Perceptions of the Role of Higher Education in Professional Development in Michigan (Staff, Inservice).

The purpose of this descriptive study was to investigate selected professional development policy board members' perceptions of the role of higher education in the Michigan professional development program. A two-layered study, the first level involved a survey of 104 program coordinators to provide demographic and background information. The second level consisted of 100 indepth telephone interviews with program coordinators, chairpersons, teachers, and higher education members. Conclusions reached from the analysis of the data were: Higher education personnel were involved in needs assessments in approximately one quarter of the programs. Action research was an area of great interest in assessments. Narrative comments included a desire for "research-based information" and "classroom application." Higher education personnel were consulted for ideas in needs assessment, planning, and resource identification, and provided technical assistance in planning and resource identification. They also provided service in delivering workshops to over one-half of the programs. Respondents' comments indicated that the universities had "gone out of their way" to offer "help and facilities." Higher education's policy board roles were mainly ex-officio. They served on approximately one-third of the policy boards. Indications were that respondents felt higher education's participation was necessary and that mutual benefits resulted. Narrative comments stressed the "two-way" nature of the relationship and called for "more active communication and participation between the university representative on the board and other university personnel." Respondents viewed the higher education member as a link between the policy board and the university and expressed a desire to see more university people at policy board meetings and to hold "meetings and occasionally workshops on campus." Suggested roles for higher education included action researcher and increased activity on policy boards along with "regular exchange between practitioners and teacher educators." The data suggested that positive, workable relationships had developed over a relatively short time. Respondents indicated a desire to continue building on these.Ph.D.Adult educationUniversity of Michiganhttp://deepblue.lib.umich.edu/bitstream/2027.42/160592/1/8512504.pd