Faculty Emphases on Alternative Course-Specific Learning Outcomes in Holland’s Model Environments: The Role of Environmental Consistency |
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| Authors: | John C Smart Corinna A Ethington Paul D Umbach Louis M Rocconi |
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| Institution: | (1) Department of Counseling, Educational, Psychology and Research, The University of Memphis, 100 Ball Hall, Memphis, TN 38152-3570, USA;(2) College of Education, North Carolina State University, 300 Poe Hall, Raleigh, NC 27695-7801, USA |
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| Abstract: | This study examines variability in the extent to which faculty members in the disciplinary-based academic environments of
Holland’s theory emphasize different student learning outcomes in their classes and whether such differences are comparable
for those in “consistent” versus “inconsistent” environments. The findings show wide variation in the extent to which faculty
members in four of the academic environments of Holland’s theory emphasize the alternative student learning outcomes and that
such differences vary based on the level of consistency or inconsistency in the environmental profiles of the environments.
The implications of these findings for future research using Holland’s theory to understand longitudinal patterns of change
and stability in the attitudes, interests, and abilities of college students as well as variability in the patterns of professional
attitudes and behaviors of college faculty are discussed. Attention is also devoted to the policy development and practical
implications of these findings for academic advisors, career counselors, and other college and university leaders. |
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| Keywords: | Academic environments College environments College faculty College impacts College teaching Holland’ s theory |
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