Student and faculty perceptions of textbook value in the manufacturing programs at Dunwoody College of Technology

Abstract

The purpose of this study was to examine the perceptions of students and faculty who utilize college textbooks in the completion and development of manufacturing courses at Dunwoody College of Technology in Minneapolis, Minnesota. Value and waste were used to construct the dialog used to question three separate focus groups of manufacturing students and faculty. By using focus group methodology, participants were safe to answer questions by validating, triggering and even contradicting the responses of their peers. More than 6 hours of audio files were transcribed into 90 pages of text that led to 12 unique categories used to define specific comments as they relate to textbooks. Topics discussed included textbook acquisition, cost, availability, utilization, quality and non-traditional resources. Faculty and student responses were also compared for converging and diverging patterns. Results include recommendations from students and faculty on best practices and potential improvements to the current textbook model. The findings of this study can be used by college faculty and administrators to inform efforts and better utilize resources that support and enrich the learning process. By looking at textbooks from this perspective, new approaches for assessment, faculty development, textbook adoption and deployment can be identified and recommended for implementation.