Formal outcomes assessment programs in undergraduate home economics units in U.S. colleges and universities and attitudes of home economics administrators toward outcomes assessmen

The purpose of this descriptive study was to survey the status of outcomes assessment in undergraduate home economics units in U.S. colleges and universities. The objectives were to determine what formal outcomes assessment programs are in current use and to examine attitudes of home economics administrators toward outcomes assessment. Independent variables of the study were type of funding, AHEA accreditation status, and regional accreditation. The sample for the study was 77 home economics units located in four-year institutions which grant baccalaureate degrees in home economics. An outcomes assessment questionnaire reflecting current research and practices in outcomes assessment was the measure used for the collection of the data.;Results indicated that outcomes assessment in home economics is in its infancy. Home economics administrators are beginning to address the mandate from various constituencies for outcomes assessment. Approximately one-fourth of the sample had a formal outcomes assessment program; five other units were in the process of developing such a program. More publicly funded units had a formal program than did privately funded units. The programs were very similar; although slight but not statistically significant differences were found by type of funding and AHEA accreditation status.;Attitude of home economics administrators toward outcomes assessment were investigated on 31 items grouped into four categories: importance of outcomes assessment, chief obstacles to outcomes assessment, advantages of outcomes assessment, and disadvantages of outcomes assessment. No statistically significant differences in attitudes were found by the independent variables of type of funding, AHEA accreditation status, or regional accreditation of the institution at the.01 level of significance.;Administrators of home economics units with a formal outcomes assessment program perceived outcomes assessment as resulting in better educated students. Administrators in units without a formal outcomes assessment program either did not have an opinion (agree or disagree) or did not believe that outcomes assessment resulted in better educated students. This difference of opinion was statistically significant at the.01 level.;Implications were discussed concerning the current status of outcomes assessment in home economics units, the need for greater communication regarding outcomes assessment programs in home economics and the critical need for a continuing program of research regarding outcomes assessment in home economics programs in U.S. colleges and universities. Thirteen research questions were posed for a continuing program of research regarding outcomes assessment in home economics units.;Overall, the results of this study combined with the current literature gives home economics administrators who are interested in developing high quality outcomes assessment programs guidance in addressing key questions.