Developing a model of four-year aviation program quality: A grounded theory approach

Abstract

There has been a rapid increase in the number of four-year aviation programs in the U.S., from 20 programs in 1968 to over 70 programs today (UAA, 1994). The quality of these programs is difficult to determine since no research, other than accreditation standards, could be found concerning what criteria comprise a high quality four-year aviation program. Furthermore, having aviation professionals prepared through quality academic programs seems essential for the safe operation of the U.S. air transportation industry. The purpose of this qualitative study was to identify criteria that support a definition or theory of quality within fouryear aviation programs in the U.S. Using Glaser and Strauss’ (1967) grounded theory approach, data were collected from U.S. baccalaureate aviation program administrators and directors of training from U.S. major, national, and regional airlines. Eighty-two responses (63% response rate) were used in the analysis. Categories of criteria emerging from the study, such as curriculum, students, and faculty, were used to develop a model for four-year aviation program quality. Results of this study have implications for aviation program administrators and faculty for developing higher quality four-year aviation programs by placing more emphasis on identified criteria of program quality.