Additional Observations ........................... 128

APPENDICES ......................................... 132
OUESTIONNAIRES ..................................... 140
LIST OF REFERENCES .................................. 181

 

Table I-

Table 2 -
Table 3

Table 4

Table 5
Table 6

Table 7
Table 8
Table 9

Table 1
Table 1

Table 1

Table 1
Table 1

Table 1

LIST OF TABLES

Table 1- Curriculum for the Diploma in Production Agriculture ........ 30
Table 2 - Curriculum for the Diploma in Animal Science ............. 31
Table 3 - Curriculum for the Diploma in Business Management ....... 32

Table 4 - Number of students completing all of the requirements

for diplomas in the three CUNORI agricultural programs,

1988-89 through 1992-93 ......................... 75
Table 5 - Characteristics of Respondents ...................... 84
Table 6 - Reasons for enrolling in a diploma program at CUNORI ...... 85

Table 7 - Characteristics of Respondents who were Business

Administration Diploma graduates .................... 86

Table 8 - Characteristics of Respondents who were Agronomy

Diploma graduates ............................... 87

Table 9 - Characteristics of Respondents who were Animal Science

Diploma graduates ............................... 88
Table 10 - Major employers of CUNORI graduates by study area ...... 91
Table 1 1 - Salary ranges for respondents ...................... 92

Table 12 - CUNORI graduates perception about present job

by study area ................................... 93
Table 13 - Perceptions about learning experience at CUNORI ......... 95
Table 14 - Contact with CUNORI since graduating ................ 96

Table 15 - Activities that the respondents of the three Diploma

programs feel CUNORI could offer for the development
of the Chiquimula area ............................ 98

xi

Table 16 -
l
I
Table I7 -

Table 18 -

I

Table 19 -

Table 20 .

Table 21 .
Table 22 .

Table 23 .
Table 24 .

Table 25

Table 16 - Campus training activities that CUNORI could offer for

the development of the Chiquimula area as perceived by

the respondents of the three Diploma programs ........... 99
Table 17 - Background information of CUNORI graduate’s employers . . 101

Table 18 - Methods used to recruit employees by the different

organizations .................................. 102
Table 19 - Perceptions about CUNORI’S graduates ............... 103
Table 20 - Perceptions about CUNORl’s job of preparing graduates

for employment ................................ 105
Table 21 - Employers’ ratings of CUNORI graduates .............. 105
Table 22 - Areas of additional training for CUNORI graduates ....... 107

Table 23 - Perceptions about different areas needing
expansion/initiation in next five years ................. 107

Table 24 - Should CUNORI render agricultural services in its
nearby communities ............................. 1 1 1

Table 25 - Possible services CUNORI should render to communities . . . 112

xii

Figure 1
Figure 2

Figure 3

LIST OF FIGURES

Figure 1 - Map of Guatemala ............................... 23
Figure 2 - CUNORl’s organizational chart ....................... 26
Figure 3 - A framework for curriculum evaluation ................. 55

xiii

 

 

 

ANOVA:
IIME:

CIPP:
IASS:
IICA:
DIGESA:
DIGEBOS;
FIDA;
lNDE:
lGSS:
DIGESEPE.

lNTECAp:

ANOVA:
llME:
CIPP:
IASS:
IICA:
DIGESA:
DIGEBOS:
FIDA:
INDE:

IGSS:

DIGESEPE:

INTECAP:

ABBREVIATIONS
Analysis of variance
lntituto de Investigacién y Mejoramiento Educativo
Context, Input, Process, Product
Institute of Agriculture and Animal Science
Instituto lnteramericano de Ciencias Agricolas
Direccién General .de Servicios Agropecuarios
DirecciOn General de Bosques
Fideicomiso lnternacional de Desarrollo Agricola
Instituto
Instituto Guatemalteco de Seguridad Social
DirecciOn General de Servicios Pecuarios

Instituto Nacional de Capacitacién

xiv

 

The
deveIOpmi
efforts to
increase {I
infrastruct
Sewlces, a
improVeme
Educationa
and technlc

DIOQramS.
In thi
the Centro l

9111p lOyerS’

CHAPTER I

INTRODUCTION TO THE STUDY

The improvement Of agricultural production is one of several
development goals of most countries in Central America. Some of the major
efforts to increase agricultural production are directed toward farmers, to
increase the quantity and quality of food and fiber products. In addition, the
infrastructure of roads, markets, irrigation systems, agricultural supplies and
services, and credit are some of the other areas usually targeted for
improvement. One of the specific targets for improvement is often the
educational system, which is expected to provide agricultural professionals
and technicians, the educated workforce for planning and implementing
programs.

In this study, the researcher’s focus was on the use of graduates from
the Centro Universitario de Oriente (CUNORI) in Guatemala and their
employers, in a process designed to determine the strengths and weaknesses
of the present instructional programs for preparation of a technical and
professional workforce in agriculture. For the purposes of this study, the
target population from CUNORI included graduates from three programs of

study who have completed all of the requirements for graduation with a

 

 

 

diploma .
CUNORI,
the dropc
in this so
graduates
Eva
necessary
new and j
professors
evaluation
comPlete t
essential n
is COnSlder
Evid.
models dev
CU’TICUlum '
information

and Culricuj

2

diploma and their current employers. Since dropouts are a major problem at
CUNORI, before this study was approved, the evaluation committee surveyed
the dropouts. The results from the CUNORI dropout study will be mentioned
in this study. Therefore, the dropouts were not surveyed again with the
graduates at this time.

Evaluation Of higher education programs has been widely accepted as
necessary both to maintain the quality of existing programs and to develop
new and improved programs. Accountability by departments and by
professors in the educational institutions is an essential ingredient in any
evaluation effort designed to determine the extent to which students who
complete the required courses are prepared with skills and competencies
essential to perform the tasks expected of them. In other words, evaluation
is considered to be part of the curriculum-development process.

Evidence of this concept is inherent in the curriculum-development
models devised by Tyler (1950) and Taba (1962). Evaluation is important in
curriculum development because it enables decision makers to have objective
information available as part of the process of reviewing and revising courses
and curricula so as to better meet the current and future needs of students
and of society. Systematic evaluation can help ensure that the curriculum is
relevant and that deficiencies are identified before they cause major problems
to arise (Finch, 1984).

The Centro Universitario de Oriente (CUNORI) is an educational

institution in Guatemala that is in the process of assessing the effectiveness

T

of its ag

objective

 

emphyw
degree tc

the gradL

ThI
IUSAC), I,
Guatemal;
cities thro
dECentrahz
Center is e
from lOW ll
reSilon. No
that a' e av.
This
ICUNORUI‘
depanmen t
centers 0f tl
Chiqu“hula a
is to Supply !

national prob

3

of its agricultural education programs. Those programs have as their major
objective to provide quality education to prepare students for immediate
employment upon graduation. Thus, evaluation is important to determine the
degree to which the existing programs are effective in meeting the needs of

the graduates and their employers, and in providing direction, for change.

W

The national university of Guatemala is the University of San Carlos
(USAC), which was founded in 1676. The main campus is located in
Guatemala City, and 10 branch campuses or regional centers are located in
cities throughout Guatemala. The main purpose of the regional centers is to
decentralize and diversify higher education in Guatemala. Each regional
center is expected to train local students, giving special attention to those
from low income families, and to help with the economic development of the
region. No one regional center offers all of the programs and fields of study
that are available at the main campus.

This study was focused on the Centro Universitario de Oriente
(CUNORI), which is located in the eastern sector of Guatemala in the
department (state) and city of Chiquimula. CUNORI is one of the 10 regional
centers of the USAC and the only higher education institution in the
Chiquimula area offering instruction in agriculturally related fields. Its mission
is to supply graduates for the agricultural sector, to deal with regional and

national problems in production agriculture. A central administration group,

 

the Honora
restructure
serve the T‘

CUh
these prog
employmei
degree at I
at CUNOR
employme
IOb markei
Técnico di
toward p“
mam ins
SOVEInme
include ex

agent. COI

4

the Honorable Superior Council, has asked CUNORI to assess, justify, and
restructure, if necessary, the programs that are offered in order to better
serve the needs of the students and society in the region (CUNORI, 1992).
CUNORI offers three 3-year diploma programs in agricultural fields;
these programs are designed to prepare graduates for immediate
employment, with the option to continue studying for a Bachelor of Science
degree at CUNORI or at the main campus. However, because the programs
at CUNORI are specially tailored to educate students for immediate
employment, the curricula are influenced by trends and developments in the
job market in the agricultural sector within the region. For example, the
Técnico diploma program is an intermediate degree, specifically geared
toward preparing graduates for employment at public or private agriculturally
related institutions, non-governmental organizations, banks and other
government institutions. Types of jobs that graduates are expected to enter
include extension agent, agriculture agent, assistant researcher, forestry
agent, consultant, accountant, teacher, farm manager, and administrator.
At Guatemalan universities, all students are required to complete a
research project and present a thesis before receiving their diplomas. For
most students, this represents another year at school beyond the 3 years
needed to take the required courses and practicums. However, because they
lack money for the research project, very few students complete a thesis.
Most students finish all of the required courses, but because they do not

finish the thesis they are considered dropouts.

 

 

 

Ac
about Go

Chapter I

Th
study, Is
located in
reglonal iI
Wllh a Wll

CU
dEdicated
agriculture
dissemina.
although C
l977.no:
Which the

gradUates

Diegrams s

5

Additional details regarding the setting for the study, with information
about Guatemala and the country's educational system, may be found in
Chapter II.

t f r b

The Centro Universitario de Oriente (CUNORI), the setting for this
study, is one of 10 regional centers of the University of San Carlos and is
located in the eastern sector of Guatemala. The general purpose of the
regional institution is to provide young people at the post-high-school level
with a wide and rich education as preparation for adulthood and working life.

CUNORI has three main purposes: (a) to educate a competent and
dedicated work force to meet the current and long-term needs of the
agricultural sector; (b) to conduct research; and (c) to collect, preserve, and
disseminate knowledge related to agriculture (CUNORI, 1992). However,
although CUNORI has been graduating students since its establishment in
1977, no systematic study has been conducted to assess the extent to
which the existing programs are perceived to be meeting the needs of
graduates and of the agricultural sector.

In measuring and evaluating the outcomes of agricultural education
programs such as those at CUNORI, many factors need to be considered.
The program outcomes depend on many factors such as: the characteristics
of the students who are admitted--the human resource; the nature and
characteristics of the courses, curricula, faculty, and facilities-~the

educational institution; and the characteristics of the communities for

 

potential e
observatim
reliable for
A CI
evaluating
assignmen
curriculum
admissions
academic r
the commi-
Plovided b'
precedent I
“Slng SUch
In re
to prepare !
ODanng The
the evaant,
graduates 0
Ways to 981
and their En
considere d a

[Gamtv 19E

6

potential employment--the opportunities (Eninger, 1968). Simple casual
observations are important but do not reveal enough of the picture to be
reliable for decision makers to make changes.

A curriculum review committee at CUNORI is charged with the task of
evaluating all of the programs offered by the regional institution. Their
assignment includes the consideration of pertinent issues relating to
curriculum development in general, such as available internal services, costs,
admissions, enrollment, academic work load, course distribution, and
academic regulations (CUNORI, 1992). However, one crucial dimension that
the committee is not taking into account is the information that might be
provided by the graduates and their employers. There appears to be no
precedent at Guatemalan institutions of higher education for gathering and
using such information.

In relation to educational programs such as CUNORI'S, whose goal is
to prepare graduates for immediate employment upon graduation (as well as
opening the way for them to continue their education at the main campus),
the evaluation process should include the consideration of information from
graduates of the three programs of study and their employers. One of the
ways to gather such information is to elicit feedback from recent graduates
and their employers. Feedback from graduates and their employers is
considered a prime source of information for curriculum decision making
(Garrity, 1984; Paul, 1975; Wentling, 1982). Comments or criticisms from

external groups such as employers also may be relevant in making decisions

 

regarding
students-
process c
On
curricula a
leave the
thesis, for
the Class I
W only 7
COmplEtiOr
CUFficulum
dropout p0
made legar
i"Humid in

emploVers.

The p
of gathering
emplOYErs Fe
educational 6
designed to e

Co .
mmlttee at

7

regarding curriculum matters. Thus, a follow-up study of former CUNORI
students--graduates and their employers should be included in the overall
process of evaluating the agricultural education programs at CUNORI.

One of the indicators of possible problems in the nature of the
curricula and programs at CUNORI is the large numbers of students who
leave the institution before completing all of the requirements, including a
thesis, for the diploma. For example, in 1989, 95 students were registered in
the class but only 10 graduated. In 1990, 123 were registered in the class
but only 7 graduated. From these figures it can be seen that dropout before
completion of all diploma requirements appears to be excessive. The
curriculum committee decided to analyze the problem and surveyed the
dropout population before this study was initiated. Some comments were
made regarding their findings in this study. However, dropouts were not
included in the study, only 1989 to 1993 CUNORI graduates and their

employers.

War

The primary purpose in this study is to develop and try out a process
of gathering information from former CUNORI students and their present
employers regarding the adequacy and appropriateness of those students'
educational experiences while at CUNORI. The process includes procedures
designed to enhance the future use of the information by the evaluation

committee at CUNORI.

 

ofCUNC

mnmoyer
3.
marempr
4.
01 CUNOR
5. '
abOUIthe ‘
6. r

CUNOtho

TheE
Students 8m
educanOn 8L
SMMWWJeW

8
Qbisotimoflbfludx

The specific objectives of this study are as follows:

1. TO find out the current employment status and potential employers
of CUNORI graduates.

2. TO identify the perceptions of CUNORI graduates and their
employers about their present job.

3. TO find out the Opinions and attitudes of CUNORI graduates and
their employers regarding the overall learning experience at CUNORI.

4. To identify the additional training needs perceived by the employers
of CUNORI graduates.

5. To find out the opinions of CUNORI graduates and their employers
about the expansion of academic programs at CUNORI.

6. To identify the perceptions of possible service activities for
CUNORI to serve the Chiquimula community.

Neediouhcfludx

The absence of any precedent for including information from former
students and their employers in the program-evaluation process by higher
education authorities in Guatemala provides the primary basis for this study.
Similarly, evaluation studies by similar institutions in the United States and
some other countries traditionally do include information gathered from
former students and their employers.

The task of improving agricultural production and, productivity in

developing countries often is handicapped by the lack of adequately prepared

 

agricultur
agencies
kinds and
of the eve
small step
among the
Adn
DFOQrams \
administrat
bringing ab
agllcultural
added to Or
add new COI
tendency is
Unfortunate,
aprogram' it
circumsmnc e

after lt Cease

9

agricultural technicians and professionals. Cooperation among the various
agencies and organizations is needed for adequate coordination as to the
kinds and amounts of workforce needed. The use of follow-up studies as part
of the evaluation efforts by higher education institutions may constitute a
small step in the direction of cooperation, communication, and coordination
among the affected agencies and organizations for agricultural development.

Administrators at CUNORI are involved in evaluating the curricula and
programs with a process primarily established by the authorities in the central
administration of the University of San Carlos (USAC). It is a process for
bringing about change in the characteristics and nature of the current
agricultural programs. In previous years, new courses or topic areas were
added to or deleted from the curricula. However, the tendency has been to
add new courses and content areas without making any deletions. Such a
tendency is normal in the process of curriculum evolution (Garrity, 1984).
Unfortunately, it is all too often the case that once material has been put into
a program, it acquires a kind of tenure, and barring some highly unusual
circumstances, some material too often remains part of the curriculum long
after it ceases to serve a useful purpose. Dressel (1971) suggested that
continuous review of the curricula should be done with proper control
because, without continuous review and control, university courses are
increased without an apparent rationale.

A follow-up study of former students as part of the evaluation of

programs at CUNORI is both timely and important. The proposed study was

 

the first at
Guatemala
employers
evaluation
the studen'
educationa
dimension -
and anticip.
the Informa
their effong
Effectively I
This
fOHOW‘UP st
the basis f0
United State
between 1113

may make 3

10

the first attempt at CUNORI, or any other institution of higher education in
Guatemala, to collect and use data from former students and their current
employers as part of the review and evaluation process. A continuing
evaluation is needed to ascertain how the program is meeting the needs of
the students and what constructive suggestions can be made to improve the
educational programs at CUNORI. Hopefully, the study will add depth and
dimension to existing knowledge and information about current conditions
and anticipated changes. Consequently, the significance of this study is that
the information gained may be of value to the administrators at CUNORI in
their efforts to improve the agricultural study programs so as to more
effectively meet the needs of the students for future employment.

This study provided an opportunity to tryout in a different setting
follow-up studies strategies and principles that have been widely accepted as
the basis for principles to follow when conducting this kind of studies in the
United States and other countries. The cultural and traditional differences
between institutions of higher education in Guatemala and the United States
may make some of those strategies and principles appear to be suspect
when applied in developing countries such as Guatemala.

The absence of a tradition in Guatemala for administrators of higher
education programs, especially technical programs, to seek close cooperation
with industry and its leaders may be challenged as a result of this study.
More important, the study may provide an opening of dialogue between

representatives of industry and higher education, and lead to cooperative

 

efforts in the

The pi
preparing wil
agricultural s
employers, CI
members, me

This st
educational 5‘.
Because the s
employers, SO
curricula in GL

administrators

11

efforts in the future.

The proposed study alone will not solve the problems involved in
preparing willing and able graduates to fill essential positions within the
agricultural sector. However, feedback from former students and their
employers, coupled with the curriculum-review process involving faculty
members, may result in more effective instructional programs in the future.

This study is expected to generate new knowledge about the
educational system and the effectiveness of schooling in Guatemala.
Because the Study will elicit information from former students and their
employers, sources not usually included in the review and evaluation of
curricula in Guatemala, it may, in the future, stimulate faculty and

administrators to ask questions they have not asked before (Wagner, 1993).

|"' ['5'

The following limitations to the scope and content of the study are
dictated by circumstances beyond the control of the researcher.

1. The scope of the study is limited to former students at CUNORI
who graduated from of the institution between 1989 and 1993, as well as
their present employers. Former students and their employers are the
appropriate population to provide data and information essential to the study.
Only those students for whom CUNORI has maintained permanent addresses
were included in the study.

2. The study did not include an evaluation of the procedures used in

 

 

 

 

 

 

th

re

at

UT“

12

screening applicants for admission, the orientation process, or other
counseling and advising of the students while they were enrolled at CUNORI.
Rather, the researcher focus was on the end product or perceived outcomes
of the educational experience.

3. The researcher focus was on the opinions and attitudes of the
graduates and their employers; the opinions and attitudes of faculty and staff
were not included.

4. Evaluation of the relevance of the objectives in this study were
based on the experiences surrounding this particular study and therefore are
subject to the peculiar situations prevalent within the Chiquimula region.

Assumptions

A major assumption underlying this study is that the process used in
collecting information from the graduates and their employers will encourage
them to express their opinions and attitudes honestly and freely.

There is some political instability within Guatemala. However, the
researcher assumes that the political situation is such that the opinions and
attitudes of those being studied will reflect their best judgment and not be
unduly influenced by current events.

Finally, the results and recommendations from this study may be most
applicable to the region served by CUNORI, but it is assumed that
information from the study may stimulate questions and possible change in

other institutions throughout Guatemala.

 

(E

de

ob

oft

the

act

eVic

abol

13
CI.” II; I

In order to minimize confusion and clarify the problem, the following
terms are defined in the context in which they are used in this dissertation.

Assessment: The process of measuring the quality and quantity of
learning and training, using a variety of techniques.

Certificate: A document testifying that one has fulfilled the course
requirements of a program.

CUNORI: The Centro Universitario de Oriente, located in the
department and city of Chiquimula, in Guatemala.

Curriculum: An organized set of formal educational and/or training
objectives.

W The 3-year diploma program
offered by CUNORI.

QLQQQJJIEL Students who leave the institution before completing all of
the requirements, including a thesis, for the diploma.

mm: A measure of the extent to which an activity or program
achieves its objectives.

Evaluation; The process of establishing a value judgment based on
evidence about a program or product (Smith & Glass, 1987).

W An investigation undertaken to collect information
about the experiences of graduates and dropouts for the purpose of securing
data to improve the existing curriculum.

Endgames; Those who have completed the Diploma in Agricultural

14

Studies Program at CUNORI in Chiquimula, Guatemala, after fulfilling all of
the requirements for graduation.

Methodimggigl; A pattern Of procedures or an-example for imitations or
emulation.

ELQgLam; An organized set of activities for performing some service.

USAC: The Universidad de San Carlos de Guatemala (University of San
CaflosL

Mien

Chapter I contained the background of the study, a statement of the
problem, and the purpose and objectives of the research. The research
objectives were stated, and the need for and importance of the study were
explained. Limitations of the study, assumptions, and definitions of key
terms were set forth.

The setting for the study is described in Chapter II. Literature relevant
to topics of interest in this study is reviewed in Chapter III. Methods and
procedures that were used in conducting the investigation are explained in
Chapter IV. The analysis of the data is done on chapter V and the summary,
conclusions and recommendations are in chapter VI. Appendices and list of

References follow chapter VI.

 

CHAPTER II

SETTING FOR THE STUDY

Demographio Background

Guatemala is located just south of Mexico and is one of the Central
American republics, bordering on Mexico to the north and west; the Gulf of
Mexico, Honduras, Belize, and El Salvador to the east; and the Pacific Ocean to
the south. The country has a land area of 108,889 square kilometers (42,031
square miles).

Guatemala is the most populous country in Central America. In 1990, the
National Institute of Statistics estimated that Guatemala had a population of 9.2
million people. The annual population growth rate is 2.9%, and it is estimated
that by the year 2000 the country will have 12 million inhabitants (Instituto
Nacional de Estadistica,1990). By the same year, 25% of the population will be
of college age, 17 to 30 years old, which translates into an estimated 103,000
potential university students (Universidad de San Carlos, 1987). However,
according to national statistics, only 1.6% of the college-age group are likely to
be enrolled in the country’s universities.

During 1990, Guatemala’s economically active population was estimated

at 2.9 million, and the gross national product (GNP) of the country was 25,197.4

15

16

million quetzales, calculated at 1988 figures (Secretaria General de
PlanificaciOn EconOmica,1990, p.27). The agricultural sector, in general,
comprises 52% of the economically active population, contributes 26% of the
GNP, and annually it generates 67% of the country’s foreign exchange currency.
Industry in Guatemala is not fully developed. During 1987, it generated 20% of
the GNP and employed only 17% of the economically active population. The
main products supplied by the national industry are packaged foods, textiles,
leather, wood, and iron products. Other sectors that compose the national
production system evidenced similar behavior during the year; for example,
commerce and services contributed 54% of the GNP and employed 31% of the
economically active population.

According to the Bank of Guatemala (Banco de Guatemala, 1990), the
socioeconomic situation of the Guatemalan population has deteriorated in the
past 15 years. During 1980, sixty-three percent of the population lived in poor
conditions, and by 1990 that proportion had increased to 83%. Also, during
1980, thirty percent of the population lived in extremely poor conditions, and by
1990 that figure reached 65% . Inflation is one of the major causes of this
economic deterioration because it has risen continuously since 1987 and
expanded even more during 1990. To inflation is added the continuous
devaluation of the quetzal and the standstill of the minimum wage, which has
diminished people's purchasing power and, as a consequence, perpetuated the

high levels of poverty.

17

E i n i h ional n

Although literacy is increasing in Guatemala, many people still do not
receive more than a few years of primary education. In many families, children
are economic assets and leave school early in order to help provide for their
family. According to a national sociodemographic survey done by the Instituto
Nacional de Estadistica (National Statistics Institute), during 1986-87, 42% of the
Guatemalan population lacked education and 45% were studying or had some
education at the elementary level. Only 9% had education at the secondary
level, and 1.6% either were studying, had been studying and dropped out, or had

finished some kind of higher education.

As Lourié (1989) pointed out in his book W
W the educational system in

Guatemala is mainly urban, a direct outgrowth of Spanish colonization. From the
beginning of the eighteenth century to the middle of the nineteenth century, the
Spanish founded, first, San Carlos University and then various centers of
religious instruction in the larger towns. Both the content and structure of the
educational system were affected initially by certain European influences, British
and German in particular, when colonists from these nations came to replace the
Spaniards. Later, North American types of colleges and universities were

established, as the opening of the Panama Canal and, later, investment linked to

18

the exploitation and exportation of tropical fruit drew Guatemala into the sphere
of influence of the United States.

The objectives of Guatemala’s national educational system are set out in
the laws of the republic. The Ministry of Education is in charge of formulating and
directing educational policy. It plans and controls the measures needed to
guarantee an adequate functioning of the national educational system and
promotes community participation in educational development. The constitution
of 1965 includes 19 articles related to education (Waggoner & Waggoner, 1971).
The goals of education include (a) integrated development of the personality, (b)
physical and spiritual betterment, a sense of the individual responsibility of the
citizen, (d) civic progress of the nation, (e) stimulation of patriotism, and (f)
respect for human rights.

Money for educational development comes from funds allocated in the
national budget, resources set aside by the auxiliary education boards and the
municipalities, assets controlled by the Ministry of Education, and legacies,

subsidies, and donations made by private organizations and individuals.

11'! El I"E|l

In Guatemala, higher education is provided chiefly by the national
university (Universidad de San Carlos de Guatemala) and by four private
universities: Universidad Mariano Galvez de Guatemala (established in 1966),

Universidad Rafael Landivar (established in 1962), Universidad del Valle de

19

Guatemala (established in 1966), and Universidad Francisco Marroquin
(established in 1968). The University of San Carlos, as the national university, is
autonomous and functions according to its own statutes.

Higher education in Guatemala is divided according to the cost of the
subjects offered. The University of San Carlos teaches the "expensive" subjects
(medicine, science, and engineering) and has approximately 80% of higher
education enrollment, whereas the subjects that do not require expenditures on
infrastructure or high cost (law, letters, social sciences, management, and so on)
are taught in four private universities, which share the remaining 20% of students
(Lourié, 1989).

The Uniyogsjty of San Carlos

The University of San Carlos (USAC), the national university of
Guatemala, was founded in 1676. USAC is one of the oldest institutions of
higher education in the Americas, and it has the responsibility for organizing,
directing, and developing higher education in Guatemala. The main campus of
USAC is located in Guatemala City, and branch campuses or regional centers
are located in 10 cities throughout Guatemala.

To carry out its educational functions, USAC is integrated by ten faculties;
five schools, which are independent of the faculties; and eight regional centers
for the training of intermediate-level technicians. Also, it has two centrally run
institutes, the Institute of Economic and Social Research and the Institute for

Educational Research and Improvement (IIME). The faculties are headed by a

20

dean and a board of directors consisting of the dean and a secretary and five
members; two full professors, two students, and one professional who is not a
full professor. Each faculty has schools, departments, and research programs.
The faculties award a Licenciatura, a professional title, such as engineer or
dental surgeon, after 4 to 6 years of study; a doctorate is awarded after 2
additional years and completion of a thesis.

The ranks of the teaching staff are as follows: full professors (who have
chairs for life), adjunct professors (who assist the full professors), honorary
professors, extraordinary professors, visiting professors, and free professors.

. In 1975, Guatemala adopted a 5-year plan (1975-1979) for university
expansion. The plan was predicated on the need to decentralize, to coordinate
the various universities, and to stress a regional perspective. Decentralization of
the university resulted in the formation of a more effective university system,
benefiting the entire region.

According to Article 100 of the constitution, the administration of the
university is in the hands of the consejo superior universitan'o (Superior
University Council), which consists of a rector, the deans of the faculties, a
representative of each school who is drawn from the corresponding professional
association, one titular professor from each school, one student from each
faculty, a secretary, and a treasurer. The university is headed by a rector, who is
the legal representative of the university and serves as the link between the

university and the government.

21
financing
USAC is financed largely by the state. It receives no less than 5% of the
annual state revenue, and state aid represents between 70% and 80% of its total

Income.

Re ion I n er

In 1976, the Superior University Council authorized the functioning of the
first University Regional Center in the city of Cohen in the department of Alta
Verapaz. By 1990 there were 10 regional centers functioning throughout the
country. The regional university centers are academic units that operate in
different departments (states) of the country. They operate independently but not
in isolation from the university extensions that are ascribed to the humanities
faculty of the main campus.

The regional centers are teaching, research, extension, and service units
of the University of San Carlos. These centers were created throughout the
country to respond to the educational needs of the inhabitants of the region.
Their main purpose is to develop programs of regional and national interest
according to the policy of regionalization of higher education, which was
approved by the Superior University Council on May 26, 1975 (Congas
flegjonoloo, 1985). The following are the general principles underlying the
creation of the regional centers:

1. Democratization of university education.

22

2. Decentralization of the university population in the capital.

3. Decentralization of educational services.

4. Contribution to the socioeconomic development of the country’s
population in general and of their area of influence.

With the creation of these regional centers, it is hoped that education will
be more accessible to the rest of the population, especially those in rural areas,
to help with the social and economic development of the country. In addition,
there will be less migration for purposes of pursuing university studies, which will

help to achieve a more efficient investment in education.

iv 1 ' i n N l

The Centro Universitario de Oriente (CUNORI) is located in the eastern
sector of Guatemala, in the department (state) and city of Chiquimula. It was
organized and inaugurated on February 12, 1977. At the beginning, CUNORI did
not have its own infrastructure; it operated for 2 years in one of the local schools
in Chiquimula. In 1979, CUNORI moved into the new installations built for the
center, where it has been operating ever since. Its area of influence covers the
departments of Chiquimula, Zacapa, and El Progreso. (See Figure 1, map of

Guatemala.)

23

Figure 1. Map of Guatemala

G UAT EMALA

Goyemmental Departments

Population; 92 Million
Area 108,889 Km!

 

 

Guatemala

Sacatepequez
Chimaltenango
El Progreso
Baja Verapaz
Huehuetenango
Quiche

San Marcos

. Totonicapan

10. Quetzaltenango
11. 801013

‘Pg’NP’S’TPP’Nr‘

 

 

12. Suchitepequez
1 3. Retahuleo
14. Escuintla

15. Santa Rosa
16.Jufiapa

1 7. Jalapa

18. Chiquimula*
19. Zacapa'

20. lzabal

21 . Alta Verapaz
22. Petén

The general aim of CUNORI is tolprovide young people at the post-high-

school level with a wider and richer education, to prepare them better for

adulthood and working life. This broad objective originated from the

government’s concern to produce a more skilled and adaptable work force.

 

24

Specifically, CUNORI aims to:

1.

Encourage more young people to seek and obtain qualifications or
Skills that will be of direct value to them at work.

Develop their initiative, motivation, enterprise, and problem-solving
skills.

Develop closer links between higher education and the productive

sector of the region and the country (CUNORI, 1992).

CUNORI is the only higher education institution in the region that offers

agriculture-related fields of study. It has the task of supplying graduates to

confront regional and national problems in production agriculture. The nature

and content of the agriculture-related programs are based on the unique needs

and circumstances of the region.

The general long-standing objectives of CUNORI are as follows:

1.

To carry out research according to the national reality, for the
purpose of studying that reality critically and objectively to derive
efficient actions to be taken toward its transformation

To know the national reality and the means for its transformation in
a process that takes the university student to a rational praxis, one
that is of collective benefit. '

To contribute to the formulation of a national policy regarding the
training and allocation of the human resources that the country
needs.

To integrate the university functions of teaching, research,
extension, and service with CUNORI's own educational guidance
particular to the needs and characteristics of the departments of its
area of influence.

To develop, through the integration of these functions, programs for
the training of human resources appropriate to the characteristics
and possibilities of the departments of CUNORI’s area of influence

25
6. To serve as a learning center for the inhabitants of the departments
of CUNORI’s area of influence, with short-term educational
programs, for a more efficient use of local resources and a better
quality of life for the communities served.

7. To serve as a learning center for students in the different academic
units of the Center.

8. To carry out, in the departments of CUNORI’S area of influence,
short-term programs appropriate to local needs.

9. To collaborate with the Supervised Professional Training Programs
(Ejercicio Profesional Supervisado) and other extracurricular
programs for the different professional careers that are offered at
the University of San Carlos according to the respective agreement
with each faculty.

10. To contribute to the study and solution of regional and national
problems by examining local problems and their relationship to the
national reality in a global focus through the integration of the
university functions and the efforts of interdisciplinary teams.

11. To serve as a service and extension center for the different regions
of the country in general.

12. To produce goods and services that the region or the country
needs, through university activities. (CUNORI, 1992)

Adminisnatinn

The administration of CUNORI is in the hands of the Consejo Regional
Universitario (Regional University Council), which consists of a director who
presides over the council, an academic coordinator, coordinators of the
programs, a representative of the community, a representative of the faculty, one
student from each program, a secretary, and a treasurer. The council is the
administrative-teaching organ that coordinates at the local level all CUNORI

activities. Figure 2 shows CUNORl’s organizational chart.

26

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

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2922.535 mo_>mmm mwfiwumnc mwfififiwno “Kim a >539:
oz< 295238 E22228
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27

The council also has the responsibility of prescribing the rules and
regulations for the direction and administration of the center. The center is
headed by a director, who is the legal representative of the university and the
link between the center and the main campus. The director of the center is
appointed by the university rector, as proposed by the General Coordination of
Regional Centers. Among other functions, the director represents the center
before the local authorities and ensures that everyone complies with the

academic and administrative functions of the center.

Pr ram f t

The programs of study at CUNORI are planned for both students, who
intend to enter the workforce immediately upon graduation, and students who
are university bound. Each center develops its own programs of study with the
approval of the University Council. When CUNORI was established, three
programs of study were approved: Técnico en Horticultura (Diploma in
Horticulture) Técnico en Porcicultura (Diploma in Swine Production), and
Técnico en Avicultura (Diploma in Poultry Production). Later these programs
were changed to Técnico en Produccién Agricola (Diploma in Production
Agriculture) and Técnico en ProducciOn Pecuaria (Diploma in Animal Science).

In 1988 a third program was added: Técnico en Administracién de
Empresas (Diploma in Business Management). One of the long-range goals of

CUNORI is to offer 83. degrees in all three programs. The University Council

28

has approved the expansion of all programs, but because of lack of funding,
CUNORI officials have not been able to start offering 88. degrees in all of the
programs. Because of interest expressed by most graduates in 1989 with
Diplomas in Business Management, this program was expanded to offer a BS.
degree. In 1994-95, CUNORI graduated the first class of students with a 8.3.
degree in Business Management.

CUNORI offers a 3-year diploma lateral degree program that prepares
students for immediate employment, with the option to continue studying for a
BS. degree at the main campus. However, because the programs at CUNORI
are specially tailored to train students to meet immediate employment needs, the
curricula are influenced by trends and developments in the Production-
Agriculture-related job market. For example, the Técnico diploma degree
program, as an intermediate degree, is specifically geared toward preparing
graduates for employment at public or private agriculture-related institutions,
banks, or other financial institutions. Types of jobs for which these graduates are
prepared include extension agent, agricultural agent, assistant researcher,
forestry agent, consultant, accountant, teacher, farm manager, and
administrator. The type of job will depend on the type of diploma degree program
from which the student graduates.

CUNORI currently offers three agriculture-related programs: Técnico
Agricola (Diploma in Agriculture), Técnico Pecuario (Diploma in Animal Science),

and Técnico en AdministraciOn (Diploma in Agribusiness). The three programs

29

cover the following areas of study: (a) basic area, (b) social humanistic area, and
(c) general professional area. Each program has a specific objective. For the
Técnico Agricola diploma, the main objective is to:

train professionals who are competent to diagnose and manage

agricultural production systems, with a scientific-technological

knowledge of the laws of nature and of society, with the aim of

increasing production and obtaining better-quality agricultural

products and better preservation and management of renewable

natural resources. (CUNORI, 1991)

Through this program, students are taught to be more productive in their work,
thereby contributing to the optimized production of goods and services that
society needs.

CUNORI follows the semester system of education similar to the United
States. The course of study is considerably more structured, allowing less
leeway than in the United States. The curriculum is developed by the respective
programs, following a model offered by the coordinator of regional centers at the
main campus. Once a program is developed, the University Council and the
General Coordination of Regional Centers have to approve it as it is or with the

changes they think are needed. The curricula for the diploma programs that

CUNORI offers are presented in Tables 1, 2, and 3.

30

 

 

 

 

 

 

 

 

Table 1: Curriculum for the Diploma in Production Agriculture.
Term Course No. Course Title

I 096 Biology
1 13 Chemistry
114 Mathematics l
116 Scientific Methods
1 17 Technical Drawing
1 18 Practical Agriculture

ll 1 19 Mathematics II
120 Vegetal Anatomy and Morphology
121 Agrometeorology
123 Basic Grains
136 Rural Sociology
151 Organic Chemistry

III 052 Physics I
122 Political Economy
125 Systematic Botany
126 General Entomology
142 Tropical Fruit Growing
146 Statistical Methods

IV 076 Topography l
104 Biochemistry
129 Soils l
131 Agrarian History of Guatemala
143 Regional Crops
152 General Ecology
154 Experimental Deiqn

V 072 Agricultural Mechanization
088 Vegetable Physiology
144 Nontraditional Crops
145 Soils II
153 Soil Management and Conservation
155 Genetics

VI 091 ' Phytopathology
110 Administration Principles
147 Professional Supervised Practice
156 Weed Control
157 Hydraulics
158 Phytogenetics

 

 

 

 

Source: CUNORI (1993).

 

31

 

 

 

 

 

 

 

 

 

 

Table 2. Diploma in Animal Science
Term Course No. Course Title
I 096 General Chemistry
058 General Biology
114 Mathematics |
097 Research Methods and Techniques
035 Introduction to Animal Science
II 119 Mathematics 11
059 Organic Chemistry
098 General Economics
069 Botany
099 Biologic Physics
100 Zoomorfia
III 133 Biochemistry l
134 Physics and Chemistry of Soils
135 Zoology
117 Technical Drawing
036 Biostatistics
136 Rural Sociology
ll IV 137 Biochemistry II
138 General Ecology
139 Comparative Anatomy
140 Agrostology and Toxic Plants
141 Rural Construction
110 Administration Principles
131 égarian History of Guatemala
V 150 Reproduction and Artificial Insemination
040 Domestic Animals Common Diseases
080 General Genetics
037 Animal Nutrition
1 02 Aquaculture
049 Seminar
VI 045 Swine Production
046 Cattle Production
044 poultry Production
047 Sheep and Goat Production
147 Professional Supervised Practicum

 

Source: CUNORI (1993).

 

32

 

 

 

 

 

 

 

Table 3. Curriculum for the Diploma in Business Management
Term Course No. Course Title

I 159 Administration Research Methodology
160 Administration Economic Foundations
161 Socioeconomy
162 Foundations of Philosophy

II 163 Economic History of Central America
164 Economic Theory
165 Agroindustry
166 Mathematics I
167 Computers I

III 168 Agroindustry II
169 Legislation Applied to Administration
170 Mathematics Il

IV 171 Administration 1
172 Agroindustry III
173 Marketing I
174 Financial Mathematics 1
175 First Practicum

V 176 Administration II
177 Marketing II
178 Quantitative Methods
179 Financial Mathematics II

VI 180 Administration III
181 Marketing III
182 Quantitative Methods 11
183 Financial Administration l
184 Second Practicum

 

 

 

 

Source: CUNORI (1993).

 

33

A diploma may be awarded after 6 semesters of study, i.e., 3 years, but
for this, the student has to pass successfully all the subject matter throughout
the program. A semester lasts 15 to 17 weeks, and each subject carries a
number of credits equivalent to the sum of lectures, laboratory, and/or fieldwork.
The credit requirements for graduation vary slightly—from 125 to 130—among the
programs of study. After 3 academic years of study, students who satisfactorily
meet the institution’s standards of achievement for graduation are awarded a
diploma degree in the program of study.

The grading scale is from 0 to 10; 6 is the minimum passing grade.
Professors have the freedom to determine how and when students will be
evaluated. The final grade may represent a composite of any of the following:

classwork, exams, and/or papers.

W

Admission to CUNORI is competitive, although students who have
successfully completed any type of secondary school are eligible to apply.
Admission is based on a student’s performance on an entrance examination and
on the availability of spaces. To apply for the CUNORI entrance exam, a student
must present (a) an original birth certificate, (b) a photocopy of the secondary
school certificate, (c) general certification of study, and (d) a vocational training

card.

34
Drop-got problem at CUNORI

One of the indicators of possible problems in the nature of the CUNORI
curricula and programs of study has been the large number of students that drop
out before completing all the requirements for the diploma. CUNORI records
showed that in 1989 there were 10 graduates out of 95 that were registered.

The drop out problem was the same for all three areas of study. If we add to the
drop out problem the information that fewer students have enrolled in the recent
years, it makes the problem bigger. As explained before, drop cuts were not
included in the study population. The curriculum review committee appointed by
CUNORI administration studied the drop out problem.

Following is a review of the findings of the study. The curriculum review
committee’s follow up study of the drop outs shows the major reasons for leaving
school. One of the major reasons was because the students have to work full
time to earn a living. This is a major problem since the majority of classes at
CUNORI are during the day and very few during the night. CUNORI faculty need
to pay more attention to the fact that the students work full time and may not be
able to attend classes or come late. Therefore, the students will need more help
in order for them to continue studying. The majority of drop outs (69%) leave
school after or during the first semester. Other reasons are that CUNORI faculty
do not assist the students, they are not well prepared to teach and that they use
obsolete teaching methods.

As suggestions, the drop cuts would like CUNORI to consider other

35

options of study such: as engineering, law, economics and medicine. They
would also like that CUNORI offer more courses after 5:00 pm, and [or to offer
summer school for those that work. They suggest that the administration and
students evaluate more closely the faculty and improve their teaching methods.
The library needs to be updated and there is a need for a better scholarship

program for those students that really need them.

T l f N l in he R i n

One of the reasons for having the regional centers is to train high—quality
graduates who can help with the development of the region and the country.
Because Guatemala’s economy is based on agriculture, which employs 52% of
the active work force, education is aimed at increasing agricultural production in
the region. CUNORI has played and will continue to play a vital role in the
development of the eastern sector of Guatemala, providing quality graduates
who can contribute to this development effort.

The influence that CUNORI has had at the regional level can be assessed
by locating where the majority of the graduates are working. Most of them are
working for development projects that the government and other organizations
have undertaken in the area. The demand for graduates has not been satisfied;
that will take some time to happen because there is great activity in the region,

and there is demand for quality graduates in production agriculture.

36

Re h n nsion

CUNORI offers an agricultural study program in which each student must
pursue some kind of research. Most lecturers and professors are charged with
the responsibility of extending the scope of agricultural knowledge through
research, publication, and extension. However, research in CUNORl’s academic
programs is hampered by lack of funding and lack of time on the part of staff
members. Low salaries and lack of research funds compel staff members to
devote a substantial amount of time to outside work. Moreover, gaining access
to up-to-date information is difficult, if not impossible, due to language barriers.
Therefore, staff members often engage in research only to the extent that this is
required by their teaching duties, and even then, in most cases, they do so only
to a limited extent.

At CUNORI, research is undertaken mainly at two levels. First, there is
research by graduating students, which is primarily thesis research in which the
academic program plays an adviSory and guidance role. This type of research
dominates the research activities in these programs. Second, there is research
carried out by staff members at the departmental and/or university level, where
projects may be disciplinary or multidisciplinary in nature. However, such ’
research is of limited scope because the main emphasis is on teaching, and also
for the reasons mentioned above.

Lately CUNORI has been involved in providing services to the community

through extension and service programs. CUNORI has an agreement with the

37

International Agriculture Institute at Brigham Young University in Provo, Utah, to
help in the development of the region. The two groups jointly have undertaken
an agricultural program to help small farmers and their families achieve a better
quality of life. As an institution of higher learning, CUNORI has an important role
to play in efforts to provide solutions to Guatemala's socioeconomic problems
and in the formulation of new strategies for development. CUNORI personnel
believe that, to be fully effective, a university should be a part of the community
in which it is situated. As an institution of higher learning it has something to

contribute to as well as to receive from the environment in which it operates.

CHAPTER III

REVIEW OF LITERATURE

This chapter contains a review of literature on topics related to the
present study. Included are sections on concepts related to outcome
assessment and institutional effectiveness, evaluation, evaluation models or
approaches, evaluation in higher education, evaluation of the occupational or
professional curriculum, and follow-Up studies.

0 E I | . . | Eli .

Assessment has a narrower definition than evaluation but a broader
meaning than measurement. It refers to the process of gathering data with
which to measure student achievement and development (Gray, 1989), and
fashioning these data into an interpretable form (Barak, 1982). The data can
then be used by decision makers for program-evaluation purposes. If a broad
definition of assessment is adopted, then assessment and evaluation begin to
merge into a common effort to understand and judge the merit and worth of
teaching and learning within a course, curriculum, educational program,
sequence of study, department, unit, or institution (Davis, 1989).

The purposes of assessment are many. For example, Ewell and Boyer

(1988) cited the following: to evaluate curricula, to demonstrate external

38

39

accountability, to recruit students, to raise funds for institutions, and to
change the way teaching and learning occur in individual classrooms. Jacobi,
Astin, and Ayala (1987) identified the following purposes of assessment: to
provide information about students, change and development, to establish
accountability for external agencies, to evaluate programs, to analyze cost
effectiveness, and to set goals. Davis (1989) provided a more meaningful,
less complex, and conceptually clearer way to think about the purposes of
assessment by using the major distinctions that are made between formative
and summative evaluation. According to Davis, institutions undertake
assessments to improve what they are doing (formative evaluation) or to
make decisions about resources, institutions, programs, faculty, or students
(summative evaluation).

As part of the decision-making process, university officials need to
conduct repeated and continuing assessment of their programs to satisfy the
needs of the students and the society. Assessment is not done solely for its
own sake. Institutions assess to improve their programs or to determine
program effectiveness. In higher education, the prevailing emphasis in
evaluation studies has been on measuring student outcomes (Conrad &
Eagan, 1989). Assessment of student outcomes and institutional
effectiveness has been a significant trend in higher education (Nichols,
1991), especially with regard to the activities of regional and professional

accreditation associations (Fauser, 1992; Martini, 1989).

4o

Outcome assessment is an evaluation of educational effectiveness that
considers the final product of the institution, the graduate, and that examines
either the competencies necessary for professional practice or the results of
the practice itself (Martini, 1989). Criteria of the US. Secretary of Education
specify that assessments are expected to evaluate the educational
effectiveness of a program through a variety of measures, such as (a)
student achievement, (b) employer evaluations, and (c) placement rates
(Fauser, 1992; Martini, 1989). In other words, assessment of outcome
focuses on the final product of the educational institution, the student.

Johnson County Community College (JCCC) in Overland Park, Kansas,
uses a two-step model for assessing their programs (Seybert, 1993). First,
administrators, researchers, and teachers pose a set of generic questions that
deal with student outcomes that are relevant to employers. Then, data
sources or measures are identified that can provide answers to those
questions. JCCC uses the following five generic questions to determine the
effectiveness of their programs:

1. Do students accomplish appropriate community college
educational objectives?

2. How do students evaluate community college experiences and
services?

3. Do program graduates obtain appropriate employment?

4. How do employers evaluate graduates' training?

5. Is the college meeting local/regional labor market and economic

development needs?

41

According to Seybert, relevant data for such an assessment can be
collected by using a relatively small number of measurement techniques,
such as student records, student evaluations of instruction, follow-up
surveys (of graduates and employers), impact studies, and public surveys.

An outcome assessment provides one of many pieces of information
that are available to practitioners about institutional performance (Weiss,
1988). Information about outcomes is useful in establishing a context for
decision making, rather than in determining the single correct decision (Ewell,
1983). Increased use of student-outcome information often leads to changes
in the way certain kinds of decisions are approached--in the kinds of
alternatives considered, for example--rather than in the substance of
decisions (Jacobi et al., 1987). Outcome assessments can be useful tools in
determining, for example, which subjects should be retained in a crowded
curriculum and/or which subjects should be added. But even more important,
as Martini (1989) pointed out, outcome assessments can be used to measure
how successfully the institution and programs are meeting their goals.

For a comprehensive assessment of an institution, the questions of
most interest to the stakeholders--the potential users and audience--need to
be defined. The following ten questions were generated, in part, by faculty
members of the University of California at a conference on "Assessing the
Lower Division" (Davis, 1989)

1. Who applies to and enrolls in the university, and how well prepared are
these students?

42

2. What do students learn?
3. What do students value?
a. To what extent do students Show interest in and respect for

different cultures and different points of view?

b. To what extent are students socially responsible and involved in
the community?

4. Who is dropping out?

5. What is the quality Of undergraduate teaching?

a.

b.

Who teaches undergraduate courses, particularly in the
lower divisions?
How effective is undergraduate teaching?

To what extent are faculty interested in undergraduate
teaching?

To what extent do lower-division students have
opportunities for quality contact with professors?

What is the level, nature, and quality of attention given
by departments to the training of teaching assistants
(TAs)?

How effective are services provided to faculty and TAs
for teaching improvement?

6. What is the quality of the curriculum?

a.

b.

What reform efforts have taken place or are under way?

How accessible are lower-division courses? Can students
get into the courses that they need or want?

What is the effectiveness of the lower-division curriculum
in satisfying students, needs to explore a diversity of
subjects and to pursue a major?

What is the quality of departments with large
undergraduate enrollments?

43

e. ' What are the class-size experiences of students?
7. How effective is the advising that students receive?
8. How do students feel about their undergraduate experiences?
9. How effective are support services?

10. What happens to students after they graduate?

For institutions that have not already established a tradition of
comprehensive assessment, it is important to initiate any new outcome
assessment modestly, with minimal disruption of institutional activities
(Jacobi et al., 1987). A more comprehensive and complete system can

evolve from these modest beginnings.

Evaluation has been defined in many ways, according to its purpose
and function (Nevo, 1986). Tyler (1950) defined evaluation as "the process
of determining to what extent educational objectives are being realized" (p.
69). Another widely accepted definition of evaluation is that it is the
provision of information for decision making (Alkin, 1969; Cronbach, 1963;
Stufflebeam et al., 1971 ). Evaluation also has been defined as the'systematic
investigation of the worth or merit of some object (Joint Committee, 1981)
and as the assessment of merit or worth (Scriven, 1967; Stufflebeam,

1974). Worthen and Sanders (1988) stated that, in education, evaluation is

44

the formal determination of the quality, effectiveness, or value of a program,
product, project, process, objectives, or curriculum.

For the purposes of this research, the definition of evaluation by Smith
and Glass (1987) was considered most appropriate. These authors defined
evaluation as "the process of establishing value judgment based on evidence
about a program or product", (p. 30). In this definition, a program refers to
any organized set of activities for performing some service, whereas a
product may be the outcomes (graduates) of the program. By "evidence,"
Smith and Glass meant the result of design, measurement, analysis, and
reporting of data pertaining to the features of the program and its effects.
The special features of evaluation, as a particular kind of investigation,
include concerns with needs, description, context, outcomes, comparisons,
costs, audience, utilization, and making and supporting sound value
judgments (Davis, 1989).

W

Evaluations are undertaken for a variety of reasons: to judge the worth
of ongoing programs and to estimate the usefulness of attempts to improve
them, to assess the utility of innovative programs and initiatives, to increase
the effectiveness of program management and administration, and to satisfy
the accountability requirements of program sponsors (Rossi & Freeman,
1982).

Wilson (1988) stated that there are at least five major reasons for

45

establishing a program-review process: (a) to help programs improve, (b) to
meet multicampus or state-level review mandates, (c) to demonstrate
institutional responsiveness to external constituencies, (d) to provide a basis
for allocating and reallocating resources, and (e) to provide information tO be
used in making decisions about program discontinuance.

According to Branskamp (1980), there are multiple purposes for
evaluation, but the three major ones are program improvement, resource
allocation, and accountability. Evaluation is a valuable means to the end of
improving the performance of individuals and institutions. Miller (1979) said
that evaluation facilitates progress toward goals and objectives, and it is
essential in determining both efficiency and effectiveness. As part of the
decision-making process, universities need to conduct repeated and
continuing assessments of their programs to satisfy the needs of the
students and of society.

In the instance of ongoing programs, as is the case in Guatemala,
evaluations help determine the degree to which the programs are
effective--that is, how successfully they are reaching the intended target
populations and providing the resources, services, and benefits envisioned by
the program sponsors and designers. Knowledge of the extent to which
programs have been implemented successfully and the degree to which they
have had the desired outcomes is indispensable to program decision makers,

stakeholders, and policy makers. Evaluation of higher education assists in the

46

development of programs that meet the needs of society in general and
individuals in particular. Evaluation, in essence, is a procedure through which
information is obtained by various means, from one source or several
sources, to use in making judgments about the course, program, or
institution that is being examined (Yoder, 1983).

Although it occasionally may be necessary to conduct an evaluation to
comply with some external mandate, the real strength of evaluation lies in its
potential to bring about educational improvement.

An evaluation for program improvement can be based on the view that
change is iterative, requiring periodic monitoring and corrective input, or it
can focus primarily on the outcomes of the change effort, resultinguin a
summary judgment. These two broad purposes-~formative and
summative—~are not mutually exclusive, but evaluation designers need to
choose where to place the strategic emphasis (Conrad & Eagan, 1989).

Evaluations that are formative in emphasis are conducted on an
ongoing basis to determine the effectiveness of a project during
implementation and to inform improvement (Scriven, 1967). This approach is
favored by those who desire continuous feedback on which to base ongoing
adjustments to their implementation strategy. In contrast, evaluation of the
effectiveness of program change at the end of an arbitrary period constitutes
a summative approach (Scriven, 1967). According to Conrad and Eagan

(1989), this is more common than a formative approach and finds wide

47

application in educational settings.

Most kinds of student-outcome measurements address the end
product of a program. Some evaluations are comprehensive and consider a
holistic approach that includes both formative and summative evaluations.
Others are directed at specific areas of concern and may include either type
of evaluation.

EALaLuaIlnnMndelmLADnLQanbns

The many overviews of evaluation models in the literature can provide
a helpful orientation to the field and can aid in determining which approach is
best suited to the needs of a particular institution (Conrad & Wilson, 1985;
Gardner, 1977; Madaus, Scriven, & Stufflebeam, 1983; Shapiro, 1986).
Worthen and Sanders (1987) classified approaches to evaluation into the
following six categories:

1. Objective-oriented approach. This approach focuses on specifying
goals and objectives and determining the extent to which they have been
attained.

2. Management-oriented approach. Here, the central concern is to
identify and meet the information needs of managerial decision makers.

3. Consumer-oriented approach. The central issue in this approach is
to develop evaluative information on educational products, broadly defined,
for use by educational consumers.

4. Expertise-oriented approach. This approach depends primarily on the

48

direct application of professional expertise to judge the quality of educational
endeavors.

5. Adversary-oriented approach. Here, the central focus of the
evaluation is planned opposition to the points of view of different evaluators
(pro and con).

6. Naturalistic and participant-oriented approach. Here, naturalistic
inquiry and involvement by participants are central in determining the values,
criteria, needs, and data for evaluation.

Pace and Frienlander (1978) described four models or approaches to
evaluation, which are as follows:

1. Psychology models. In these types of models, evaluations are
carried out by comparing performance data with clearly Specified objectives.
This type of evaluation is widely used for the improvement of programs,
instruction, testing, and learning.

2. Decision models. These types of models assume that evaluation
should be of practical use to decision makers.

3. Scientific models. These models use experimental research designs
in which variables are manipulated and controlled so that the results can be
explained. This demands technical expertise on the part of the evaluator.

4. Change models. Also called self-study of learning models, these
models emphasize the use of evaluation for individual learning and of

institutional self-study for institutional improvements. Thoughtful

49

consideration of group processes is required.

According to Conrad and Wilson (1985), there are four major types of
evaluation models: (a) goal-based model, (b) responsive model, (c) decision
making model, and (d) connoisseurship model. Characteristics of these four
evaluation models are summarized in the following paragraphs.

1. Goal-based model. Variations on this model predominate in
evaluation efforts in higher education and are grounded in the work of Tyler
(1949). Evaluating the attainment of objectives is at the heart of the
goal-based approach. Previously established program goals, objectives, and
standards of performance are identified, program outcomes are measured,
and a judgment is made, based on the congruence or discrepancy between
planned objectives and demonstrable outcomes (Gardner, 1977). Although a
goal—based approach is typically summative in intention, Provus (1971)
expanded the scope of the model to serve formative purposes as well, by
including analysis and interpretation of intended program processes in
addition to outcomes.

2. Responsive model. The responsive approach is organized broadly
around the concerns and issues of stakeholding audiences (Guba & Lincoln,
1981). Originally developed by Stake (1975), the responsive model stresses
that evaluation efforts should not be driven narrowly by program goals, but
rather that an understanding of unintended effects (Scriven, 1973) and of

stakeholder concerns is necessary for interpreting outcomes. The design of a

5O

responsive evaluation is an ongoing process because each step is informed in
part by previous activity (Guba & Lincoln, 1981 ).

3. Decision-making model. Some educators believe that the ultimate
purpose of an evaluation effort is to inform administrative decisions. Thus,
this model is organized around the decision-making process. The most widely
known decision-making model is the Context, Input, Process, Product (CIPP)
model (Stufflebeam et al., 1971), which holds that the different types of
decisions inherent in the evaluative process require different kinds of
evaluation activities. Four types have been identified: (a) context evaluation,
which helps decision makers determine goals and objectives; (b) input
evaluation, which helps clarify alternative ways of achieving program goals
and objectives; (0) process evaluation; and (d) product evaluation, which
provides feedback to decision makers with information as to whether a
program should be continued, modified, or terminated. Although the CIPP
approach has not been widely applied in higher education, the number of
institutions initiating decision-oriented evaluation is increasing (Conrad &
Wilson, 1985).

4. Connoisseurship model. In many instances, evaluations are
entrusted to persons whose expertise qualifies them to judge the relative
merits of a program in all its complexity, subtlety, and nuances. Under the
connoisseurship model, the connoisseur or expert alone guides the

evaluation, balancing and comparing information gleaned through documents,

51

interviews, and observation with a continuous, more intuitive awareness and
sense of appreciation, which Eisner (1976) likened to the appreciation of art.
The visits of accreditation review teams are based partly on this model.
Team members, extensive experience gives them a connoisseurship on which
to base their judgments about program quality.
v I ' ' ' r i

Evaluation plays an important role in higher education. Borg and Gall
(1983) observed that educational evaluation has attracted much interest
from the government, as public administrators have come to view evaluation
as an important tool in policy analysis, in the political decision-making
process, and in program management. Many writers have viewed evaluation
as an activity that comes periodically in conjunction with accreditation
procedures (Fauser, 1992; Martini, 1989; Miller, 1979). Realistically,
administrators cannot wait that long to find out how successful they have
been. Program evaluation has to be an ongoing activity (Sims, 1992), one
that is planned and conducted in a systematic manner. For this reason,
evaluation of higher education programs often is dreaded and avoided.

Evaluation is a valuable means to the end of improving the
performance of individuals and institutions. It facilitates progress toward
goals and objectives, and it is essential in determining both efficiency and
effectiveness (Miller, 1979). Evaluations in higher education typically focus

on the goals and objectives of the program, processes used in program

52

implementation, and resources available for the program. As part of the
decision-making process, universities need to conduct repeated and
continuing evaluations of their programs to satisfy the needs of the students
and of society. Every university should know where it is going, what human
and material resources are needed to get there, and how well it is
progressing toward where it wants to go.

The literature contains numerous accounts of assessment and
evaluation practices that are used in higher education, ranging from
statewide assessment plans (Banta & Fisher, 1984), to institutional
assessment plans, to departmental and program-level evaluations (Conrad &
Wilson, 1986). Although these descriptions often contain ideas worth
considering in designing evaluations, Ewell (1985) cautioned that because
each project is distinctive, none should prompt direct imitation. Ewell
suggested that evaluators should glean an understanding of the choices
made in project design and, if possible, the consequences that follow from
these choices.

According to Dressel (1971), a comprehensive evaluation process in
higher education programs may focus on three distinctive aspects: the
environment, the process, and the results. He stated that the environment,
which comprises the characteristics of the scene in which education takes
place, in great part is based on human interactions (student with student,

student with faculty, faculty with faculty), as well as on physical facilities.

53

The environment stimulates learning, which affects and is affected by the
formal learning processes that are deliberately planned to promote students,
education. AS such, evaluation that is focused on the environment examines
instructional and library facilities, extracurricular cultural programs, residence
halls, student activity centers, and the climate of learning generated by these
facilities.

Evaluation focused on the process, which is the quality and
organization of the learning experience provided, involves study of the
organization and the quality of learning experiences provided. This includes
an examination of the process of curriculum development because this
process strongly influences the receptivity of faculty and students to the
program.

Evaluation focused on the results, which is the progress and
achievement of students, is primarily concerned with the outcomes of a
program. This involves an evaluation of the effectiveness of a course or of
the whole program. Student achievement constitutes a major element in such
an appraisal, in addition to evaluation that concentrates on the course, the
practice, and the program as affecting agents.

Dressel (1971) believed that the environment, the process in which
the faculty members are actively involved, the results as found in student
achievement, and the interrelationships of these three elements form a useful

trichotomy for program evaluation in higher education. The environment must

54

be examined in relation to its influence on educational experiences and
objectives. Similarly, the daily process of education should be assessed, and
the results of a program should be examined.

Most educational programs are, to some extent, student oriented, and
programs in higher education are no exception. Currently, there is great
concern about how a program can best meet students, needs. One of the
major evaluation models considered most appropriate for use in evaluation in
higher education is the CIPP model developed by Stufflebeam et al. (1 971 I.
The CIPP model is considered most appropriate because it illustrates how
evaluation could contribute to the decision-making process. This model
portrays an evaluation scheme that is both comprehensive and systematic.
The CIPP model would also complement Dressel's (1971) approach to
evaluation, which fo¢used on the environment, the process, and the results.

The CIPP model includes four types of evaluation: (a) context
evaluation, (b) input evaluation, (c) process evaluation, and (d) product
evaluation. The diagram shown in Figure 3 illustrates the various aspects of
evaluation that relate to curriculum initiation, structuring, and operation
(Finch & Bjorkquist, 1977).

The four elements of evaluation, according to Finch and Crunkilton

(1984), include:

1. Context evaluation, which deals with whether or not to offer a
curriculum and, if so, what its parameters will be, including

55

focus, goals, and objectives.

Input evaluation, which relates to deciding what resources and
strategies will be used to achieve curriculum goals and
objectives.

Process evaluation, which focuses on determining that effect
the curriculum has on students in schools.

Product evaluation, which deals with examining the curriculum’s
effects on former students. It is used to determine the
effectiveness of the project after it has run its full cycle. Its
objective is to relate outcomes to objectives and to context,
input, and process. It also assesses the extent to which ends
are being attained with respect to change efforts within the
system.

Figure 3. A framework for curriculum evaluation

 

CONTEXT
EVALUATION

 

 

 

 

INPUT PROCESS PRODUCT
EVALUATION EVALUATION EVALUATION

 

 

 

 

 

 

 

 

 

 

 

lr

 

 

 

 

 

 

1) TI 7

 

AND

 

CURRICULUM INITIATION

STRUCTURING CURRICULUM OPERATION

 

 

 

Source: Finch and

Crunkilton

Context, input, process, and product were espoused by Stufflebeam

(1969) as the key elements of a comprehensive evaluation. Thus, it is

appropriate to use these four elements as a foundation for meaningful

curriculum evaluation. Context and input evaluations are employed as the

56

curriculum is being initiated and structured. Process and product evaluations
relate to curriculum operation. Process evaluation focuses on decisions
associated with the effects of the curriculum on students (e.g., whether or
not content is learned by students), whereas product evaluation is more
closely aligned with decisions about the effects of the curriculum related to
former students (e.g. , whether or not the curriculum affected graduates,
employability (Finch & Crunkilton, 1984),

Regarding product evaluation, major consideration must be given to
ways the educational program has aided former students.

In the CIPP model, evaluation serves four types of decisions, which
correspond to the four types of evaluations discussed earlier:

1. Planning decisions, which determine the selection of goals and
objectives; these correspond to context evaluation.

2. Structuring decisions,‘ which relate to strategies and procedures
for achieving the objectives; these go with input evaluation.

3. Implementing decisions, which are those involved in carrying out
the strategies or action plan; these correspond to process evaluation.

4. Recycling decisions, which are used in determining the
relationship of attainments to objectives and whether to continue, terminate,
evolve, or modify the activity or the program; these correspond to product
evaluation.

In developing countries, there is a critical need for program evaluation

57

because of these countries' numerous problems, the consequent need for
many higher education programs, the lack of models for comparison, the
severe limitations on resources and funding, and the need to deal with
political pressures for particular programs (Greenberg, 1981). The present
study is concerned with the effectiveness of CUNORI’S educational programs
in preparing students for future employment. Therefore, one focus of this
study will be on product evaluation. Evaluation must accomplish more than
just focusing on the student in school. Major consideration must be given to
ways the program has aided former students. Product evaluation uses former
students as a focal point in determining this aspect of program quality (Finch
& Crunkilton, 1984). The end product of any program is the graduate, and
this product, as well as his or counterpart who did not graduate, needs to be
studied if realistic statements are to be made about the worth of the
educational program.
EI'IIQ °|E['|C'|

Given reasonable costs, the viability of occupational or professional
educational programs for training depends to a large extent, like the rest of
the educational system, on its efficiency and quality. When giving
consideration to program evaluation, it is important to distinguish between
the two types of evaluation: formative and summative (Conrad & Eagan,
1989; Scriven, 1967). Formative evaluation of occupational programs is used

to improve them while they are being developed. This sort of evaluation

58

typically is conducted by someone such as a program developer who is
familiar with the program materials and/or has worked closely with them.
Summative evaluation, on the other hand, involves the examination of a
complete item to determine its effect on the potential consumer. Unbiased
persons from outside the organization are brought in to conduct the
summative evaluation (Scriven, 1967).

Of the several evaluation models described in the literature, the CIPP
decision—making model is best suited to evaluating occupational or
professional programs. The CIPP model holds that the different types of
decisions inherent in the evaluation process require four different kinds of
evaluation activities: context evaluation, input evaluation, process evaluation,
and product evaluation. Each activity is used to evaluate a different aspect
of the program from initiation through process and outcomes.

A program evaluation can take a broad, comprehensive view,
addressing a host of factors that affect the implementation and outcomes of
change (Conrad & Eagan, 1989). For example, the assessment plan at the
University of Arizona places major emphasis on the total undergraduate
experience, taking into account the initial capabilities of students, the
academic curriculum and extracurriculum, elements of the institutional
environment, and a broad range of student outcomes (Conrad, 1987). Such
large projects are characterized by great complexity and ambiguity, but they

also hold the potential for rich analysis.

59

An evaluation effort may be aimed specifically at measuring and
judging the effectiveness of curricular change from as narrow a perspective
as desired. The assessment program at the University of Arizona, in addition
to its more global perspective, provides for specific evaluation efforts to
respond to current questions that arise within the institution (Dinham, 1988);
shorter-term, focused attention is given to special problems and concerns.

Evaluations designed to judge the effectiveness of specific programs or
isolated curricular modifications may be less hampered by complexities of the
sort found in comprehensive efforts, but their findings may also have more
limited applications (Conrad & Eagan, 1989). Inevitable limits on resources
and time make it advisable to restrict the scope of a project to those areas of
greatest concern that can be dealt with fully. Because the present study is
being conducted to assess the effectiveness of educational programs
(outcomes), the focus will be on the product evaluation part of the CIPP
evaluation model, which provides decision makers with information as to the
effectiveness of the program. To gain a complete picture of the educational
experience, an institution must include elements of context, input, process,
and product evaluations.

Product evaluation typically takes place in the field, with information
gathered from sources such as employers, supervisors, and former students.
These sources of information are extremely important because process

evaluation deals only with short-range in-school effects (Wentling, 1980).

60
Measures associated with product evaluation must be selected with care to
ensure that an accurate assessment is made of program effectiveness.
Information that may be gathered by means of questionnaire items includes
worker mobility, salary, unemployment, and additional training taken by the
worker (Bjorkquist & Finch, 1969).

Evaluating the curriculum and the program would be the logical step
for curriculum decision makers to take in conducting a product evaluation.
The curriculum and the program need to be reviewed, revised, and modified
in relation to their quality and quantity, as well as their relevance and
adequacy. In this regard, Garrity (1984) pointed out that decision makers are
faced with the task of reviewing program objectives, course requirements,
and course content. The questions that need to be asked are: Are the
programs meeting existing or expected manpower needs? Are the graduates
of the program able to perform adequately once they have entered the job
market? Does the program include extraneous and outdated material?
Wentling (1980) concurred on this issue and further suggested that:

An evaluation approach must do more than analyze the extent to

which a given program had adhered to an original plan or attained its

primary goals and objectives. Evaluation must assess the objectives
themselves and determine if they are realistic and appropriate to the

on-the job situation encountered by the learner. (pp. 5-6)

One of the ways to evaluate a program is to seek the opinions of

those who have gone through the program. Follow-up studies of recent

graduates who are currently employed can provide pertinent information

61

about the relevance and adequacy of the curriculum or the effect of the
program on graduates, current job performance. According to Garrity
(1984), graduates are in the best position to let their alma matters know the
strengths and weaknesses of a program as they experience them in the first
few months on the job.

Along with follow-up studies of graduates, surveys of students who
elect not to continue their education also can reveal useful information.
Institutions may find these students, evaluations of educational programs to
be a helpful means of assessing the effectiveness of those programs
(Nichols, 1991 ).

Equally important indicators of institutional effectiveness are an
institution’s graduates who successfully continue their education at other
institutions. Similarly, surveys of employers of these graduates will provide
an opportunity to cross-validate the information supplied by the graduates.
Garrity (1984) pointed out that employers ”naturally know what they expect
in a new employee and are usually only too willing to let the institution know
how well graduates meet these expectations" (p. 41). Thus, former students
are considered prime sources of data for curriculum or program evaluation.
Paul (1975) suggested that follow-up of former students is essential because
”it provides a periodic feedback mechanism for planning, helps to determine
manpower and supply, and provides an important input for resource

allocation decisions" (p. 1).

62
EQILOMEULLSJUQLQS
With the primary attention of assessment activities in higher education
now focused on student outcomes, those who are calling for more and better
assessment have emphasized such approaches as:

l. Standardized tests Of student knowledge, general as well as

specialized.
2. Follow-Up studies Of graduates and their careers.
3. Studies of student attrition and retention.
4. Surveys and interviews of students to discuss their perceptions

of the quality of their educational experiences, the climate of their
institutions, and gains from their educational experiences.

Although many approaches are used, the follow-up survey has been
recognized as a means to obtain candid and valuable information from former
students (Stufflebeam, 1968). Jones (1985) viewed the follow-up survey as
a subsystem of a comprehensive evaluation system designed to identify the
outcomes of an educational program. Similarly, Lightfield (1976) noted that
follow-up surveys are conducted to assess how well an academic institution
has met its objectives.

In recent years, follow-up studies increasingly have been used to
provide information necessary for assessing the extent to which higher
education agricultural programs are achieving their objectives. A follow-up

study involves the systematic collection of data from both former students

63

and their employers (Jones, 1985). Former students are asked to review how

the program helped or failed to help them prepare for work. Employers are

asked to evaluate the current work behaviors of their employees.

According to Jones (1985), the specific purposes that can be achieved

through follow-up studies are the following:

1.

To determine the occupational difficulties and successes
encountered by former students.

To identify the number and kinds of employment which former
students have entered locally on a part-time or full-time basis.

To obtain information from the students about how well they
believe the career program achieved its objectives.

To discover the degree of occupational mobility among the
former students.

To obtain a realistic picture of what lies ahead for present
students.

To gather ideas for program improvement.

To identify ways in which the institution could be of further
assistance to both the former students and employers.

To evaluate the degree of employer satisfaction with the
performance of former students.

Follow-up studies can be used for program planning and improvement.

They may be the impetus for change, or they can be used to support quality

programs, not just to point out areas that need improvement. Follow-up

studies also can be used for improving services or offering new ones, such

as short courses needed on specific topics, or to update former students.

The data collected in the formal follow-up surveys at specified intervals (e.g.,

64

4 to 6 months, 1 year, 3 years, and 5 years) should also relate to the stated
purposes of the follow-up and the goals and objectives of the educational
institution's program (Johnson, Shellberg, & GOmez, 1980).

Palmer (1985) reviewed 48 follow-up surveys conducted at either the
institutional or state level to assess the employment experiences of students
who had earned associate degrees in community college vocational
programs. All of the studies selected for review had response rates of 50%
or more. Among other factors, study findings were analyzed in relation to (a)
graduates, employment rates, (b) the relationship of the graduates,
employment to their programs of study in college, and (c) the graduates,
opinions concerning the contribution of community college vocational training
to their career lives. Despite the fact that varying methodologies were used
in the studies, several common findings emerged:

1. Most survey respondents (70 to 80%) reported that they were
employed full-time; of those who were not employed or who were employed
only part-time, the majority were either homemakers, military service
personnel, or students.

2. Sixty-six percent to 96% of the employed respondents reported
that their jobs were in some way related to their programs of study at
college. But this relationship between employment and program of study
varied greatly by occupational area. Those graduating from allied health and
secretarial programs were most likely to find related employment, while
those in management, business, and natural science programs were less
likely to find jobs that make use of their skills.

3. The graduates, when asked, gave relatively high marks to the
colleges for providing "technical knowledge" or "job skills" that are requisite
to finding employment, but they expressed considerably less satisfaction

with the colleges, helpfulness in providing knowledge about career
opportunities, or in preparing them for career advances.

65

4. Available data on vocational program graduates, in short,
present a mixed picture. Most graduates apparently find employment,
although some program graduates are more successful than others in
securing jobs for which they were trained. Respondents also indicate
satisfaction with the job skills they acquire at college, but they consistently
express dissatisfaction with the college's role in paving the way for career
advances beyond the first job.

Meaders and Shrestha (1977) conducted a follow-up study of former
students of the Institute of Agriculture and Animal Science (IAAS) in Nepal.
The study was a general assessment of the existing IAAS degree programs
and was based on a mailed questionnaire. Overall, the findings were
generally positive with regard to current job satisfaction and how the general
IAAS program prepared graduates for work. Mixed results were found with
regard to classroom instruction, practical project work, and the physical
condition of the hostel. Last, there was strong support for more emphasis
on practical in service training and an advanced degree program.

Robson, Suvedi, Shivakoti, Pokharel, and Maughan (1987) conducted
a follow-up study 10 years later to evaluate the same institution. A number
of educational issues were examined, and similar responses were received.
The findings fell into two categories: (a) the overall question of the quality of
the current educational programs and (b) the overall question of future
programs and educational direction. Overall, respondents thought the quality
of the institution's B. sc. Agriculture program was generally sound. However,

the quality of practical course work lagged behind that of theory courses,

and some respondents perceived a decline in the quality of course work and

66

programs/facilities. In terms of the future of the institution's programming,
some redirection in course work offerings was recommended. Movement
from a generalistic degree to specialist degrees was supported by more than
50% of both graduates and supervisors, and nearly half of both groups
recommended the addition of an advanced degree within 5 years.

Both of the above-mentioned follow-up surveys provided findings that
are important in outlining educational issues to be addressed by institutional
administrators. Follow-up evaluation is a valuable tool for gathering
information on the strengths and weaknesses of an educational activity from
those who are in the best position to judge--that is, the former students and
their employers. Such evaluation provides feedback from these two groups
on how well the training has prepared the graduates for actual jobs, and it
tells the institution’s administrators in what ways the training activity might
benefit from improvement. A follow-up evaluation focuses on whether or not
the specific or immediate objectives of the institution with regard to
educating students were actually attained and whether these objectives are
consistent with the graduates' actual work situations.

Naranjo (1966) conducted a study of the graduate program of the
lnterAmerican Institute of Agricultural Sciences in Turrialba, Costa Rica, and
reviewed all follow-up studies in higher education in Latin America that had
been conducted up to 1966. He stated that only two such studies had been

carried out in Latin America: Chapparo conducted one in 1955 as part of a

67

cooperative program between IlCA and FAQ, which included all Latin
American countries, and the second dealt primarily with agricultural
education in Colombia. Chapparo investigated the factors affecting higher
education in agriculture in Latin America. He presented a summary of that
information in the following order: (a) historical development of higher
education in agriculture at the undergraduate level, (b) growth of agronomy
faculties in that part of the world, (c) subjects of study or curriculum, (d)
Specialization in higher education in agriculture in Latin American countries,
(e) teaching methods employed, (f) faculty members, (9) students, and (h)
general information.

Among the main problems found in the Colombian follow-up study of
higher education in agriculture were:

1. A lack of integration between the different levels of education;
this problem was especially acute in the rural areas.

2. The vocational education system in agriculture was insignificant
and deficient, especially in those respects dealing with subject matter and
teaching methods.

3. There was a lack of buildings and other physical facilities, as
well as a lack of equipment and supplies in most of the universities and
faculties of agriculture, veterinary medicine, and forestry schools.

4. In many instances, thesis presentation at the end of the training

period was not a requirement, and the course content was based mainly on

68

straight lectures.

5. There was a high percentage of dropouts during the first year of
university training.

6. Because a uniform status was recognized for all the professors
at the university level, a lack of motivation was found in those personnel
toward graduate studies.

7. The Commission reported a high degree of isolation of the
faculties and schools in relation to the official and private institutions dealing
with agriculture and rural life, as well as with all the graduates from the same
educational institutions.

8. An identical pattern was discovered in relation to the research
activities that were carried out under the direct responsibility of the Ministry
of Agriculture, departmental agricultural agencies, and some semi-official
institutions.

9. Extension work was also located under the Ministry of
Agriculture in various departmental agricultural agencies and some
semi-official institutions, but no relationship was found with similar
international institutions, as normally happened with the. research activity.

10. In 1961,the demand for well-trained personnel indifferent fields
of agriculture at various educational levels surpassed the number of
well—qualified persons available at the time to work in those fields (Naranjo,

1966).

69

Naranjo’s follow-up study was aimed at eliciting the opinions of
graduates regarding the value and achievement of the school’s educational
objectives, the academic program, and related aspects. He also studied the
relationships between graduates, department of study at the school and their
jobs after graduation, job satisfaction, and job expectancy, as well as
graduates’ compelling problems. The major findings of his study were as
follows:

1. Graduates awarded a high value to the Tropical Center of
Graduate Teaching and Research, as a graduate educational institution
serving the Latin American country members of the Organization of American
States (OAS). One hundred twelve of the 128 respondents indicated a highly
favorable attitude toward the IICA graduate school.

2. The graduates awarded the highest value to all of the
educational objectives set by the graduate school, and they recognized that
the Institute had met those objectives in an appropriate way.

3. The strengths that Turrialba presented as an educational
institution at the graduate level were: "an ideal combination of teaching and
research," endowed with "very good library facilities," "faculty with Ph.D.‘ls
and scholarship," and "very good environment, facilities", and "scientific
attitude to carry on research and teaching in tropical agriculture",
"agricultural extension", and "animal husbandry". The majority of the

graduates (89%) recognized a very high level of academic competence in the

70

faculty that formed the center.

4. Most of the graduates, following doctoral studies in American
universities, had received recognition for their "Magister" degree granted by
the IICA, and 24 out of 28 pursuing such studies recognized that the training
received at Turrialba was of great value to them in the process of their
doctoral education.

5. The graduates recommended that some sort of placement
bureau for graduates be established.

6. The IICA graduates expressed extremely low job dissatisfaction.
Only 5% of the respondents were dissatisfied with the specialization chosen.

7. The favorite aspiration of the 100 graduates was that of
increasing their efficiency by way of expanding their knowledge, skills,
abilities, and understanding. It was recommended that studies be made to
cover more deeply certain important areas dealing with personality and
effectiveness of the graduate school faculty, the academic program, the
research program, and many other areas.

Other studies dealing with the situation of higher education in Central
American countries have been carried out by "ME of the University of San
Carlos and Michigan State University. Friedman (1963) reported on data
gathering at the universities in Costa Rica, Honduras, and San Carlos in
Guatemala, as well as two university-level normal schools. In all cases, the

author reported some gaps in the data, where information was either

71

impossible or extremely difficult to obtain. He found the technique of
administering questionnaires to be extremely slow in eliciting returns, which
he thought could be taken as an indication that very few questionnaires
would be returned. This fact was particularly true in the case of forms sent
to professors, graduates, administrative officers, and especially selected
observers of the educational scene. Friedman found that personal gathering
of data by members of the IIME was much more efficient than other means
of data collection. Some of the data collected concerned programs of study,
course offerings, enrollment in and completion of courses, instructional
costs, and classroom time.

Palmer (1985) pointed out some methodological weaknesses of
institutional follow-up studies that severely limited the validity of survey data
as measures of the effect of programs on graduates’ careers. For example,
most of the follow-up studies Palmer considered were conducted on a
one-shot basis anywhere from 6 weeks to 3 years after graduation, thus
providing only a limited picture of the graduates’ careers. The respondents,
expressed dissatisfaction with the college’s role in promoting career
advancement may have been an artifact of this one-shot design. Because the
surveys were conducted at one time shortly after graduation, many
respondents probably had not had a chance to settle into their jobs and to
discover the paths to advancement in the internal labor markets of their

firms.

72

Other methodological problems found in many (although not all) of the

follow-up studies included the following;

1. Low response rates, with only limited control for respondent
bias.

2. Failure to control for the graduates' previous employment
expedence.

3. Lack of control groups against which the graduates'

employment experiences could be assessed.

Palmer (1985) and Williams and Snyder (1974) suggested that, to
improve follow-up studies, the following measures might be taken:

1 . Increase response rates by reducing the size of survey
instruments. This can be accomplished, in part, by eliminating questionnaire
items requesting information that is normally gathered at registration.

2. Solicit information on the graduates’ educational goals and
previous employment experience.

3. Gather longitudinal data to trace the career development of
former students and to obtain time-tested perceptions of their college
expefiences.

4. Base follow-up studies on well-chosen samples of the study
population as an alternative to surveying all of the graduates.

5. Include a control group of nongraduates in the study.

CHAPTER IV
METHODS AND PROCEDURES

The methods and procedures that were used in conducting the
research are described in this chapter, which is divided into six sections. In
the first section, the nature of the study is described. The next four sections
contain a description of the population, sampling procedures,
instrumentation, and data collection techniques. The final section contains a
description of the procedures used in analyzing the data.

The purpose of this study was to try out a process of gathering
information from former CUNORI students and their present employers
regarding the adequacy and appropriateness of those students’ educational
experiences while at CUNORI. The CUNORI Administration played a vital role
in the process of this study. The administration put together a curriculum
review committee, with the assistance of the faculty, program coordinators,
and the academic coordinator, to review the programs offered at CUNORI.
Since the beginning of the study the curriculum review committee,
administrators, coordinators and faculty have been participating actively with
the researcher to conduct the research study. They provided the lists of

graduates, student addresses, comments on the instruments and assistance

73

74

in selecting two Students to help with the survey. Meetings were conducted
with all the faculty and students for them to be aware of the study and for
them to provide any comments or assistance needed for the study. Much
time was spent in reviewing the instruments used to adapt them to local
conditions to asses the CUNORI situation. This was done to collect data that
would be useful to CUNORI administrators to make wise decisions on
curriculum and program improvements.

The design chosen, according to a typology used by researchers in the
field of education (Ary, Jacobs, & Razavieh, 1990; Borg & Gall, 1989) can
be categorized as a descriptive survey in the form of follow-up research. The
necessary information was gathered through a self-administered
questionnaire. The researcher with the assistance of two CUNORI students in
their last year of study in the 8.8. program, personally delivered the
instrument to the graduates and their employers. The dropouts were not
included in this study, since CUNORI officials decided to study them first.

Emulation

Identifying the study population is a critical step in the research
process. According to Rossi (1983), there are two types of populations: a
target population and a survey population. The target population includes all
of the elements that the researcher would like to study. The survey
population is the population that was sampled and from which the data was

obtained.

75

The total number of diploma students registered in the three

agricultural programs at CUNORI during 5 academic years, 1988-89 through

1992-93, represent the target population. From the three CUNORI

agricultural programs during those years, 89 students finished all of the

requirements for diplomas (see Table 4). The survey population included all

of the graduates from the three agricultural programs during the 5

academic years, 1988-89 through 1992-93 and their employers.

Table 4: Number of students completing all of the requirements for
diplomas in the three CUNORI agricultural programs, 1988-89
through 1992-93.

 

 

 

 

 

 

 

 

 

 

Year Registered Total Graduated
1989 95 10

1990 123 8

1991 332 31

1992 326 14 Jl
1993 327 26 II
Total 1,203 89

Source: CUNORI academic coordinator reports, 1993.

Ibejanmlejndjamnlefielentinn

According to Ary et al. (1990), sampling involves taking a portion of

the population, making observations on this smaller group, and then

generalizing the findings to the parent population, the larger population from

which the sample was drawn. Considering the smaller number of graduates,

76

the CUNORI research committee determined that the data should be
collected from all graduates (i.e. population) of the three diploma programs.
Since the dropout population was studied prior to the time this study began,
the results will be mentioned in this study. The three CUNORI diploma
programs from which the graduates will be identified are the Diploma in
Production Agriculture, Diploma in Animal Science, and Diploma in Business
Management.

A list of graduates was compiled by the researcher with the help of
the graduate coordinator, and the research committee. Eighty nine CUNORI
graduates were identified. All the graduates of the three diploma programs
were visited at their homes or place of work and hand delivered a
questionnaire for them to answer. A time was agreed to pick up the
completed questionnaire and the same person that delivered it picked it up.

To obtain judgments of the employers of CUNORI graduates, a
questionnaire was prepared which provided an opportunity for responses to
give their opinions of the work and training of the graduates.

Frequency counts and the percentages were made for all items on the

questionnaires.

Instrumentation
The section on instrumentation consists of a description of the design

and development of the instruments that were used to collect data from

77

graduates and their employers.

Ibefluestinnnairns

Questionnaires were designed to gather perceptions of CUNORI
graduates, and their employers regarding the adequacy and appropriateness
of the educational experiences the students received while they were at
CUNORI. Separate questionnaires were prepared for the former students and
for their employers. Both the former-student questionnaires and the
employer questionnaires included some items designed to elicit demographic
information from the respondents.

The objectives from which the questionnaires were developed were
carefully prepared by the researcher and the CUNORI review committee after
consulting several studies. Questions directed to the graduates served to
obtain valued judgement on their education obtained at CUNORI and also
information about their employers. Information was gathered by the use of a
questionnaire that was hand delivered to 89 CUNORI graduates and 15 of
their employers.

Both closed and open ended items were used to measure respondents’
perceptions of the adequacy and appropriateness of CUNORI graduates'
educational experiences. Most of the closed-ended items were responses on
a Likert-type scale. Others required yes/no responses. The Total Design

Method (TDM) of conducting survey research (Dillman, 1978) was used.

78

A major concern for any researcher is to establish reliability and
validity of the data collection instrument. Validity refers to systematic error in
measurement: Is the researcher measuring what he or she thinks is being
measured, or is there some systematic error involved? According to Ary et
al. (1990), validity is concerned with the extent to which an instrument
measures what one thinks it is measuring.

To establish content and face validity, the instrument was reviewed by
a panel of experts consisting of professors from the Agricultural and
Extension Education Department at Michigan State University and by the
research team and faculty members at CUNORI. Panel members were asked
to comment on the instrument, especially with regard to:

1 . Relevance of the items to the purpose of the study.

2. Clarity of the items.

3. Completeness with which the items cover the areas of interest in
the study.

4. Format and layout of the questionnaire and its general appearance.

5. General suggestions and comments.

Reliability refers to random error in measurement, or the extent to
which the instrument is consistent in measuring whatever it measures (Ary
et al., 1990). Reliability indicates the ability to be confident that the
questionnaire elicits similar responses if it is administered to the same

individuals at different times or by a different investigator. Reliability of the

79

questionnaire for CUNORI graduates and the questionnaire for employers was
determined by conducting a pilot test using a similar group of graduates and
their employers from another center in Guatemala and by running a reliability
coefficient test with the Statistical Package for the Social Sciences
(SPSS-PC +) using Cronbach's alpha. Cronbach's alpha is used when
measures have multiple—scored items, such as a Likert-type scale (Ary et al.,
1990). The Cronbach’s alpha for scales pertinent to questions 12, 15, 17
and 19, were .75, .93, .76, and .99 respectively.
W

To enhance the credibility of the study and perhaps to elicit more
responses, the questionnaire package included the instrument along with a
cover letter directed personally to each respondent and signed by the
CUNORI director and the researcher conducting the Study. The cover letter
introduced the researcher and explained the purpose of the study. An
identification number was assigned to each questionnaire, to control the
distribution procedure and to facilitate follow-up calls, if necessary. The
respondents were assured of the confidentiality of their responses. In line
with the policy of CUNORI, the cover letter and the questionnaire were
printed in Spanish, the official language of Guatemala.

After reviewing other studies done in developing countries in which
questionnaires were mailed, the decision was made to hand deliver them to

encourage a better response rate. Two CUNORI students were assigned by

80

the evaluation committee to assist the researcher with this task. The
response rate, 95% was very high. It was anticipated that the response rate
would be higher than other studies done in Nepal, Costa Rica , and Colombia,
which was below 50 percent.

The questionnaire packets were hand delivered and collected by two
individuals known as information collectors--CUNORI students who were in
their final year in the Agribusiness BS program. A training workshop was
provided to acquaint the information collectors with the purposes and
Objectives of the study. The workshop also covered other matters such as
how to meet the former students and employers, possible questions the
former students and employers might ask, how to avoid bias through
discussion, and how to convey the importance of the responses.

The Michigan State University Committee on Research Involving
Human Subjects (UCRIHS) was provided with a copy of the research
proposal, proposed questionnaires and cover letters for approval before data
collection began.

W

The data were analyzed using the Statistical Package for the Social
Sciences (SPSS-PC +) on an IBM PC computer. With this statistical package,
the researcher obtained the response frequency distributions, means,
percentages, ranks, and standard deviation for each of the quantified

questions. A one-way analysis of variance (ANOVA) was used to determine

81

the mean differences between groups. Frequency and percentage
distributions were used to present the demographic characteristics of the

respondents. Data were presented for each of the objectives of the study.

CHAPTER V

STUDY FINDINGS

The purpose of this research was to develop and try out a process Of
gathering information from former CUNORI students and their present
employers regarding the adequacy and appropriateness of those students’
educational experiences while at CUNORI. This study was an attempt to
design a procedure to enhance the future use of the information gathered by
the evaluation committee at CUNORI.

The CUNORI administration, program coordinators, faculty, and
students participated in the process. The organization of a curriculum review
committee by the administration made it easier for the researcher to involve
all the participants in the study. Their participation made it possible to use
this type of study to seek information from graduates and their employers to
make decisions on program changes. Follow-up studies found in the
literature were used to adapt a process that could be used to evaluate the
curriculum in a different setting such as CUNORI in Guatemala. Of the four
types of evaluation included in the CIPP model (Stufflebeam et. al., 1971;
Finch & Bjorkquist, 1977), product evaluation was used in this study. The

major focus of this study was to gain information from the opinions and

82

83

experiences of former CUNORI students and their employers regarding the
graduates’ educational experience while at CUNORI. The findings are
presented in two parts. Part 1 describes the responses given by the

graduates, and Part 11 describes the employers’ responses.

Part 1. Responses of CUNORI Graduates
R ' r ri i S

The respondents for the study were 1989—93 graduates from the three
diploma programs at CUNORI (Agriculture, Animal Science, and Business
Administration) and their employers.

During these years, 89 graduates received the technical degree
diploma from all three programs, with the largest number being 35 (40%) in
Business Management, 31 (35%) in Production Agriculture and 23 (25%)
from Animal Science. (The distribution of graduates in each area of study is
shown in Table 5 as part of the respondents’ characteristics. The majority of
the respondents, 92 % (81 ), had an urban permanent residence. Eighty
percent were male and only 20 percent female. CUNORI graduates from all
three programs were relatively young, with an average age of 27 years.

Table 5 is a summary of the respondents' characteristics.

84

Table 5. Characteristics of Respondents

 

 

 

 

 

 

 

 

 

 

 

 

Factor Number Percent

Residence

Urban 78 92

Rural 07 08
Gender

Male 68 80

Female 17 20
Curriculum in:

Agriculture 30 35

Animal Science 20 24

Administration 35 41
Year of Graduation

1989 09 1 1

1990 08 09

1991 31 36

1992 14 17

1993 23 27

_A_ge (Average Age: 27

Employment Status

Full time 57 84

Part time 05 07

Unemployed looking for work 06 09
School status

Full time 31 55

Part time 25 45

 

The graduates interviewed offered a wide variety of reasons for

pursuing the technical degree diploma. Table 6 provides a list of the major

reasons given for pursuing a technical diploma at CUNORI.

 

85

Table 6. Reasons for enrolling in a diploma program at CUNORI. N = 81

 

 

 

 

 

 

 

 

Frequency of mention
Reasons Production Animal Business TOtal *
Agriculture Production Management

University close to home 20 17 15 52
Economic situation 26 15 30 71
Future employment 29 16 26 71
opportunity

Liked the diploma option 21 15 33 69
offered

Vocation 17 18 27 62

 

 

 

 

 

 

*Total N exceeds the sample size because of multiple answers.

El '6' !|"'E|

The 35 graduates with diploma in Business Administration were 40%
of all the graduates from the three programs. Some key characteristics of
the Business Administration Graduates were: 32 (91%) graduated in the
years 1991 to 1993 only one interviewee had a permanent residence in a
rural area and 26 were employed full time or had their own business (see
Table 7). Only two are unemployed and looking for work. Twenty-four of
the 35 diploma graduates decided to continue their education toward a
bachelor of science degree at CUNORI or other institutions close to the
Chiquimula area. Business Administration is the program that has the most

students at technical and bachelor of science levels.

86

Table 7. Characteristics of Respondents who were Business Administration
Diploma graduates from CUNORI for the years 1989-93.

 

 

 

Factor Number Percent
Residence

Urban 34 97

Rural 01 03
Gender

Male 21 60

Female 14 40
Year of Graduation

1989 01 03

1990 02 06

1991 13 37

1992 08 23

1993 1 1 31
Employment Status

Full time 24 78

Part time 03 10

Owner of Business 02 06

Unemployed looking for work 02 06
School status

Full time 09 37

Part time 15 63
D' I . l E I

There were 30 (35%) respondents who were graduates from the
Agronomy program during the academic years 1989 to 1993. Table 8
contains descriptive data about this group of respondents. The majority
(60%) of the agronomy diploma graduates who were interviewed were 1991
and 1993 graduates. Most of them, 84%, came from urban areas.
Approximately 94% were male, and the average age for the group was 27

years. Eighteen (55%) of the respondents reported that they were employed

87

full-time, part time, or had their own business. Another 25 (81%) reported

that they were attending school full (72%) or part-time (28%).

Table 8. Characteristics of Respondents who were Agronomy Diploma 1989
- 1993 graduates from CUNORI

 

 

 

Factor Number Percent
Residence

Urban 25 84

Rural 05 1 6
Gender

Male 28 93

Female 02 07
Year of Graduation

1989 O5 1 7

1 990 04 13

1991 1 1 37

1 992 03 10

1993 07 23
Employment Status

Full time 09 50

Part time 02 1 1

Owner of Business 06 33

Unemployed looking for work 01 06
School status

Full time 18 72

Part time 07 28
D' | . l . I E . E I

The number of respondents who graduated from the Animal Science
program for the years 1989 to 1993 was 20, which is 25% of the total
surveyed. Twenty, or 95%, of the respondents who graduated from the

animal science program were males, and the average age was also 27 years

88

(see Table 9). Only one interviewee reported coming from a rural permanent
residence.

The majority of the graduates (94%) reported that they had a job.
Only 30% of the respondents from this group reported that they were
attending school at CUNORI while working toward a bachelor of science
degree.

Table 9. Characteristics of Respondents who were Animal Science Diploma
1989 - 1993 graduates from CUNORI

 

 

Factor Number Percent
Residence
Urban 1 9 95
Rural 01 05
Gender
Male 1 9 95
Female 01 05
Year of Graduation
1 989 03 14
1990 02 09
1991 07 32
1 992 03 14
1 993 05 23
Employment Status
Full time 13 58
Part time 03 14
Owner of Business 03 14
Unemployed looking for work 03 14

School status
Full time 04 17
Part time 03 13

 

89

‘I ‘II00 Il'l -.- 1......‘I0. ‘noo ' o L.- 029 .-

Seventy percent of the respondents reported that they were employed
full time at an institution or are self employed. Only seven percent reported
that they were unemployed and seeking work. Twenty three percent of the
respondents reported that they were unavailable for employment. The major
reasons for not being available for employment were ”going to school" and
”for health conditions”. Sixty percent of the respondents who were working
reported that it took them less than one month to find a job, 22% took less
than twelve months and 18% took more than 12 months to get the first job.
When the respondents were asked how they got their first position after
leaving CUNORI, the majority responded that they got their first job through
a family member (26.4%), on their own (20.8%), or through a contest of
merit (24.5%) (Appendix Table 1). Of all the Animal Science respondents
who were employed or had their own business, 96% were also in school full-
or part-time.

Among the most important factors the respondents considered in
taking their first job were: “importance of work" (21%), "salary” (19%),
”working conditions” (17%), and ”opportunity for promotion" (17%).
”Serving others" and ”personal interest" were rated last or not very
important in taking their first job (Appendix Table 2). For the majority of the
respondents (52%), their present job was the first job. Only 23% of the

graduates have had three or more jobs.

90

El . . I I [ZIIIICEIE |

The major employers in the area of Chiquimula are rural development
programs that the government or non governmental organizations have in the
area. Federal government organizations such as: DIGESA, DIGEBOS, FIDA,
INDE, IGSS, CUNORI, DIGESEPE, INTECAP, and the National Institute of
Cooperatives employ most CUNORI graduates. In addition, there are several
non governmental organizations (NGOS) in the area that also provide
employment to the CUNORI graduates. Included in this type of organizations
are CARITAS, World Vision, PROZACHI, and The Benson Institute. All of
these organizations are working in development programs for the region.
Other private and state organizations that provide employment for the
graduates are: Bottling Company of the Atlantic, Central American Beer
Company, Maderas San José (a construction company), the state, and the
municipality. Only two graduates have their own business.

The nature of job reported by the respondents varied, with the most
common being production (25%), followed by research and service with

I! ll

20% each. Jobs such as ”public relations, purchasing,” and "sales" was
reported by 12, 9, and 9% of the respondents respectively. Table 10 lists

the major employers of CUNORI graduates by organization and study area.

91

Table 10. Major employers of CUNORI graduates by study area

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

Frequency
Total
Major employers :roduction Animal Business _
ngculture Production Management N _ 51
N = 13 N = 12 N = 26
CARITAS International 1 2 0 3
DIGESA\DIGESEPE 2 4 0 6
CUNORI 2 0 4 6
FIDA 2 0 0 2
World Vision 1 0 0 1
Benson Institute 4 2 1 7
INACOP 1 0 1 0 1
INDE 0 0 3 3
Education Department 0 1 2 3
Private Business 0 1 10 1 1
State 0 0 5 5
INTECAP 0 1 , 3

 

E . IEIIIIDBI l l I . 'I

For 52% of the respondents, their present job was their first job after

finishing their studies at CUNORI. The average starting salary per month

was below 1000 quetzales for 79% of CUNORI graduates who found a job

when they finished their studies. However, the salary increased as they

gained more experience in their jobs. Seventy five percent of the

respondents indicated that their actual salary is between 1000 and 2000

quetzales, which is much better than when they started. Of those

 

92
respondents, 52%were above 1000 quetzales. This is a good indicator for
new graduates who are entering the job world. Table 1 1 Shows the range of

salaries for the respondents.

 

 

 

 

 

Table 1 1. Salary ranges for respondents.
Frequency of mention
Salary N = 52
in Quetzales
Beginning Current
500 to 1000 41 20
1001 to 2000 09 27
2001 to 3000 02 05

 

 

 

 

 

When asked about the relationship of their present job to the type of
job they thought they would follow when they left CUNORI, 73% responded
that their present job was somewhat related, closely related, or exactly the
kind of job they expected to get while studying. When asked about the
relation of their education at CUNORI to their present job, the majority (63
%) responded that their education provided a general background, while 25%
reported that it provided specific preparation.

When respondents were asked their agreement or disagreement with
different statements about their present job, they responded positively to all
the statements. Table 12 shows the agreement of the graduates regarding

all the statements about their perception of how they feel in their present

93

job. All graduates in the three programs agreed on the following statements

about their present jobs: ”I try hard to do quality work" and I am very well

trained for my present job”. All disagreed with the statement ”My job is

boring." In general, the respondents feel gOOd about their present job

 

 

 

 

 

 

 

 

 

 

 

 

 

situation.
Table 12. CUNORI graduates perception about present job by study area.
Production Animal Business
Agriculture Production Management
N = 11 N = 14 N = 27
Statements about present job % % % % % %
Agree Disagree Agree Disagree Agree Disagree
There is a good future for me on 64 36 79 21 70 30
my job
y job is boring 0 100 0 100 7 93
[like the people I work with 82 18 93 7 100 0
II will get more pay by promotion 64 36 79 21 18 82
ll have good supervision at work 73 27 43 57 18 82
I try hard to do high quality 100 0 100 0 100 0
ork
I will only get more pay by 9 91 43 57 67 33
taying on the job a long time
(seniority)
I am very well trained for my 100 0 100 0 93 7
resent job
My employer cares about safe 64 36 86 14 70 30
orking conditions
I like my job 100 o 86 14 100 o

 

 

 

 

 

 

 

 

94

.OIOI O... 0.! -0.‘ 0 L0; 0. u. _. ‘ ‘02 0.1- 1' o ‘ -. ‘-_ ll'
mm

The respondents generally perceived their Diploma education as a
positive influence and an aid to their employment. Almost all (97%) of the
interviewees responded that the education received at CUNORI was useful or
very useful. Some of the experiences the respondents most appreciate from
their education were: Planing and organizing agriculture and management
activities, having the technical knowledge and skills for present job, being
able to diagnose real job situations, and participating in school work at
CUNORI that helped them formulate research to solve regional problems
(Appendix Table 3). When asked about the most important thing learned at
CUNORI, all three groups reported three main concepts. (listed in order of
most frequent to least frequent reported):

(1) Increase and/or improve work production

(2) Individual preparation in education that is important in job world

(3) The use of the concepts learned to solve job related problems

As they reflected on their educational experience at CUNORI, the
respondents rated the quality of variables such as: teacher command of
subject area; teaching skills; library facilities; use of textbooks (Table 13).

The respondents reported an average of regular to good (2.7) on a scale of

one (poor) to four (excellent), on all variables.

Table 13. Perceptions about learning experience at CUNORI

95

 

 

 

 

 

 

 

 

 

 

 

 

 

 

Mean*
L . .
earning experience Agriculture Animal Business
Production Production Management
N = 30 N = 20 N = 35
a. Teachers command of 2.7 2.8 2.8
subject area
' b. Teaching skills 2.6 2.5 2.7
c. Classroom discipline 2.6 2.7 2.7
d. Helping students outsrde 2.9 2.5 3.1
classroom
e. Evaluation and grading of 2.5 2.7 27
students
f. Library facilities 3.0 2.9 2.6
H 9. Use of textbooks in courses 2.7 2.3 2.4
l h. Practical training 2.9 2.4 2.4

 

 

 

 

* Mean scores were computed based on a 4 point scale: 1 = Poor;
2 = Regular; 3 = Good; 4 = Excellent

Regarding the contact with CUNORI since graduation, 62, (71%) of the

respondents reported that they continued their studies at CUNORI, while 17

(19%) reported that they had contact with a CUNORI faculty member.

Table 14 shows the frequencies for the type of contact graduates had with

CUNORI after graduation.

 

96

Table 14. Contact with CUNORI since graduating

 

 

 

 

 

 

 

 

 

 

 

 

 

 

'1 Frequency II
Agriculture Animal Business
Type Of contact Production Productio Management
N = 30 n N = 35
N = 20

I CUNORI faculty contact 5 1 1 1
Association contact 0 O 0
Attended short course 0 1 1
Continued studies at CUNORI 24 9 29
Other 0 O 1
II No contact 2 _ 1 3

 

Conn 0 L0: 9-.9.-.‘ 2.00. I“

atflNQBl

The respondents indicated that there are several areas that CUNORI
could expand. Appendix Tables 4, 5, and 6 show, by program, how the
respondents reported the different areas CUNORI should expand in the next
five years. ‘

Most areas reported by the respondents regarding the expansion of
CUNORI for the three programs of study were ”desirable” to ”essential” for
all three groups. The graduates perceive that CUNORI needs to update the
curricula to help with the development of the area. They want more
emphasis in areas such as: more practical instructional activities, project
administration, communication skills, research planning and analysis, and

more internships for students.

97

In trying to explore the opinion of the graduates whether CUNORI
should render extension service activities to serve the Chiquimula
community, a great majority or 95%responded positively. Only a few (5%)
responded negatively.

Extension and public service are part of the CUNORI mission as a
public institution. Institutions such as CUNORI publish and disseminate
research findings and related information, providing a public service for the
nearby communities.

Among the possible service activities for CUNORI to serve the
Chiquimula community, "organize presentations" and having ”students visit
and disseminate information" were rated high by 68% of the respondents.
Fifty-five percent of the graduates reported that extension service should
also be a priority as an activity to serve the community. Table 15 shows the
response on all the activities that CUNORI could offer for the development
of the Chiquimula area. When the interviewees were asked what each of
the three diploma programs could offer for the development of the area,
they reported that “providing short on campus training" in areas of the
different programs were areas in which CUNORI should participate. For
example, in Production Agriculture “training on cultivation practices of
vegetables and field crops" was rated the highest by the graduates in the

program. The graduates in Animal Production perceived that CUNORI

98

should offer “short on campus training” on control of common farm animal
diseases (77%) and animal nutrition (68%). The Business Administration
graduates feel that CUNORI should offer short campus training on Total
Quality (74%) and Human Relations (69%). Table 16 shows the responses
that the interviewees from the different diploma options of study provided
as possible service activities that CUNORI could offer to serve the
community.

Table 15. Activities that the respondents of the three Diploma programs
feel CUNORI could offer for the development of the Chiquimula

 

 

 

 

 

 

 

 

 

area.

Activities N % Agree % Disagree
Btudents VlSlt and disseminate 85 61 18
information
Provide extension services 85 55 25
Set up demonstration plots/modules 85 52 33
Publish and distribute bulletins, posters, 85 31 52
pamphlets
Organize presentations 85 68 14
Organize farm exhibitions 85 71 19
Prepare extension materials for the use of 85 4O 40
the mass media
Prowde extenSIon serwce in the nearby 85 62 23
communities

 

 

 

 

 

 

99

Table 16. Campus training activities that CUNORI could offer for the
development of the Chiquimula area as perceived by the
respondents of the three Diploma programs.

 

 

 

 

 

 

Campus Training Activity N % Agree % Disagree
Provide short on-campus training in
Production Agriculture such as:
-Control of insect, pest and plant
diseases 30 87 3
-Control of farm animal diseases 30 87 3
-|mproving soil fertility 3O 81 13
-Proper use of farm chemicals 3O 81 19
-Cultivation practices of
vegetables 3O 1 OO O
-Cultivation practices of field crops 30 94 0
Provide short on-campus training in
Animal Production such as:
-Control of common farm animal.
diseases 20 77 14
—Animal genetic improvements 20 41 27
-Artificia| insemination 20 50 27
-Animal Nutrition 20 68 18
-Small animal production 20 50 18
-Marketing 20 23 27
-|ndustrialization of animal by
products . 20 23 45
-Administration of animal
production enterprises 20 27 41
-Machinery and agricultural
equipment 20 36 36
Provide short on-campus training in
Business Administration such as:
-Human Relations 35 69 20
-lnventory Control 35 63 20
-Total Quality 35 74 1 1
-Budgeting 35 63 23
-Publicity 35 60 20
-Human Resources 35 56 23
mm

 

 

 

 

 

100
Part II. Wes

From the questionnaires that were collected from the graduates, a list
of 15 employers was compiled. The list was used to send questionnaires to
those employers that graduates identified as their supervisors. All the
supervisors responded to the survey demonstrating that the employers are
willing and interested in assisting CUNORI to better prepare its graduates to
get a job. The responses of the employers will help the committee at
CUNORI to give direction in developing stronger programs.
WW2;

Table 17 shows some background information on the employers of
CUNORI graduates. Forty-six percent of the employers of CUNORI
graduates are government organizations, federal, or state. The rest are non
governmental organizations (NGOs) working in the area. However, the
government organizations are the largest sources of employment for
CUNORI graduates. The supervisors who responded to the survey held high
level positions within the organizations, such as program coordinators or
directors. With the exception of CUNORI, which has some part-time faculty
teaching, the majority of organizations do not have part-time employees.
The graduates are represented among all the institutions that are potential
sources of employment for CUNORI graduates. The major function of
employers of CUNORI graduates employers were service, education,

research and community development.

101

Table 17. Background information of CUNORI graduate's employers

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

Number of
Employees Number Of
OrNgrnisazgon Position Of CUNORI Ma'or functions
"I? t' t t' respondent FU” Part Graduates ‘
S ' u '0" time time
DIGESEPE Regional Service (Agriculture
. 120 6 . .
Director training), Research
World Vision Project Service, Research and
Coordinator 5 1 Community
Development
CUNORI Program Education, Service,
. 35 15 6
Coordinator Research
Plan Extension 44 3 Service, (Agricultural
International Coordinator training)
FIDA Program Service, (Agricultural
Coordinator 145 2 training) Community
Development
DIGEBOS Regional Forestry
C . 1 3 6
oordinator
CARE Regional Loans, Extension
Coordinator 8 2 Service, Community
Development
Benson Guatemala Research, Ag.
Institute Coordinator 15 1 7 production, Community
Development
Savings & Director Production loans,
Loans 18 5 Agriculture, Rural
Cooperative Development
Sacachispas Treasurer Professional Soccer
3 2 1
Club
CASVACHI Manager 1 7 2 Agriculture
Municipality Treasurer 1 51 2 Service
INTECAP Director 19 3 Education
INDE Director Electrical Power
25 3 C
ompany
Maderas San Manager Lumber Sales
4 2
Jose

 

 

 

 

 

 

 

102

Table 18 shows the different methods used by employers to recruit the
CUNORI graduates. Very few(2) contacted educational institutions as a
method to recruit employees. Seventy-three percent of the respondents use
personal contact with radio and newspaper advertisements to recruit new
employees. None of the respondents indicated that their organization

provided scholarships as an incentive to attract employees.

Table 18. Methods used to recruit employees by the different organizations

 

 

 

 

 

Recruiting method used Frequency
Contact Educational Institution 2
Newspaper advertisement 7
Personal contact 1 1
radio advertisement 8

 

 

 

 

“00 ‘ 0' ‘00: 2,00 0‘ on-J ‘0 k0. -_-.0.-.'
When the employers were asked about the adequacy of technical
knowledge by CUNORI graduates, 100% indicated that the graduates
possess good technical knowledge. Sixty-seven percent of the respondents
indicated that the graduates were ”somewhat prepared" for their jobs in
technical knowledge, and 20% indicated that the graduates were ”very well
prepared" in technical knowledge. When the employers were asked about

the skills needed for entry level positions, 80% responded that the

103

graduates are ”somewhat” and ”very well prepared" with the skills needed.

None of the employers indicated that the graduates were "not well

prepared” Table 19 shows the perception of the employers regarding

technical knowledge, level of preparation, and the skills needed for entry

level position.

Table 19. Perceptions about CUNORl’s graduates

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

Statements Number Percent
A. Graduates has technical knowledge needed
Yes 1 5 100
No 0 0
8. Level of preparation of CUNORI graduates:
a. Very well prepared with technical knowledge 20
b Somewhat prepared with technical 10 67
knowledge
c Not too well prepared with technical 0 0
knowledge
d Not at all prepared with technical knowledge 0 0
e. Don’t know 13
C. Do graduates possess skills needed for entry
level position?
a. Very well prepared with skills needed 4 27
b Somewhat prepared with skills needed 8 53
0 Not too well prepared with skills needed 0 0
d Not at all prepared with skills needed 1
e. Do not know 2 13

 

 

104
T‘nnu €I'0..._. 0 '1“. ‘ 0 k0: 0-.O._o.‘ -.-.._. I‘
II I . . 2! I! | 3 El
It is important, when looking for ways of improving the curricula at an
institution, to ask employers their opinion regarding the overall learning
experience of the graduates they employ. When the employers were asked
if CUNORI did a good job of preparing graduates for employment, 60 %
indicated that CUNORI could have done a better job. Only 27 % indicated
that the graduates had an adequate preparation for their job. Table 20
shows the employers’ perception of CUNORl's job of preparing graduates
for employment. The employers were given a series of fourteen statements
on which to rate CUNORI graduates. Table 21 shows the mean and
standard deviation of the employers regarding the statements. All
employers rated CUNORI graduates above average on all the statements.
The mean was computed based on a five point scale, La. 1 =poor, 2 =below
average, 3 =average, 4=good, and 5 =excellent, respectively. The
employers indicated that the graduates are promotable on their jobs because
of their willingness to learn new job skills or by attending additional in
service training. Job performance related statements like the ability to work
with others, follow suggestions, and the ingenuity/ability to meet new
situations were rated high, 3.60 or higher. The mean scores for this
statements were based on a one to five scale, with 1 being poor and five

being excellent.

105

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

Table 20. Perceptions about CUNORI’s job of preparing graduates for
employment.
Response Number Percent
Yes, could have done better 9 60
No, preparation all right 4 27
Don’t know 2 1 3
Table 21. Employers' ratings of CUNORI graduates
Statements Mean* Standarfsgeviation
Technical knowledge needed for present 3.67 .98
job
Skills needed for present job 3.67 .90
Willingness to learn new job skills or take 3.93 .88
training
Ability to follow suggestions 3.80 .77
Work habits 3.73 .88
Pride in work 3.73 1.10
Ability to work with others 3.87 .83
Promotable 4.00 .78
Creativity/originality 3.60 .91
Ambition/motivation to get ahead 3.67 .98
Concern for productivity 3.73 .88
Ability to meet the public 3.87 1.06
Accuracy in figures and words 3.73 .59
Ingenuity/ability to meet new situations 3.80 .77

 

 

'Mean was computed based on the scales of 1 =Poor, 2 =Below Average, 3=Average, 4=Good, and

5 = Excellent.

 

106

‘QO'I- -.II- .“q I'ri ‘0..- 1“”.0',‘ 0 L03 on.

The response rate for the perception of employers regarding additional
training was high. All 15 employers identified by the graduates responded
to questions regarding additional training CUNORI graduates needed for
better preparation. Employers were asked to indicate areas of additional
training for CUNORI graduates, which training areas were needed for the
”employees personal growth,” and also if it would help "the growth and
development of the organization". The majority of the employers indicated
that additional training was needed for the employees' personal growth and
development. The area of leadership/management was mentioned by nine
of the employers as being an important area of additional training. As
shown in Table 22, the different areas of additional training needed by
CUNORI graduates include technical training/education, general skills for
project administration, and public speaking. Fewer employers responded
that CUNORI graduates need no further training. When the employers were
asked whether if they were employing new graduates, they would employ
individuals who had the training and education that CUNORI graduates

possess, all responded that they would hire such graduates.

Table 22.

107

Areas of additional training for CUNORI graduates

 

Training Areas

Frequency of mention
N = 1 5

 

For Employees
personal growth
and development

For growth and
development of
Organization

 

 

 

 

 

 

 

 

 

 

 

 

a. On the job in service training 5 5

b. Needs additional college 8 1
educafion

c. Technical training related to job 8

d. Leadership/management 9 4

e. Improve attitude/respect for 3 1

employer

f. Public relations/public speaking 5 1

9. General skills for project 8 4

administration

h. Special job related training 4 0

I. No further training 1

 

Table 23 shows the perception of the employers of CUNORI graduates

regarding the different areas that need to be expanded in the next five

years. For the Production Agriculture graduates, the employers rated

practical instruction in horticulture, regional crops, farm management, and

farm machinery and equipment as important areas to expand or initiate in

the future. The employers of the Animal Production graduates gave the

 

108

highest ratings to marketing, the processing of animal products, and the
production of animal feed as important areas to expand in the next five
years. For the Business Management graduates, the employers perceived a
need for expansion in the areas of marketing, marketing research, and
finances.

In the opinion of the employers, marketing apparently is an important
area that needs to be expanded more in the next five years. All the
employers perceive that skills in communication, preparation of materials,
practical research planning, and analysis are important areas that need to be
expanded in the future. They also feel that it is important to support
financially the graduates as they provide community assistance through the
final supervised practicums. All employers agree that there is a need in the
next five years to expand some areas, especially more practical instruction
at CUNORI. The employers perceive that the diploma programs need to be
analyzed and updated to prepare the graduates with better skills necessary

for the jobs that will be available in the future.

109

Table 23. Perceptions about different areas needing expansion/initiation in

next five years.

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

Frequency of mention
Areas needing Expansion N =12
Unnecessary Desirable Essential
A. Diploma in Production Agriculture

Practical instruction in:

a Production Agriculture 2 5 4
b. Horticulture 2 6 2
c. Soils 1 5 5
d. Regional Crops 1 6 4
e. Farm Management 1 6 4
f. Farm Machinery/Equipment 3 7 0

B. Diploma in Animal Science:

Practical Instruction in:

a. Animal Production 2 5

b. Administration of animal 2 5 4

production enterprises
0. Machinery and animal production 4 5 1
equipment

d. Processing of animal products 1 8 2
e. Large scale bovine production 4 3 1
f. Marketing 1 6 6
9. Animal feed production (all kinds) 2 7 2
h. Small animal production 4 6

 

110

Table 23 (cont.)

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

’ C. Diploma in Business Management
Practical Instruction in:
a. Business Administration 2 3 5 II
b. Human Resources 2 5 5
c. Finances 1 5 6
d. Marketing 4 9 2
H e. Sales Executive 2 7 2
n f. Marketing Research 1 5 7
D. All three diploma options
a. Communication skills
Mass media 2 4 5
Preparation of materials 1 7 4
b. Research planning & Analysis 2 4 7
c. Computers 2 5 5
d. Financial assistance and 1 6 5
advice for final supervised
practices

 

 

 

 

,. . _ 1. - . ... . x0. . . . .._ r ... I.“ ._ ”I“ J.
The CUNORI campus is surrounded by a large agricultural community

mostly are populated by small farmers. As part of its mission, CUNORI is

expected to provide extension services to help these communities solve

some of their problems through research. When asked whether CUNORI

111

should render some agricultural services to its nearby communities, 93% of

the employers responded positively (Table 24). When the employers were

Table 24. Should CUNORI render agricultural services in its nearby
communities.

 

 

 

 

Response In“??? Percent
Yes 1 4 93
No 0 0
Do not know 1

 

 

 

 

 

asked to indicate possible areas or kinds of service CUNORI should offer,
”on campus training”, "pilot extension projects," and ”technical information”
were listed. Table 25 shows the possible areas or kinds of service CUNORI
could render in the communities near the campus. The employers perceive
that practical training is an important area for CUNORI to get more involved
in. The CUNORI administration feels it is important for CUNORI to get the
students involved in research projects that will help the farmers in the
nearby communities. CUNORI has initiated a program in which students in
their last year participate in the communities by providing a service

practicum before they graduate. A t-test was done between the groups, but

no significant differences were observed.

112

Table 25. Possible services CUNORI should render to communities.

 

 

 

Area or kind of service Frequency
Provide farmers, cattle producers, and businessman training 9
at the campus
Provide information regarding improved practices through 7

individual and group methods such as tours, demonstrations,
field days, production competitions, etc., to farmers, cattle
producers and businessman.

 

 

 

Prepare professional publications for use in extension 4
programs

Conduct insect and disease control clinics at the village. 6
Provide staff support to help solve farmers, cattle producers, 6

and businessman, problems in its service area by visiting
them.

 

Send senior college students to the ”aldeas" to help identify 5
and solve the farmers problems.

 

CUNORI should start pilot extension projects in its nearby 8
”aldeas*"

 

 

 

 

" ”aldea" is a group of houses in a rural area and no services are available

The data in this chapter have been presented in an attempt to develop
and try out a process of gathering information from former CUNORI
students and their present employers. The major focus of this study was to
gain information from the opinions and experiences of former CUNORI
students and their employers regarding the adequacy and appropriateness of
those students' educational experiences while at CUNORI. The information
gathered from this study will help the CUNORI curriculum committee make
decisions regarding the changes that need to be made to better prepare its

graduates.

CHAPTER Vl

SUMMARY, CONCLUSIONS, AND RECOMMENDATIONS

Summau

This chapter presents a brief summary of research objectives,
procedures used to conduct this study, and results. Finally, it presents the
conclusion and recommendations based on the findings of the study.

The Centro Universitario de Oriente (CUNORI) was established by the
University of San Carlos (USAC) on February 12, 1977, and is located in the
eastern sector of Guatemala in the department (state) and city of Chiquimula.
The general objective of CUNORI is to provide individuals at a post high
school level with a wider and richer education to prepare them for adulthood
and working life. CUNORI offers three 3-year diploma program options that
prepare students for immediate employment with the option to continue
studying for a B. 8. degree. However, because the programs at CUNORI are
specially tailored to train students to meet immediate employment needs, the
curricula are influenced by trends and developments in the production-
agriculture-related job market.

CUNORI is in the process of offering a B. S. degree for students who

finish the diploma option in the areas of Production Agriculture, Animal

113

114

Production, and Business Management. As part of the planning process for
the new degree program, the administrators of CUNORI decided to conduct a
follow-up study of former students and their employers. Since follow-up
studies have never been part of the evaluation process at CUNORI, the
purpose of this research was to develop and try out a process of gathering
information regarding the adequacy and appropriateness of those students
educational experience while at CUNORI. A research committee was
appointed to carry out the study. The research committee was organized by
the Director of CUNORI, was headed by the Academic Coordinator, and
includes faculty from the three programs offered. Both the Director and the
Academic Coordinator asked this researcher for assistance in carrying out the
follow-up study. The CUNORI administration and the faculty have been of
great help to the researcher by providing graduate and course lists and
reviewing the instruments used in the study.

Since gathering this type of data is not common at CUNORI, to secure
the largest number of returns the curriculum committee at CUNORI was
consulted on the best method to collect the data. The researcher and the
curriculum committee agreed that two CUNORI students could be trained in
collecting the data from the former students. Responses to the
questionnaires with this method were very good, with 95% of the graduates
and 100% of the employers returning completed questionnaires. The

information gained is significant for the purpose of presenting to the CUNORI

115

administration and the curriculum review committee factual information of
former student’s opinions and their employers regarding their educational
expenence.

A series of specific objectives were prepared to guide the development
of questions to ask former CUNORI students and their employers related to
the graduates' experiences while at CUNORI. The responses were desired as
one part of information needed to make curricular changes. The responses
would be helpful in determining the appropriateness of the process used for
gathering information on the students’ educational experience while at
CUNORI and its relationship to employers.

Because of the descriptive nature of the study, mostly descriptive
statistics—frequency, percentage, means, and standard deviations were used
to analyze the data. A one-way analysis of variance was performed to
determine significant relationships and differences. However, there were no
significant differences between the groups studied. Data were analyzed by
using computer software called Statistical Package for Social Science (SPSS
for Windows). Alpha was set a-priori at .05.

A total of 85 (95%) CUNORI graduates and 15 (100%) employers
participated by providing complete information asked in the survey
questionnaires. Following is a summary of answers received: Part I,

summary of data collected from CUNORI graduates, and Part II, summary of

116

data collected from employers.

Part I. The objectives designed to seek the perception and opinion of
CUNORI graduates and the responses received were:

1. TO FIND OUT THE CURRENT EMPLOYMENT STATUS AND
POTENTIAL EMPLOYERS OF CUNORI GRADUATES.

CUNORI graduates from the years 1989-93 found a demand for their
services. Seventy percent reported that they were employed full time.
Twenty three percent indicated that they were unavailable for employment.
The major reason for not being employed was because of going to school.
Ninety six percent of those are continuing their education for a B. S. degree
and are attending full or part time.

The major employers for CUNORI graduates are rural development
programs that the government or nongovernmental organizations have in the
area. Federal government organizations such as DIGESA, DIGEBOS, FIDA,
INDE, IGSS, DIGESEPE, and INACOP employ most of CUNORI graduates.
Nongovernmental organizations (NGO's) that also provide employment for
CUNORI graduates include CARITAS INTERNATIONAL, World Vision, CARE,
PLAN INTERNATIONAL, and the Benson Institute.

2. TO IDENTIFY THE PERCEPTIONS OF CUNORI GRADUATES ABOUT
THEIR PRESENT‘JOB.

For 52% of the graduates, their present job was their first job after
finishing their studies at CUNORI. Seventy-five percent of the graduates
indicated that their actual salary was between 1000 and 2000 quetzales,

which is much better than their starting salary of under 1000 quetzales.‘

1 17

Seventy-three percent of the respondents indicated that their present
job was related to or exactly the kind of job they expected to get while
studying at CUNORI. When asked the relation of their education at CUNORI
to their present job, the majority of the graduates (63%) responded that their
education provided a general background. Twenty-five percent reported that
their education only provided a specific preparation for their job. The
graduates responded positively to a series of statements regarding their
present job.

3. TO FIND OUT THE OPINIONS AND ATTITUDES OF CUNORI
GRADUATES REGARDING THE OVERALL LEARNING EXPERIENCE AT
CUNORI.

CUNORI graduates generally perceived their diploma education as a
positive influence and an aid to their employment. Ninety-seven percent
indicated that the education received at CUNORI was useful or very useful.
The concepts learned while at CUNORI that the graduates most appreciated
were: learning to plan and organize agriculture and management activities,
learning the technical knowledge and skills for present job, learning to be able
to diagnose real job situations, and learning to be able to formulate research
projects to solve regional problems. The most important things learned while
at CUNORI were:

a. How to increase and/or improve work production
b. That individual preparation in education is important in the job

world.

118

c. How to use concepts to solve job related problems.

As the graduates reflected on their educational experience at CUNORI
they reported an average of 2.7 (fair to good) on a scale of one (poor) to four
(excellent) for such variables as: teacher command of subject area, teaching
skills, library facilities, and use of textbooks.

4. TO FIND OUT THE OPINIONS OF CUNORI GRADUATES ABOUT THE
EXPANSION OF ACADEMIC PROGRAMS AT CUNORI

CUNORI graduates reported that there are several areas that CUNORI
could expand in the next five years. The Production Agriculture graduates
indicated that more practical instruction is desirable or essential in
agricultural production (81%), horticulture (48%), and crops in general (48%)
is needed. Sixty one percent also indicated that project administration is an
area that needs to expand in the next five years. The Animal Production
graduates also indicated that more practical instruction in animal feed
production (82%), machinery and animal production equipment (77%),
processing of animal products (68%), and marketing (73%) are areas that
are essential that CUNORI should expand in the next five years. Sixty-eight
percent of the graduates indicated that communication skills are desirable
and that research planning and analysis are areas essential for CUNORI to
expand.

The graduates perceived that CUNORI needs to update the curricula to
help with the development of the area. They want more emphasis in areas

such as practical instructional activities, project administration,

119

communication skills, research planning and analysis, and more internships
for students.

5. TO IDENTIFY THE PERCEPTIONS OF POSSIBLE SERVICE ACTIVITIES
FOR CUNORI TO SERVE THE CHIOUIMULA COMMUNITY.

A great majority, 95% of the graduates responded positively to
questions regarding whether CUNORI should render extension service
activities to serve the Chiquimula community. Among the possible service
activities for CUNORI to serve the Chiquimula community, ”organizing
presentations" and ”students, visit to disseminate information" were rated
high by 68% of the graduates. The graduates from all three programs
agreed that "providing short on-campus training” in the different programs

were areas in which CUNORI should participate.

Part II. The objectives designed for the employers of CUNORI graduates
and the responses received were:

1. TO FIND OUT THE POTENTIAL EMPLOYERS OF CUNORI
GRADUATES

Forty six percent of the employers of CUNORI graduates are
government, federal, or state operated. The rest, 54%, are non-
governmental organizations (NGOs) that have development projects in the
area. With the exception of CUNORI, which has some part-time faculty
teaching, the majority of organizations do not have part-time employees.
The major function of CUNORI graduate employers are mainly service,

education, research, and community development. None of the employers

120

provide scholarships as an incentive to attract employees. The CUNORI
administration feels that this needs to change and are trying to convince
potential employers to donate money for scholarships.

2. TO IDENTIFY THE EMPLOYERS' PERCEPTIONS ABOUT CUNORI
GRADUATES' PRESENT JOBS.

All employers (100%) indicated that the graduates have a good
technical knowledge needed for their present job. Sixty-seven percent of the
employers indicated that even though the graduates have the technical
knowledge, they are only somewhat prepared for their jobs in that area.
Eighty percent of the employers responded that the graduates are somewhat
and/or very well prepared with the skills needed for their present job.

3. TO FIND OUT THE OPINION AND ATTITUDES OF CUNORI
GRADUATE EMPLOYERS REGARDING THE OVERALL LEARNING
EXPERIENCE AT CUNORI.

Sixty percent of the employers indicated that CUNORI could have done

a better job of preparing its graduates for employment. The employers were
given a series of fourteen statements on which to rate CUNORI graduates.
All employers rated the graduates above average on all statements. The
mean was computed based on the scales of 1 =poor, 2 =below average,

3 = average, 4 =good, and 5 =excellent, respectively.

4. TO IDENTIFY THE ADDITIONAL TRAINING NEEDS PERCEIVED BY
THE EMPLOYERS OF CUNORI GRADUATES.

The majority of the employers indicated that additional training was

needed for the employees’ personal growth and development. The area of

121
leadership and management was mentioned by 60% (9) of the employers as
being an important area of additional training for the employees. Only
twenty percent of the employers responded that CUNORI graduates need no
further training. All the employers agreed that they would employ individuals
with the training and education that CUNORI graduates possess.

5. TO FIND OUT THE OPINIONS OF CUNORI GRADUATE

EMPLOYERS ABOUT THE EXPANSION OF ACADEMIC PROGRAMS
AT CUNORI.

The employers' perception regarding the different areas that need to
be expanded in the next five years is presented by program option. For the
diploma in Production Agriculture graduates, the employers rated practical
instruction in horticulture, regional crops, farm management and farm
machinery and equipment as important areas to expand in the future. The
employers of the diploma graduates in Animal Production rated high
marketing, the processing of animal products, and the production of animal
feed, as important areas to expand in the next five years. For the Business
Administration diploma graduates, the employers perceived a need of
expansion in the areas of marketing, marketing research, and finances.

Regarding all three programs, the employers perceived that the areas
in communication skills for the preparation of materials and practical research
planning and analysis are important areas that need to be expanded. In the

opinion of the employers, marketing is an important area that needs to be

expanded in the next five years. The employers agreed that the three

122
programs need to be analyzed and updated to better prepare graduates with
practical training instruction and with better skills that are necessary for the
jobs that will be available in the future.

6. TO IDENTIFY THE PERCEPTIONS OF POSSIBLE SERVICE
ACTIVITIES FOR CUNORI TO SERVE THE CHIOUIMULA
COMMUNITY.

As part of the mission, CUNORI faculty and students are supposed to
provide extension services to help the surrounding communities in assisting
them to solve some of the problems they might have through practical
research activities. Almost all the employers (93%) agree that CUNORI
could render agricultural services to its nearby communities. Possible areas
or kinds of service activities that CUNORI could render include: research pilot
projects, the production of pamphlets with information related to agricultural
problems, field days for producers, demonstrations of the research done at
the school, sending students to the communities to help identify and solve
problems, and more practical training activities. The employers perceive that
practical training in areas of the three programs is urgent for CUNORI to get
involved.

As found out in the review of literature from previous evaluation
studies, the process of evaluation is important in making curriculum changes,
which is the case in CUNORI. It is important to involve as many as possible
of the stakeholders in the evaluation process. The administrators at CUNORI

have been involved since the beginning of the study, as well as the

123

Curriculum review committee and the faculty. All have participated in the
development of the instruments and on the overall adaptation of a follow-up
study to gather information relevant to CUNORI. One important aspect of
this study was the participation of the employers of CUNORI graduates and
the graduates themselves. They have been very collaborative and are
participating more in the decision making process of curriculum change at
CUNORI. As found in the review of literature, such sources are important
since they are the main actors in the field. Former students were asked to
review how the program helped or failed to help them prepare for work.
Employers were asked to evaluate the current work behaviors of their
employees (Jones, 1985). They also know the type of jobs that are available
and what kind of skills are needed for those jobs. It was also important to
use native persons to assist with the collection of the data. When native
persons are used to Collect the information, the respondents are more willing
to cooperate in the process.
W

This was a descriptive study. In answering the specific objectives of
the study, the information was collected through the use of two
questionnaires that were prepared, revised, pre-tested, translated, and hand
delivered. The population for this study was 89 CUNORI graduates of three
diploma programs from the years 1989 -93, and 15 of their employers. The

questionnaires were hand delivered with a return envelope that was collected

124

two days later. Two CUNORI students were trained on how to carry out the
research to avoid bias in the data collection. They also assisted the
delivering and collecting the questionnaires. Frequency counts and
percentages were made for all responses on the questionnaires from the
former students and their employers.

The collection of information on dropouts were not included in the
research because the evaluation committee at CUNORI decided to study
them first. Results from that study done by the evaluation committee are
mentioned in this dissertation. The questionnaires for the dropouts were
prepared by the Curriculum Review Committee with the assistance of the

Administration and faculty and the Academic Coordinator.

W

The following conclusions and recommendations were drawn based on
the data analysis and findings of the study:
Conclusion #1. The education received by the graduating CUNORI students
has prepared them satisfactorily and has contributed to their employability.
Graduating student employment becomes a measure that CUNORI can use to
evaluate the quality of the programs.
Recommendation #1. Although a majority of CUNORI graduates were
successful in finding employment, there is evidence that CUNORI and
employers need to establish a collaborative relationship for the purpose of

evaluating the programs contributing to the needs of the students,

125

employers, CUNORI and of society. As Finch & Crunkilton state, ”product
evaluation uses former students as a focal point in determining the program
quality".

Conclusion #2. Fifteen employers were included in the survey. Only
CUNORI offered part time employment. The majority of employers require
that the employees work full time.

Recommendation #2. Employers and CUNORI should work together in
providing employees the opportunity to continue their education. CUNORI
might consider having courses in the evening after five and on weekends to
accommodate those who want to continue their studies but cannot attend
during the day. Also, offering summer school would accommodate the
growing number of graduates who want to continue their education but
cannot attend year round.

Conclusion #3. The employers consider that CUNORI graduates have a good
technical knowledge base for their present job but lack appropriate training in
leadership/management, general skills for project administration, and practical
training. CUNORI has the potential to provide in-service training for the
graduates that are employed.

Recommendation #3. CUNORI in collaboration with the employers should
provide additional training in the areas of leadership/management, general
skills for project administration, and practical training. In addition the

graduates would be advantaged by having practical internships to gain more

126

job simulated experience and preparation.

Conclusion #4. Even though CUNORI graduates are satisfied with their jobs,
they are limited in having a better opportunity for job promotion without the
B. S. Degree.

Recommendation #4. CUNORI should provide the opportunity and
encouragement to the graduates to return for additional study required for
the Bachelor of Science degree. This opportunity should help the graduates
to be promoted in their jobs or to help them find a better one, thus making
more jobs available for the new graduates.

Conclusion #5. The opportunity exists for CUNORI to teach more practical
courses with a theoretical foundation along with providing the students with
the necessary skills and abilities needed for successful job performance.
Recommendation #5. Changes recommended should include: (1) Agriculture
area: practical instruction in horticulture, regional crops, farm management
and farm machinery, and equipment; (2) Animal Science area: marketing, the
processing of animal by-products, and the production of animal feed; and, (3)
Business Administration area: marketing, marketing research, and finances.
Conclusion #6. It is important for CUNORI to get more involved in providing
brief on-campus in-service training and practical research projects that will
help satisfy the needs of the graduates and that of the nearby communities.
Recommendation #6. Extension and public service should to be a vital

function of CUNORI's mission. The CUNORI graduates and their employers

127

were in agreement that CUNORI should offer extension service activities to
the Chiquimula community.

Conclusion #7. In conclusion, CUNORI is an important local institution for
higher education.

Recommendation #7. CUNORI should continue to be a leader in graduating
high quality students to better serve the needs of the employers as well as
the community and the students. CUNORI should proceed to review all three
programs and to make the necessary changes in response to student needs.
With the changes taking place in the three areas of study, CUNORI should
provide a model for the other regional centers as they review their programs.
CUNORI can provide the factual information for establishing the review

process of the programs in other regional centers.

Wm
Areas for further study may include:

1. A follow-up study of this same group in five to ten years should be
conducted to determine changes in job performance, advancement, and of
special interest how many graduates will have continued to study at CUNORI
for purposes of obtaining a 8.8. degree?

2. The value of the process design of involving the stakeholders in the
present research requires further study.

3. The Implementation of the process used in this study to other

Guatemalan university centers.

128

4. A follow up study of students who did not graduate to determine
their employment status and job satisfaction.

5. An Investigation of the economic benefits for students who
complete the three year technical program and the five year 8. S. Program.

6. Exploring potential job opportunities that exist beyond the fifteen
employers identified in the study.

7. Investigating the possibility and value of establishing a placement

center for CUNORI graduates.

v i n
Observation #1. Trying out the process of evaluating curricula at CUNORI
through a follow-up study works when the stakeholders are involved and
there is a genuine interest. The CUNORI administration and the curriculum
review committee made the difference in this study by assisting and
supporting the researcher in the development of the instruments and
providing counsel throughout the study. Their support was invaluable for the
success of implementing this type of study in a developing country. As
found in the review of literature, ”for institutions that have not already
established a tradition of comprehensive assessment, it is important to
initiate any new outcome assessment modestly, with minimal disruption of
institutional activities" (Jacobi et al., 1987). CUNORI should continue with
the review of the curriculum. They should include the employer and

graduates as they make decisions on changes that need to be made to better

129

prepare the students for future employment. Graduates understand
employment availability and what is required from them to be prepared with
the necessary skills and abilities.

Observation #2. CUNORI should involve more of the employers and
graduates in the decision making process of curriculum review and
implementation. A more comprehensive and complete curriculum evaluation
system can evolve from these modest beginnings. Employers and graduates
were not utilized as important sources of information for the review and
development of CUNORI's curriculum. The employers have always been in
the area but there has been no connection between CUNORI and them. The
graduates have had very little continuing contact with the faculty and
administrators at CUNORI. CUNORI should involve the employers and the
graduates in the process of reviewing the curricula and in the implementation
of any changes to the programs. CUNORI should follow-up the graduates to
assess how they are performing in their jobs, as it is done in other countries.
The employers and graduates are important sources of information for
curriculum review as discovered in this study and supported in the literature
review.

Observation # 3. CUNORI has initiated a program in which students in their
final year select a community, do an assessment of the community, and
prepare a plan of action to provide for a supervised practicum for three

months as a graduation requirement. The practicums are helping both the

130

students and the communities. Students get real life experiences and the
communities benefit from the students’ work.

Observation # 4. From the participation in the study, CUNORI
administration, department heads, and faculty have already started
implementing some of the findings in this study. They are using focus
groups, interviews and other assessment techniques to continue with the
process of evaluating the centers programs.

Observation #5. It is important to note that the instruments used were
planned with the assistance of the CUNORI administration, department
heads, and faculty.

Observation #6. The success of the return of the questionnaires was in large
measure precipitated by the fact that they were hand delivered to all the
graduates and their employers. This procedure improves the response rate in
developing countries where the mail system is not dependable.

Observation #7. As a result of this study, Dr. 0. Donald Meaders (Retired
Professor, Agricultural and Extension Education Department, Michigan State
University) was invited to CUNORI as a consultant to help with the review
process. Following his visit the department heads and the faculty began
working to design a core curriculum for the three programs.

Observation #8. CUNORI should investigate improved methods for recruiting
high school graduates. The CUNORI administration needs to know and

understand what the high school graduate interests. The administration also

131

needs to know if the options of study at CUNORI are still appealing to high
school graduates or if there is a need for other fields of study.

Observation #9. An investigation of the possibility of integrating the three
fields of study to optimize CUNORI resources is essential. CUNORI needs to
consolidate courses that are being duplicated in the three areas of study, i.e.,
math, chemistry, etc.. This would provide an opportunity for inter

disciplinary learning experiences.

APPENDICES

Appendix A: Tables

133

Appendix Table 1. Sources of assistance for finding first job after leaving CUNORI.

 

 

 

 

 

 

 

 

 

Frequency
. . , Total
Sources of assistance Production Animal Bus1ness
Agriculture Production Management N=53
= 11 N= 14 N= 28
Through a family friend 2 3 9 14
Through CUNORI
. 2 2 1 5
recommendation
Through personal contact
1 1 2 4

by an employer
Through newspaper 2 l 2 5
advertlsement
Through a contest of merit 2 3 8 13
By self 2 4 6 12

 

 

 

 

 

 

134

Appendix Table 2. Most important factor for CUNORI former students in taking first
job.

 

 

 

 

 

 

 

 

Frequency
Important factor in taking . , . Total
first j ob Production Animal Bus1ness
Agriculture Production Management N=52
N=l 1 N=14 N=27
Working conditions 3 1 5 9
Salary 4 3 3 10
Importance of work 3 3 5 11
Opportunity for promotion 0 2 7 9
Serving others 1 4 1 6
Personal interest 0 1 6 7

 

 

 

 

 

 

 

135

Appendix Table 3. Graduates perceptions about education at CUNORI

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

Percent Responding
My education at CUNORI Agriculture Animal Business
prepared me to: Production Production Management
N=30 N=20 N=35
Agree Disagree Agree Disagree Agree Disagree
Plan and organize activities 100 0.00 96 4 94 6
Manage efficiently 94 3 77 14 89 6
Have the skills to implement 94 6 96 4 97 3
improved practices in
Determme problems and solve 83 6 64 27 100 0.00
them
Be a teacher to help others gain
knowledge and skills in 87 6 82 4 66 17
Understand basic principles 74 13 77 9 97 3
Take pride in my work 80 13 86 14 83 6
Have the ability to work easin 90 6 68 14 97 3
With others
Be a problem solver when faced 94 6 73 9 94 6
With new Situations
Be Willing to learn new JOb skills 97 3 100 0.00 100 0.00
or take traimng
Have the ability to meet the 90 3 91 4 92 3
public
Be ambitious/have motivation to 90 10 77 14 90 3 II
get ahead
Have the techmcal knowledge for 90 10 91 4 89 11
present job
Have the skills for my present job 90 10 77 14 81 9

 

 

 

 

 

 

 

 

Appendix 3 - (cont’d).

136

 

Percent Responding

 

 

 

 

 

 

 

 

 

 

My education at CUNORI Agriculture Animal Business
prepared me to: Production Production Management
N=3O N=20 N=35
Agree Disagree Agree Disagree Agree Disagree
Diagnose real situation in 87 6 86 14 89 6
Superwse the execution of 80 19 86 9 74 17
prOJects
Diagnose regional problems 87 10 82 9 66 14 1|
Formulate research to solve 77 16 64 19 69 11
problems in

 

 

 

 

 

137

Appendix Table 4. Areas of CUNORI expansion in Production Agriculture, N=30

Areas for CUNORI to expand / initiate % Indicating I

 

 

 

 

 

 

 

 

 

 

° th t f .
in e nex ive years Unnecessary Desirable EssentialJ
A. Practical instruction in:
Agricultural production 0 81 1 9
Horticulture 0 48 52
Crops 3 48 48
Soils 3 23 74
Agricultural Administration 3 36 61
Farm Machinery/equipment O 29 71
B. Project administration L 0 61 39

 

 

 

138

Appendix Table 5. Areas of CUNORI expansion in Animal Production, N=20.

 

 

 

 

 

 

 

#
% Indicating
Ar f CUNORI '
eas or expanSion Unnecessary Desirable Essential
A. Practical instruction in:
—Animal production 4 46 50
-Administration of animal
production enterprises O 41 59
-Machinery and animal production
equipment 0 23 77
-Processing of animal products
(milk, meat, etc.) 0 32 68
-Large scale bovine production 4 82 14
-Marketing 27 73
-Animal feed production 4 14 82
-Small animal production 41 59
B. Communication skills in:
-Preparation of materials 9 68 23
C. Research planning and analysis 0 32 68
D. Internships for students 0 23 77

 

 

 

 

139

Appendix Table 6. Areas of CUNORI expansion in Business Management, N=35.,

 

i
—

 

 

 

 

 

(I C. Research planning and analysis

 

 

 

 

Areas for CUNORI to expand / % Indicating
' 't' t ° th I f .
ml 1a e m e nex ive years Unnecessary Desirable Essential
A. Practical instruction in:
-Business Administration 0 40 57
-Human Resources 6 57 34
~Finances 3 43 5 1
-Marketing 3 52 40
-Sales Executive 0 62 35
-Marketing research 0 45 43
B. Communication skills in:
-Editing 3 66 29
-Preparation of materials for
publication 0 66 3 1
0 51 46

 

 

APPENDIX B: QUESTIONNAIRES

 

QUESTIONNAIRE FOR CUNORI FORMER STUDENTS
IN AGRICULTURE
Centro Universitario de Oriente

 

 

 

 

 

 

Date:
1. Gender. __ Male _ Female
2. In what year were you born?
3. Your permanent residence is in an:
Urban Area Rural Area
4. Please indicate the study program in which you were registered:
Diploma in Production Agriculture
Diploma in Business Management
Diploma in Animal Science
5. Please list 2-3 reasons why you enrolled in the diploma program at CUNORI?
6. Did you successfully complete your diploma program?

 

 

Yes If yes, in what year did you receive your diploma?
No If no, please check the major reason(s) for not completing your
training.

Not satisfied with my progress Had problems with the
school administrators

Family problems No money and no one to
help me

Had to run family farm Got married

 

141

142

Parents/family requested I drop out Got job offer
Was failing in courses Not interested in courses
Training course was too long Other (specify)

Problems with teachers

 

 

What is your present employment status? (check as many as apply)

 

a. _ Employed for wages full-time (40 hours or more per week)

b. _ Employed for wages part-time (less than 40 hours per week)

c. _ Farming

d. _ Personal Business

e. _ Unemployed and seeking work

f. _ Other (specify)

g. __ Unavailable for employment (you cannot accept a job for one or more of the

following reasons)

1. In school full-time
2. In school part-time
If in school: Name of school

 

Describe program

 

3. _ Health condition
4. _ Housewife / pregnancy
5. _ Other (specify)

 

If unemployed or unavailable for employment, skip to question number 14.

8.

How did you get your first position after leaving CUNORI?

 

a. __ Through a family or friend

b. __ Through CUNORI recommendation; What person in CUNORI:
c. __ Through personal contact by an employer

d __ Through Newspaper Advertisement

e. Through public employment agency

143

f. Through private employment agency
9. Through a contest of merit
h. By self

 

i. Other (specify)

 

9. How long did it take after leaving CUNORI to get your first job?

Less than 1 month 6 to12 months
1 to 2 months 12 to 24 months
3 to 4 months more than 24 months

5 to 6 months

 

10. When taking your first job, which was the most important to you?

Working conditions Serving others

Salary Personal interest

Importance of work Other, specify

 

Opportunity for promotion

 

 

11. If you are now employed

Q)

. Who is your current employer?

 

C"

. Briefly describe your work (job title, etc.)

 

 

 

c. How many jobs have you had since leaving CUNORI?

This is my first job

This is my second job

Have had three or more jobs

 

d. To what extent is your present job like the type of work you thought you would
follow when you left CUNORI?

Didn't have any definite idea about this work while at CUNORI

 

Not related at all

I44

11. confinue
ls somewhat related
Closely related but not what I expected

Exactly the kind of job I thought I would get

If you are now employed .....

e. What is the relation of your education at CUNORI to your present job?
No relation at all
Gave me a general background

Gave me specific preparation

 

12. We are going to ask you now about your agreement or disagreement with different
statements about your present job.

Neither
Strongly agree Strongly
mm r W W _9_eeA r Agree
a. There is a good future for
me on my job SD DA Neither A SA
b. My job is boring SD DA Neither A SA
0. I like the people I work with SD DA Neither A SA
d. I will get more pay by
promotion SD DA Neither A SA
e. l have good supervision
at work SD DA Neither A SA
f. I try hard to do high quality
work SD DA Neither A SA
9. I would like to change to
another occupation SD DA Neither A SA
h. I will only get more pay
by staying on the job
a long time (seniority) SD DA Neither A SA

i. I would like to change to a
different employer but
keep the same kind of
work SD DA Neither A SA

145

12. (Continue)

Neither
Strongly agree Strongly
Disagree Disagree ner gieagree Agree Agree
j. I am very well trained for my
present job SD DA Neither A SA
k. I work to support my family SD DA Neither A SA
I. This is the kind of work for
which my education
prepared me SD DA Neither A SA
m. The pay is just for my
training and experience SD DA Neither A SA
n. I consider my job temporary
for me SD DA Neither A SA
0. My employer cares about
safe working conditions SD DA Neither A SA
p. It is okay for me to be absent
when I feel like it SO DA Neither A SA
q. I like my job SD DA Neither A SA
13. Please indicate your monthly starting salary (in quetzales, before taxes) upon leaving
CUNORI and your present salary.
Starting (first job) EE§§§DI ejtuetien
_ Less than 500 _ Less than 500
_ 501 to 750 __ 501 to 750
_ 1000 to 1250 _ 1000 to 1250
_ 1251 to 1500 __1_251 to 1500
_1501 to 1999 _1501 to 1999
_ 2000 to 2500 _ 2000 to 2500
14. In your opinion do you think the education you received at CUNORI was useful to

the needs of your job or to continue your education?

Useless Useful Very useful

 

146

15. We are going to ask you now about your agreement or disagreement with different
statements about your education at CUNORI.

My education at CUNORI
prepared me to:

Neither
Strongly agree Strongly
Disagree Dieagree ner gleegree Agree Agree

a. Plan and organize the

production activities

for farming SD DA Neither A SA
b. Plan and organize for

improved efficiency of

crop production SD DA Neither A SA
c. Have the skills to

implement improved

production practices SD DA Neither A SA
(I. Be an Extension agent

for working with farmers SD DA Neither A SA
e. Be a teacher to help youth

and adults gain knowledge

and skills in agriculture SD DA Neither A SA
f. Understand basic principles

for diffusion and

dissemination of technical

information SD DA Neither A SA
9. Take pride in my work SD DA Neither A SA
h. Have the ability to work

easily with others SD DA Neither A SA
i. Be a problem solver

when faced with new

situations SD DA Neither A SA
j. Be willing to learn new

job skills or take training SD DA Neither A SA

k. Be accurate in figures and
words SD DA Neither A SA

15. (Continue)

16.

17.

My education at CUNORI
prepared me to:

Strongly
Reggae

Have the ability to meet
the public (persons outside
with whom you have to deal)SD

. Be ambitious/have

motivation to get ahead SD

Have the technical
knowledge for my

present job SD
Have the skills for my

present job SD
Diagnose the real situation SD

in production units

Supervise the execution SD
of agricultural projects

Diagnose regional
agricultural problemsl SD

Formulate research
projects to solve
agricultural problems SD

147

Dieagree

DA

DA

DA

DA

DA

DA

DA

DA

Neither
agree
nor i ree

Neither

Neither

Neither

Neither

Neither

Neither

Neither

Neither

Strongly
_Q_£A re Am

What do you think is the single most important thing you learned at CUNORI?

SA

SA

SA

SA

SA

SA

SA

SA

 

As you reflect on your educational experience at CUNORI how would you rate the

quality of the following:

a.

b.

Teachers command of subject area
Teaching skills

Classroom discipline

Helping students outside classroom

Evaluation and grading of students

Poor

Poor

Poor

Poor

Poor

Fair

Fair

Fair

Fair

Fair

Good

Good

Good

Good

Good

ExceHent

Exceflent

ExceHent

Exceflent

Exceflent

148

17. confinue

As you reflect on your educational experience at CUNORI how would you rate the
quality of the following:

f. Library facilities Poor Fair Good Excellent

9. Use of textbooks in courses Poor Fair Good Excellent

h. Practical training Poor Fair Good Excellent
18. What contact have you had with CUNORI since you graduated / left? (check as

many as apply)

No contact Attended short course
CUNORI faculty contact Continue studies at CUNORI
Association contact Other (specify)

 

 

19. How would you rate the importance of each of the following areas for CUNORI to
expand / initiate in the next five years.

W mm

a. Practical instruction in:
Agricultural production

Horticulture

Crops

Soils

Farm Management

Farm Machinery/equipment
b. Communication skills

Mass media

Preparation of materials
c. Research planning and analysis
d. Internships for students
e. Project administration

f. Other (Specify)

I49

20. Following is a list of service activities that CUNORI offers for the development of the
agricultural sector in Chiquimula as part of the training for the students. How would
others like yourself rate each of the following items? Circle your answer, using the
following code:

SD = Strongly Disagree
D = Disagree
N = Neutral
A = Agree
SA = Strongly Agree
a. students visit and disseminate
information on new farm practices, identifying
farmers' problems and help solve these problems SD D N A SA
b. CUNORI provides extension services to the
community and visits farmers regularly SD D N A SA
c. Put up demonstration plots where farmers
can see how improved farm practices are done SD D N A SA
d. Publish and distribute farmers' bulletins, posters
pamphlets, leaflets, etc. SD D N A SA
e. Organize presentations related to improved
methods of growing regional crops and raising
farm animals SD D N A SA
f. Organize farm exhibitions during local
ceremonies like fiestas SD D N A SA
9. Organize farmers' field days in the college
campus and show on-going research,
experiments and share other information SD D N A SA
h. Provide short in-campus/off-campus training
in different aspects:
1. control of insect, pest and plant
diseases in the farm SD D N A SA
2. control of farm animal diseases SD D N A SA
3. Improving soil fertility SD D N A SA
4. Proper use of chemicals like fertilizer,
pesticides, etc. SD D N A SA
5. Cultivation practices of vegetables SD D N A SA
6. Cultivation practices of field crops SD D N A SA
7. Others (specify) SD D N A SA

 

150
20. (Continue..)

i. Prepare extension materials for the use
of mass media SD D N A SA

j. Provide extension service in its nearby

 

 

 

communities SD D N A SA
k. Others (specify) SD D N A SA
SD D N A SA
SD D N A SA
21. Are there other issues facing the farmers and agribusinesses in the area which

CUNORI should be addressing?

 

 

 

 

 

Thank you for completing this questionnaire. Please place this in the envelope which has
been provided and give to the CUNORI student who will come to pick it up.

151

QUESTIONNAIRE FOR CUNORI FORMER STUDENTS
IN ANIMAL SCIENCE
Centro Universitario de Oriente

Date:

 

Gender. Male Female

In what year were you born?

 

Your permanent residence is in an:

__ Urban Area _ Rural Area
Please indicate the study program in which you were registered:
_ Diploma in Production Agriculture

__ Diploma in Business Management

Diploma in Animal Science

Please list 2-3 reasons why you enrolled in the diploma program at CUNORI?

 

 

 

 

Did you successfully complete your diploma program?

 

Yes If yes, in what year did you receive your diploma?
No If no, please check the major reason(s) for not completing your
training.
Not satisfied with my progress Had problems with the school
. administrators
__ Family problems No money and no one to help
me.

Had to run family farm Got married

152

Parents/family requested I drop out Got job offer
Was failing in courses Not interested in courses
Training course was too long Other (specify)

Problems with teachers

 

7. What is your present employment status? (check as many as apply)

 

a. _ Employed for wages full-time (40 hours or more per week)

b. _ Employed for wages part-time (less than 40 hours per week)

0. _ Farming

d. _ Personal Business

e. _ Unemployed and seeking work

f. _ Other (specify)

g. _ Unavailable for employment (you cannot accept a job for one or more of the

following reasons)
1. _ In school full-time
2. _ In school part-time

If in school: Name of school

 

Describe program
3. _ Health condition

 

4. _ Housewife / pregnancy

5. _ Other (specify)

 

If unemployed or unavailable for employment, skip to question number 14.

153

8. How did you get your first position after leaving CUNORI?

a. __ Through a family or friend

b. _ Through CUNORI recommendation; What person in CUNORI: __
c. _ Through personal contact by an employer

d. _ Through Newspaper Advertisement

e. _ Through public employment agency

f. _ Through private employment agency

g. _ Through a contest of merit

h. _ By self

i. __ Other (specify)

 

9. How long did it take afier leaving CUNORI to get your first job?

_ Less than 1 month _ 6 t012 months
1 to 2 months _ 12 to 24 months
3 to 4 months __ more than 24 months
5 to‘6 months

10. When taking your first job, which was the most important to you?

Working conditions Serving others
Salary Personal interest
Importance of work Other, specify

 

Opportunity for promotion

 

*

154

1 1. If you are now employed

a. Who is your current employer?

 

b. Briefly describe your work (job title, etc.)

 

 

 

c. How many jobs have you had since leaving CUNORI?
_ This is my firstjob
This is my second job
Have had three or more jobs

(I. To what extent is your present job like the type of work you thought you would
follow when you left CUNORI?

Didn't have any definite idea about this work while at CUNORI

Not related at all

Is somewhat related

Closely related but not what I expected

Exactly the kind of job I thought I would get
If you are now employed .....
e. What is the relation of your education at CUNORI to your present job?

No relation at all

Gave me a general background

Gave me specific preparation

155

12. We are going to ask you now about your agreement or disagreement with different
statements about your present job.
Neither
Strongly agree Strongly

Disagree Disagree gor disagree Agree agree
a. There is a good future for

me on my job SD DA Neither A SA
b. My job is boring SD DA Neither A SA
0. I like the people I work with SD DA Neither A SA

d. I will get more pay by
promotion SD DA Neither A SA

e. I have good supervision
at work SD DA Neither A SA

f. I try hard to do high quality
work SD DA Neither A SA

g. I would like to change to
another occupation SD DA Neither A SA

h. I will only get more pay
by staying on the job
a long time (seniority) SD DA Neither A SA

i. I would like to change to a
different employer but
keep the same kind of
work SD DA Neither A SA

j. I am very well trained for my
present job SD DA Neither A SA

k. I work to support my family SD DA Neither A SA
1. This is the kind of work for

which my education
prepared me SD DA Neither A SA

156

12. (Continue)

Neither
Strongly agree Strongly
Disagree Disagree nor disagree Agree agree

m. The pay is just for my

training and experience SD DA Neither A SA
n. I consider my job temporary

for me SD DA Neither A SA
0. My employer cares about

safe working conditions SD DA Neither A SA
p. It is okay for me to be absent

when I feel like it SD DA Neither A SA
q. I like my job SD DA Neither A SA

13. Please indicate your monthly starting salary (in quetzales, before taxes) upon leaving
CUNORI and your present salary.

Staging (first job) Present situation
_ Less than 500 _ Less than 500
_ 501 to 750 _ 501 to 750

_ 1000 to 1250 _ 1000 to 1250
_1251 to 1500 4251 to 1500
_ 1501 to 1999 _1501 to 1999
_ 2000 to 2500 _ 2000 to 2500

14. In your opinion do you think the education you received at CUNORI was 2591111 to
the needs of your job or to continue your education?

Useless Useful Very useful

157

15. We are going to ask you now about your agreement or disagreement with different
statements about your education at CUNORI.

My education at CUNORI
Neither
Strongly agree Strongly
Disagree Disagree nor disagree Agree egree

a. Plan and organize
animal production
activities SD DA Neither A SA

b. Plan and organize for
improved efficiency of
animal production SD DA Neither A SA

0. Have the skills to
implement improved animal
production practices SD DA Neither A SA

(1. Be an Extension agent
for working with farmers SD DA Neither A SA

e. Be a teacher to help youth
and adults gain knowledge
and skills in animal

production SD DA Neither A SA
f. Understand basic principles

for diffusion and

dissemination of technical

information SD DA Neither A SA
g. Take pride in my work SD DA Neither A SA

h. Have the ability to work
easily with others SD DA Neither A SA

i. Be a problem solver

when faced with new
situations SD DA Neither A SA

1 58
1 5. (Continue)

My education at CUNORI

prepared me to: Neither
Strongly agree Strongly
Disagree Disagree nor disagree Agree egree

j. Be willing to learn new
job skills or take training SD DA Neither A SA

k. Be accurate in figures and
words SD DA Neither A SA

1. Have the ability to meet
the public (persons outside
with whom you have

to deal) SD DA Neither A SA
m. Be ambitious/have

motivation to get ahead SD DA Neither A SA
n. Have the technical

knowledge for my

present job SD DA Neither A SA
0. Have the skills for my

present job SD DA Neither A SA
p. Have a concern for safety SD DA Neither A SA

q. Diagnose the real situation
in production units SD DA Neither A SA

r. Supervise the execution
of animal production
projects SD DA Neither A SA

5. Diagnose regional
animal production
problems SD DA Neither A SA

t. Formulate research
projects to solve

animal production
problems SD DA Neither A SA

159

16. What do you think is the single most important thing you learned at CUNORI?

 

 

 

17. As you reflect on your educational experience at CUNORI how would you rate the
quality of the following:

a. Teachers command of subject area Poor Fair Good Excellent
b. Teaching skills Poor Fair Good Excellent
c. Classroom discipline Poor Fair Good Excellent
(1. Helping students outside classroom Poor Fair Good Excellent
e. Evaluation and grading of students Poor Fair Good Excellent
f. Library facilities Poor Fair Good Excellent
g. Use of textbooks in courses Poor Fair Good Excellent
h. Practical training Poor Fair Good Excellent

18. What contact have you had with CUNORI since you graduated / left? (check as

many as apply)
No contact Attended short course
CUNORI faculty contact Continue studies at CUNORI

Association contact Other (specify)

160

19. How would you rate the importance of each of the following areas for CUNORI to
expand / initiate in the next five years.

Unnecessary Desirable Essential
a. Practical instruction in:
Animal Production
Administration of
animal production

enterprises

Machinery and animal
production equipment

Processing of animal
products (milk, meat, etc.)

Large scale bovine
production

marketing

Animal feed production
(all kinds)

Small animal production

b. Communication skills
Mass media
Preparation of materials
c. Research planning and analysis
d. Internships for students
e. Business management

f. Other (specify)

161

Following is a list of service activities that CUNORI offers for the development of
the agricultural sector in Chiquimula as part of the training for the students. How
would others like yourself rate each of the following items? Circle your answer,
using the following code:

SD = Strongly Disagree
D = Disagree
N = Neutral
A = Agree
SA = Strongly Agree
students visit and disseminate
information on new animal production practices,
identifying farmers' problems and help solve
these problems SD D N A SA

CUNORI provides extension services to the
community and visits animal producers regularly SD D N A SA

Put up demonstration plots/modules where farmers
can see how improved practices related to animal
production are done SD D N A SA

Publish and distribute farmers' bulletins, posters
pamphlets, leaflets, etc. SD D N A SA

Organize presentations related to improved
methods of growing regional crops and raising
farm animals SD D N A SA

Organize farm exhibitions during local
ceremonies like fiestas SD D N A SA

Organize farmers' field days in the college
campus and show ongoing research,
experiments and share other information SD D N A SA

20. (Continue)

162

h. Provide short on-campus/off-campus training
in different aspects, such as:

1.

control of common farm animal
diseases

 

 

2. Animal genetic improvements

3. Artificial insemination

4. Animal nutrition

5. Small animal production

6. Marketing

7. Industrialization of animal by
products (milk, meat, etc.)

8. Administration of animal production
enterprises

9. Machinery and agricultural
equipment

10. Others (specify)

i. Prepare extension materials for the use

of mass media

Provide extension service in its nearby

communities

k. Others (specify)

 

 

 

SD

SD

SD

SD

SD

SD

SD

SD

SD

SD

SD

SD

SD
SD
SD

Strongly Disagree
Disagree
Neutral

Agree

Strongly Agree

D N A SA
D N A SA
D N A SA
D N A SA
D N A SA
D N A SA

DNA SA
DNA SA
DNA SA

163

21. Are there other issues facing the farmers, cattle producers, and agribusinesses in
the area which CUNORI should be addressing?

 

 

 

 

 

Thank you for completing this questionnaire. Please place this in the envelope which has
been provided and give to the CUNORI student who will come to pick it up.

 

 

164

QUESTIONNAIRE FOR CUNORI FORMER STUDENTS
IN BUSINESS ADMINISTRATION
Centro Universitario de Oriente

 

 

 

 

 

 

Date:
1. Gender. __ Male _ Female
2. In what year were you born?
3. Your permanent residence is in an:
Urban Area Rural Area
4. Please indicate the study program in which you were registered:
Diploma in Production Agriculture
Diploma in Business Management
Diploma in Animal Science
5. Please list 2—3 reasons why you enrolled in the diploma program at CUNORI?
6. Did you successfully complete your diploma program?

Yes If yes, in what year did you receive your diploma?

 

No If no, please check the major reason(s) for not completing your
training.
Not satisfied with my progress Problems with teachers

Family problems Had problems with the school
administrators

 

Had to run family farm

Parents/family requested I drop out No money and no one to help
me
Was failing in courses Got married

Training course was too long Got job offer

 

Other (specify) Not interested in courses

 

165

7. What is your present employment status? (check as many as apply)

a.

b.

_ Employed for wages full-time (40 hours or more per week)

4.

5.

Employed for wages part-time (less than 40 hours per week)
Farming

Personal Business

Unemployed and seeking work

Other (specify)

 

Unavailable for employment (you cannot accept a job for one or more of the
following reasons)

In school full-time
In school part-time

If in school: Name of school

 

Describe program

 

Health condition
Housewife / pregnancy

_ Other (specify)

 

If unemployed or unavailable for employment, skip to question number 14.

8. How did you get your first position after leaving CUNORI?

a.

b.

 

Through a family or friend

Through CUNORI recommendation; What person in CUNORI:

 

Through personal contact by an employer
Through Newspaper Advertisement
Through public employment agency
Through private employment agency
Through a contest of merit

By self

Other (specify)

 

How long dl

10. When tak

II.

If YOU ai
a. Who

9. Brief

166

9. How long did it take after leaving CUNORI to get your first job?

Less than 1 month 6 to12 months
1 to 2 months 12 to 24 months
3 to 4 months more than 24 months

5 to 6 months

 

10. When taking your first job, which was the most important to you?

Working conditions Serving others

Salary Personal interest

Importance of work Other, specify

 

Opportunity for promotion

 

 

11. If you are now employed

a. Who is your current employer?

 

b. Briefly describe your work (job title, etc.)

 

 

 

c. How many jobs have you had since leaving CUNORI?
This is my first job

This is my second job

Have had three or more jobs

d. To what extent is your present job like the type of work you thought you would
follow when you left CUNORI?

Didn't have any definite idea about this work while at CUNORI
Not related at all
Is somewhat related

Closely related but not what I expected

Exactly the kind of job I thought I would get

ll. continue

 

If you are now
e. What is th

NC

G(

G

12. We are going
statements a‘

3. There is a
me on m

“I ”‘1 job is
C.l“kethe

d- I will ge'
Dlomm

9- l have s
atva

H")! ha
VVOrk

9- ) woul
anon

h- I will
by s
alor

l- I woul
dfife
keep
Worl

I' I 3(1) v.
Drese

k- I Work

167

11. connnue
If you are now employed .....
e. What is the relation of your education at CUNORI to your present job?

No relation at all

Gave me a general background

Gave me specific preparation

12. We are going to ask you now about your agreement or disagreement with different
statements about your present job.

Neither
Strongly agree Strongly

a. There is a good future for

me on my job SD DA Neither A SA
b. My job is boring SD DA Neither A SA
c. I like the people I work with SD DA Neither A SA
d. I will get more pay by

promotion SD DA Neither A SA
e. l have good supervision

at work SD DA Neither A SA
f. I try hard to do high quality

work SD DA Neither A SA
9. I would like to change to

another occupation SD DA Neither A SA
h. I will only get more pay

by staying on the job

a long time (seniority) SD DA Neither A SA
i. I would like to change to a

different employer but

keep the same kind of

work SD DA Neither A SA
j. I am very well trained for my

present job SD DA Neither A SA

k. I work to support my family SD DA Neither A SA

iLIConnnue)

l.Tmsistl
Munch
inepai

rn.The pa
Uanur

n.lconsn
for n1
0. My em
sale'

p.kisrn
vvher

q.lhker

13. Please j
CUNOR

stir

Les

168

12. (Continue)
Neither
Strongly agree Strongly
M D_§_q_ei a re Marines _9_eeA r am

I. This is the kind of work for
which my education

prepared me SD DA Neither A SA
m. The pay is just for my

training and experience SD DA Neither A SA
n. I consider my job temporary

for me SD DA Neither A SA
0. My employer cares about

safe working conditions SD DA Neither A SA
p. It is okay for me to be absent

when I feel like it SO DA Neither A SA
q. I like my job SD DA Neither A SA

13. Please indicate your monthly starting salary (in quetzales, before taxes) upon leaving
CUNORI and your present salary.

$113139 (first job) Wig:
Less than 500 _ Less than 500

_ 501 to 750 __ 501 to 750

_1000 to 1250 _1000 to 1250

_1251 to 1500 __1_251 to 1500

_1501 to 1999 _1501 to 1999

_ 2000 to 2500 _ 2000 to 2500

14. In your opinion do you think the education you received at CUNORI was 5.1591(1) to the
needs of your job or to continue your education?

Useless Useful Very useful

 

15. We are 9
statemen

My education
prepared me '

a. Plan a
Ci

b. Mane
the c

c. Have
impri
pracl
prob

e. Be a
and
and

man

I- Und
in bi

Q. Taki

h- Hav
easi

Whi
Situ

l0b

Wo

the
wit
to .

"to

169

15. We are going to ask you now about your agreement or disagreement with different
statements about your education at CUNORI.

My education at CUNORI

prepared me to: Neither
Strongly agree Strongly

a. Plan and organize
company activities SD DA Neither A SA

b. Manage efficiently
the company SD DA Neither A SA

c. Have the skills to implement
improved management
practices in the company SD DA Neither A SA

d. Determine company
problems and solve them SD DA Neither A SA

e. Be a teacher to help youth
and adults gain knowledge
and skills in business

management SD DA Neither A SA
f. Understand basic principles ,

in business management SD DA Neither A SA
9. Take pride in my work SD DA Neither A SA

h. Have the ability to work
easily with others SD DA Neither A SA

i. Be a problem solver
when faced with new
situations SD DA Neither A SA

j. Be willing to learn new
job skills or take training SD DA Neither A SA

k. Be accurate in figures and
words SD DA Neither A SA

I. Have the ability to meet
the public (persons outside
with whom you have
to deal) SD DA Neither A SA

m. Be ambitious/have
motivation to get ahead SD DA Neither A SA

15. (Conn
NWiec
mepa

n. Have
know
inese

0. Have
prese

p. Have

q. [Magi
"100

L Supe
ofpi

5. [Meg
prob

I. Forn

DIOji
mar

l6. Whi

qUaIity

15.

16.

(Continue)
My education at CUNORI
prepared me to:

Have the technical
knowledge for my
present job

Have the skills for my
present job

Have a concern for safety

Diagnose the real situation
in company mangement

Supervise the execution
of projects

Diagnose regional
problems

Formulate research
projects to solve
management problems

170

Strongly

llsagree Demure
SD DA
SD DA
SD DA
SD DA
SD DA
SD DA
SD DA

Neither
agree

ner gieegree

Neither

Neither

Neither

Neither

Neither

Neither

Neither

Strongly
Antes name

A SA
A SA
A SA
A SA
A SA
A SA
A SA

What do you think is the single most important thing you learned at CUNORI?

 

17. As you reflect on your educational experience at CUNORI how would you rate the
quality of the following:

a.

b.

Teachers command of subject area Poor Fair
Teaching skills Poor Fair
Classroom discipline Poor Fair
Helping students outside classroom Poor Fair
Evaluation and grading of students Poor Fair
Library facilities Poor Fair
Use of textbooks in courses Poor Fair
Practical training Poor Fair

Good

Good

Good

Good

Good

Good

Good

Good

ExceHent

Exceflent

Exceflent

ExceHent

Exceflent

Exceflent

Exceflent

ExceHent

(8. What conta-
as apply)

No
A:

19. How woul
expand / i

a. Practii
Busini
Huma
Finan
Mark
Sale

Mar
0th

b- Cor

18.

19.

171

What contact have you had with CUNORI since you graduated / left? (check as many
as apply)

No contact Attended short course
CUNORI faculty contact Continue studies at CUNORI
Association contact Other (specify)

 

How would you rate the importance of each of the following areas for CUNORI to
expand / initiate in the next five years.

nn r Deeireble Eesegtiel
a. Practical instruction in:
Business Administration
Human Resources
Finances
Marketing
Sales Executive
Marketing research
Other (specify)
b. Communication skills
Editing

Preparation of materials
for publication

c. Research planning and analysis
d. Other (specify)

f. Other (specify)

20.

Follow
the ag
would
using

students
informati
business

CUNORI
common
regularly

Pubhshe
to regio'

- Organiz

manage

- Organiz

ceremo

Provide
in diffe

1.

2.

172

Following is a list of service activities that CUNORI offers for the development of
the agricultural sector in Chiquimula as part of the training for the students. How
would others like yourself rate each of the following items? Circle your answer,
using the following code:

SD = Strongly Disagree
D = Disagree

N = Neutral

A = Agree

SA = Strongly Agree

students visit and disseminate
information on new management practices, identifying
business' problems and help solve these problems SD D N A SA

CUNORI provides extension services to the
community and visits regional business
regularly SD D N A SA

Publishes and distributes research bulletins
to regional business SD D N A SA

Organizes seminaries related to business
management SD D N A SA

Organizes management seminaries during local
ceremonies like fiestas SD D N A SA

Provide short in-campus/off—campus training
in different aspects, such as:

 

1. Human Relations SD D N A SA
2. Inventory Control SD D N A SA
3. Total Quality SD D N A SA
4. Budgeting SD D N A SA
5. Publicity SD D N A SA
6. Human Resources SD D N A SA
7. Others (specify) SD D N A SA

Prepare extension materials for the use

of mass media SD D N A SA

Provide extension service in its nearby

communities SD D N A SA

Others (specify) SD D N A SA

21. Are tl
CUNl

 

Thank you
been provi.

173

21. Are there other issues facing the farmers and agribusinesses in the area which
CUNORI should be addressing?

 

 

 

 

 

Thank you for completing this questionnaire. Please place this in the envelope which has
been provided and give it to the CUNORI student who will come to pick it up.

Date: __

I. What is yo
2. What is thi
3. How many
Gradu
Non-g

4- What me
many as

174

EMPLOYER/SUPERVISOR QUESTIONNAIRE OF CUNORI'S
DIPLOMA FORMER STUDENTS

Date:

 

What is your position?

 

What is the name of your organization?

 

How many former CUNORI students do you now employ?
Graduates
Non-graduates

What methods does your organization/business use to recruit employees? (Check as
many as apply)

Contact educational Institutions
Employment office (Public 81 Private)
Newspaper advertisements

Personal contacts

"Bonding" students by scholarships

Other (specify)

 

 

How many employees do you have?

mm

a. Full - Time

b. Part - Time

 

What are the functions of your organization/business? Check each one which applies.

 

 

a. Sales __ f. Research

b. Service __ 9. Maintenance
c. Transportation __ h. Purchasing
d. Processing __ i. Production

e. Public Relations j. Other (specify)

 

7.

7a

Doyoufr
KNOWLE

What do

~

- DOyou

byeler

- Cong

YOU r

Tecr
neec

8km
DIES

Will
lob
Abi

SUC

M

VVc

7a.

175

Do you feel that the CUNORI graduates/non-graduates had the TECHNICAL
KNOWLEDGE needed for entry level employment?

Yes No

 

 

What do you think is their level of preparation?

Very well prepared with technical knowledge
Somewhat prepared with technical knowledge
Not to well prepared with technical knowledge
Not at all prepared with technical knowledge

Don't know

 

Do you feel that the CUNORI graduates/nongraduates had the SKILLS needed for entry
level employment?

Very well prepared with skills needed
Somewhat prepared with skills needed
Not too well prepared with skills needed
Not at all prepared with skills needed

Don't know

 

Considering the work these CUNORI graduates/non-graduates Wm, how would
you rate their training, abilities, and attitudes in the areas named.

Below
Egg: __e_ag.eAv r Aimee £9.95). Excellent
Technical knowledge
needed for present job

 

Skills needed for
present job

 

Willingness to learn new
job skills or take training

 

Ability to follow
suggesfions

 

Work habits

 

Pride in work

 

9.

10

11.

(Continue

Ability to
Promotal
(Beauvh

Ambitior
get ahea

Concern
Ability t
(person:

whom t

Accurar
and wo

Ingenui

new sit

- DO VOI
in this

VVhat
Each

10.

11.

(Connnueu)

 

Ability to work with others

 

Promotable

 

Creativity/originality

 

Ambition/motivation to
get ahead

 

Concern for productivity

 

Ability to meet the public
(persons outside with
whom they must deal)

 

Accuracy in figures
and words

 

Ingenuity --ability to meet
new situations

 

Do you think CUNORI could have done a better job of preparing them for employment
in this (your) organization?

Yes, could have done better
No, preparation all right
Don't know

What additional training will these CUNORI graduates/non-graduates need? (Check

each which applies) For growth and
For Employees' personal development of
growth & development employing organization

a. No further training
b. On the job training

c. Needs additional
educafion

(1. Technical training

e. Leadership/ management

11. (Conti

pl

3(

12. If yo
DBSI

13. Hovr
exp:

177

11. (Continue..) For growth and
For Employees' personal development of
growth & development employing organization

f. Improve attitude/respect
for employer

9. Public relations/
public speaking

h. General skills for project
administration

i. Special training (specify)
k. Don't know

12. If you were filling similar positions today, would you seek individuals with the kind of
past training and education these employees had?

No Yes Don't know

 

13. How would you rate the importance of each of the following areas for CUNORI to
expand/initiate in the next five years?

Unnecessary Desirable Essential
A. Diploma in Production Agriculture

Practical instruction in:
a. Production Agriculture
Horticulture
Soils
Regional crops
Farm Management
Farm Machinery/Equipment
Other (specify)
B. Diploma in Animal Science
Practical instruction in:
Animal Production

Administration of animal
production enterprises

13. Continue

Maci
prodl

Proc
prod

Larg
mar
Ani
(all
Srr
Ot

C. Diplon
Practii

Bl

H

D- Alli

13. Continue.

Machinery and animal
production equipment

Processing of animal
products (milk, meat, etc.)

Large scale bovine production
marketing

Animla feed production

(all kinds)

Small animal production

Other (specify)

C. Diploma in Business Management
Practical instruction in:

Business Administration
Human Resources
Finances

Marketing

Sales Executive
Marketing research
Other (specify)

D. All three diploma options:
Communication Skills:

Mass media

Preparation of materials
E. Research planning & analysis
F. Computers

G. Financial asistance and advice
for final supervised practicals

H. Other (specify)

178

Unnecessary Desirable

 

Essential

15.

As ar
rende

lfyes,l

14.

179

As an institution of higher learning in agriculture, do you think the CUNORI, should
render agricultural services in its nearby communities?

go to question number 16

go to question number 1 5

Don't know, go to question number 17

15. If yes, what kind of services should CUNORI render? (Please check)

Provide farmers, cattle producers, and businessmen training at the
campus

Provide information regarding improved practices through individual
and group methods such as tours, demonstrations, field days,
production competitions, etc., to farmers, cattle producers and
buisenessman.

Prepare professional publications for use in extension programs

Conduct insect and disease control clinics at the College

Provide staff support to help solve farmers, cattle producers, and
businessmen, problems in its service area by visiting them.

(Provide College-produced inputs at reasonable price like seeds,

seedlings, piglets, poultry, baby chicks, etc.

Send senior college students to the aldeas to help identify and solve
the farmers problems

The CUNORI should start pilot extension projects in its nearby aldeas

Others (specify)

 

 

 

16. If not, why not? (Please give your reasons)

 

 

 

17.

Do yc
its se

l I

F"
O

S?
n

Are
area

17.

16.

180

Do you have any suggestions about how the CUNORI should go about in establishing
its service program in the area?

a. Cooperation with your organization?

 

 

b. Cooperation with other organizations?

 

 

c. Other ideas?

 

 

Are there other issues facing the farmers, cattle producers and agribusinesses in the
area which CUNORI should be addressing?

 

 

 

Thank you for completing this
Questionnaire, please return it to the
Centro Universitario de Oriente

LIST OF REFERENCES

Alkin, l\

Ary,EL

Barak,

Banta,

Banco

BIOqu

Borg,

Brask

Cerltr

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