AN INVESTIGATION OF FUTURE ENTRY-LEVEL COMPETENCIES REQUIRED BY THE TECHNICAL ILLUSTRATOR AS DETERMINED BY THE DELPHI METHOD
Abstract
This study grew out of a need to examine the college level technical illustration curriculum. A three-stage Delphi survey was conducted utilizing a nationwide panel of 21 persons. The panel was divided into four groups including (1) university faculty, (2) supervisors of technical illustrators, (3) technical illustrators in industry, and (4) technical illustrators in architecture and advertising. In the first stage of this survey 164 competencies were compiled and grouped into 17 skill categories. This data formed the basis for Opinionnaire One which was mailed to all 21 panel members. It was speculated that the four groups of illustrators would respond differently on the first opinionnaire. A one-way analysis of variance provided evidence that there was no significant difference between the mean responses of the four groups. Opinionnaire One data was compiled to formulate Opinionnaire Two which was mailed to the entire panel. There was a 100 percent response rate for the first round and a 90.5 percent response rate for the second round. The results of Opinionnaire Two included a ranked list of the competencies rated very important by the panel. Of the top eight competencies, five concerned different aspects of communication skills such as (a) meet deadlines, (b) follow standard drawing practices, and (c) follow written directions. The results of Opinionnaire Two also included a list of 17 skill categories as ranked by the panel. The high ranking of computer graphics and design indicated a future oriented trend for the technical illustration curriculum. However a high ranking of pictorial drawing and basic drafting indicated that there will still be a need for the traditional oriented illustration skills. One purpose for using the Delphi method is to achieve consensus of the panel members. Results of this Delphi showed a one percent to a nine percent shift toward the mode answer in each of the 17 skill categories of consensus was reached by using the two rounds instead of only one mailing.
Degree
Ph.D.
Subject Area
Curricula|Teaching
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