1 author: schwalbe, andrew, m perceived value of ... · 1 author: schwalbe, andrew, m title:...

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Author: Schwalbe, Andrew, M Title: Perceived Value of Professional Certifications as Professional Development

for Information Technology Instructors in the Wisconsin Technical College

System The accompanying research report is submitted to the University of Wisconsin-Stout, Graduate School in partial

completion of the requirements for the

Graduate Degree/ Major: MS Career and Technical Education

Research Adviser: Carol Mooney, Ph.D.

Submission Term/Year: Summer, 2012

Number of Pages: 73

Style Manual Used: American Psychological Association, 6th edition

I understand that this research report must be officially approved by the Graduate School and that an electronic copy of the approved version will be made available through the University Library website

I attest that the research report is my original work (that any copyrightable materials have been used with the permission of the original authors), and as such, it is automatically protected by the laws, rules, and regulations of the U.S. Copyright Office.

My research adviser has approved the content and quality of this paper. STUDENT:

NAME Andrew Schwalbe DATE: 7/12/2012

ADVISER: (Committee Chair if MS Plan A or EdS Thesis or Field Project/Problem):

NAME Carol T. Mooney DATE: 7/12/2012

----------------------------------------------------------------------------------------------------------------------------- ----

This section for MS Plan A Thesis or EdS Thesis/Field Project papers only Committee members (other than your adviser who is listed in the section above) 1. CMTE MEMBER’S NAME: DATE:

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3. CMTE MEMBER’S NAME: DATE:

----------------------------------------------------------------------------------------------------------------------------- ---- This section to be completed by the Graduate School This final research report has been approved by the Graduate School.

Director, Office of Graduate Studies: DATE:

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Schwalbe, Andrew M. Perceived Value of Professional Certifications as Professional

Development for Information Technology Instructors in the Wisconsin Technical College

System

Abstract

This research was focused on identifying the perceptions of information technology

certifications as a form of professional development for information technology instructors

within the Wisconsin Technical College System. The research objectives were to detail the

advantages, disadvantages, and most beneficial certifications as perceived by certified and

uncertified instructors. The research included a literature review of certifications and adult stage

learning theory, and reviewed the current perceived advantages and disadvantages of

certification in industry and education. To address the research objectives a survey was

conducted. It utilized a web-based questionnaire that asked instructors questions regarding

current professional certifications they may hold, and the benefits they received from those

certifications in the past and would receive from current employers. In addition, all respondents

were asked to rate perceived and of certification. This research found that the majority of

instructors had obtained at least one certification and perceived certification as leading to high

credibility and marketability. Perceived disadvantages include the cost of certification and the

absence of rewards for pursuing certification. Furthermore, uncertified instructors were found to

perceive certifications less favorably than certified instructors. This research recommends that

instructor growth through professional certification programs is best suited for CompTIA,

Microsoft, and Cisco certifications. The research also suggested that motivation for certification

is based primarily on extrinsic rewards such as increased salary and advancement opportunities.

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Acknowledgements

I would like to acknowledge a few people who have been critical for helping me

complete my graduate studies. First and foremost, I owe much of my accomplishments to my

wife Sarah for steadfastly supporting me through the next phase of my career. Her positive

attitude and continual motivation helped to provide focus during difficult times. Secondly to Dr.

Carol Mooney for providing consistent direction and feedback that has become critical to my

success. Lastly, I am grateful to be graduating with those that were as eager to learn and work

toward a common goal as I was: a fantastic group of students and professionals in the M.S. in

Career and Technical Education, Northeast Wisconsin cohort. Thank you all.

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Table of Contents

…………………………………………………………………………………………………Page

Abstract ........................................................................................................................................... 2

List of Tables .................................................................................................................................. 6

Chapter I: Introduction .................................................................................................................... 7

Statement of the Problem .................................................................................................... 8

Purpose of the Study ........................................................................................................... 9

Assumptions of the Study ................................................................................................. 10

Definition of Terms........................................................................................................... 10

Limitations of the Study.................................................................................................... 11

Methodology ..................................................................................................................... 12

Chapter II: Literature Review ....................................................................................................... 13

Background of Professional Certification ......................................................................... 13

Stage Theory of Adult Development ................................................................................ 16

Advantages of Professional Certification ......................................................................... 17

Disadvantages of Professional Certification ..................................................................... 19

Chapter III: Methodology ............................................................................................................. 22

Subject Selection and Description .................................................................................... 22

Instrumentation ................................................................................................................. 23

Data Collection Procedures ............................................................................................... 24

Data Analysis .................................................................................................................... 24

Limitations ........................................................................................................................ 25

Chapter IV: Results ....................................................................................................................... 26

Description of the Sample ................................................................................................. 26

Perceived Advantages of Certification ............................................................................. 29

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Perceived Disadvantages of Certification ......................................................................... 36

Perceived Beneficial Certifications................................................................................... 41

Additional Perceptions ...................................................................................................... 48

Chapter V: Discussion .................................................................................................................. 51

Summary ........................................................................................................................... 51

Limitations ........................................................................................................................ 52

Discussion of Findings ...................................................................................................... 53

Conclusions ....................................................................................................................... 56

Recommendations ............................................................................................................. 57

References ..................................................................................................................................... 59

Appendix A: Sample Gathering .................................................................................................... 63

Appendix B: Survey Instrument ................................................................................................... 64

Appendix C: Participant Correspondence ..................................................................................... 73

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List of Tables

Table 1: Professional Certification Status..............................................................................27

Table 2: Respondent Age Groups ..........................................................................................27

Table 3: Years of Experience .................................................................................................28

Table 4: Formal Education Attained ......................................................................................28

Table 5: Past Employment Benefits of Certification by Certified Instructors .......................29

Table 6: Perceived Benefit for Obtaining or Retaining Employment by Certified Instructors ...........................................................................................31 Table 7: Desire to Certify by Uncertified Instructors Since Hire ..........................................32 Table 8: Perceived Employer Benefits of Certification by Uncertified Instructors Since Hire .............................................................................................33 Table 9: Perceived Advantages of Certification by Certified Instructors ..............................34

Table 10: Perceived Advantages of Certification by Uncertified Instructors ........................35

Table 11: Reimbursement for Certified Instructors ...............................................................36

Table 12: Certification Reimbursement Policy by Uncertified Instructors Since Hire...............................................................................................................37 Table 13: Perceived Disadvantages of Certification by Certified Instructors .......................38

Table 14: Perceived Disadvantages of Certification by Uncertified Instructors ...................39

Table 15: Certifications Obtained While Not an Instructor ...................................................41

Table 16: Certifications Obtained While an Instructor ..........................................................42

Table 17: Earned Certificate Distribution ..............................................................................44

Table 18: Perceived Beneficial Certifications by Certified Instructors .................................46

Table 19: Perceived Beneficial Certifications by Uncertified Instructors .............................47

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Chapter I: Introduction

Postsecondary information technology instructors work in a rapidly changing field.

Consequently, the tools, technologies, and concepts utilized by those employed in this field

change at a similar pace. Professional development provides an avenue for instructors to stay

current with the latest technologies. Certification is a form of professional development that

provides an opportunity for instructors to update their skills and maintain their status as skilled

professionals.

Professional certifications are an important factor in professional development and

instructor perceptions of these certifications warrants research. In expanding on the stage theory

of adult development, Daloz (1986) identified that as one obtains knowledge and wisdom in their

chosen field, one tends to desire continuation and development of more knowledge in their field.

Professional certification is one such method of continual improvement. Heise (2009) indicated

that “certification implies achievement of a particular proficiency level of knowledge” (p. 19).

This advanced knowledge is strongly desired in the information technology industry.

Professional certification remains a highly valued trait among information technology

professionals (Bort, 2011; Venator, 2006).

Certification may serve as a symbol of being an expert in a particular area, but such a

credential does not translate to the individual’s ability to teach the subject to others (Williams,

2001). This finding is especially important for instructors because instructors need to rely on

more than technical skills in order to be successful in their roles. Professional certification of

instructors may not be beneficial if the instructor is unable to convey classroom concepts to

students. Much like in private industry, educational institutions need employees that are well-

rounded and are able to get their job done.

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The perceived value of a certification should be considered before pursuing it for

professional development purposes. When evaluating opportunities, Ham (2010) suggested that

instructors should consider if the certificate pursued meets one’s goals as a teacher, goals of

one’s program administration, and could result in student outcomes such as improved technical

skills and the facilitation higher-order thought processes. In addition to reviewing values,

certified instructors may consider how their certification can produce a positive image for the

educational institution. Instructors that hold professional certifications can help an educational

institution show that its instructors have updated knowledge in their profession and that students

may benefit from these relevant skill sets (Andersson & Reimers, 2009).

Certification as a form of professional development can be valuable to instructors and

educational institutions. However, there is little research relating to understanding the

perceptions of certification as a form of development among information technology instructors.

Instructor perceptions can reveal the reasons why instructors do or do not pursue certification, as

well as establish knowledge about the barriers to certification. Research into this topic will help

outline the role of certification as a professional development opportunity.

Statement of the Problem

Certifications are generally accepted as important growth opportunities for individuals in

private industry. However, it is unknown how professional certifications are viewed in

educational settings. There is a gap in the research related to professional development and the

growth of postsecondary technical college instructors. The views of certification among

instructors will contribute to filling the gaps in educational professional development models.

Therefore, this study will identify and describe information technology instructors' perceptions

regarding the pursuit of professional certifications as a means of professional development.

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Purpose of the Study

The purpose of this study was to conduct research into the perceptions of certification

among Wisconsin Technical College System information technology instructors. This research

can lead to answers that may help Wisconsin Technical College System administrators direct and

evaluate their programs and personnel. The results from this study may provide insight into the

reasons why instructors may or may not choose to pursue professional certification. More

specifically, this research will address the following questions:

1. What are the perceived advantages of pursuing professional certification as a means

of professional development according to certified information technology

instructors?


of professional development according to uncertified information technology

instructors?

3. What are the perceived disadvantages of pursuing professional certification as a

means of professional development according to certified information technology

instructors?


means of professional development according to uncertified information technology

instructors?

5. Which professional certifications are perceived to be the most beneficial in terms of

professional development according to certified information technology instructors?

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professional development according to non-certified information technology

instructors?

Assumptions of the Study

This study includes assumptions regarding the nature and background of the subjects

involved in the study.

Knowledge of Certifications: Instructors were expected to possess some background

knowledge of information technology certifications and the role they play in both private

industry and their current profession.

Nature of Certified Status: The study assumed that certified and non-certified instructors

would bring different perceptions regarding certification as a professional development

opportunity.

Response Rate: This study would not achieve a 100% response rate due to the

implementation of survey methodology and a web questionnaire for respondent feedback.

Willful Participation: It is assumed that survey respondents reported honestly and

thoroughly. Due to the nature of the survey, the researcher did not have access to directly

observe survey takers. Furthermore, the scope of the research did not include a full background

check into the credentials of those surveyed so it is assumed that respondents reported their

certifications, credentials, and positions accurately.

Definition of Terms

This study employed operational definitions to common terms in order to provide scope

and clarity.

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Advantage. The benefits of certification cited by information technology instructors and

the extent to which respondents ranked potential benefits of certification on a five-point Likert

scale.

Certified. The self-reported status of completing a professional certification program and

obtainment of at least one professional certification prior to May 6th, 2012.

Disadvantage. The barriers and drawbacks to certification cited by information

technology instructors and the extent to which respondents ranked potential barriers to

certification on a five-point Likert scale.

Information Technology. For the purpose of this research, this term only encompasses

technology related to the installation, maintenance, and support of computer, server, network,

software, and business technology. This does not include the concepts and practices of software

design, development, or computer programming.

Information Technology Instructor. An individual tasked to teach one or more courses

related to the installation, maintenance, and support of computers, servers, and networks under

the umbrella of the information technology degree program within their Wisconsin Technical

College System institution.

Professional Certification. An industry-recognized information technology field

certification that establishes one's status as an expert using a technology or technology concept.

Limitations of the Study

The following limitations describe the boundaries of the study. The results of this study

cannot be generalized beyond the context of these boundaries.

Geography: This study was limited to the researcher’s connection and access to

information technology instructors within Wisconsin.

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Population: This study was limited to information technology instructors employed

within the Wisconsin Technical College System. The results are only generalizable to the

educational facilities that were part of the Wisconsin Technical College System at the time of the

study.

Instructor Scope: This study was limited to instructors of information technology

programs as operationally defined within the study.

Certification Scope: This study was limited to a select number of available information

technology certifications. These selected certifications were determined by responses to a pilot

study conducted by the researcher at Fox Valley Technical College during April of 2012.

Furthermore, this study did not factor in certification expiration schedules or the complexity of

certification renewals.

Methodology

This research study includes an analysis and research on the current status of information

technology certification in industry and education. The literature review provides a background

on professional certification, review of the stage theory of adult development, and an analysis on

the advantages and disadvantages of professional certification. This is followed by a description

of the methodology used in this study. Findings of the research conducted as part of this study

constitutes the fourth section of this research paper. Discussions, conclusions, and

recommendations complete the study.

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Chapter II: Literature Review

The purpose of the study was to identify and describe information technology instructors’

perceptions regarding the pursuit of professional certifications as a means of professional

development. More specifically, it examined the perceptions about the advantages and

disadvantages of current professional certifications according to certified and uncertified

information technology instructors. The following review of literature begins with a background

of professional certification, continues with a discussion of the stage theory of adult

development, and concludes with an examination of the advantages and disadvantages of

professional certification.

Background of Professional Certification

The career of an information technology professional involves working with a wide

variety of software and hardware tools. Information technology teachers are tasked with

instructing the proper use of these tools and methodologies to students. Asking employees to

obtain a professional certification in the use of a particular technology is one method that private

industry and educational institutions can utilize to ensure employees are up to date with the latest

technological concepts. Technical educators are very aware of these changes and often pursue

certifications to remain competitive (Scott & Sarkees-Wircenski, 2004). Pursuing a certification

as a form of professional development can be ideal for those desiring to keep current with

technology and validate their skillsets.

An information technology certification is a credential that can serve to differentiate

skillsets between employees. Those that pursue a certification go through a general process of

studying, then participating in a formal exam by a certifying body such as a professional

association (Heise, 2009). Hiring managers use certifications as a way to identify that a particular

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candidate has the skill needed to perform a specific job function (Randall & Zirkle, 2005). There

are many different information technology certifications that an employee may possess. The key

differentiation is between vendor-specific and vendor-neutral certifications.

Certifications generally fit into one of two categories of classification. Vendor-specific

certifications reflect technology trends and provide great detail into a particular technology

concept (Randall & Zirkle, 2005). Examples of these types of certifications are those produced

by a specific vendor for a specific technology, such as Microsoft, Cisco, or Citrix. These vendors

have certification programs designed to target one or more specific technologies related to their

products. Certifications by Microsoft include a wide array of programs including Microsoft

Certified IT Professional (MCITP), Microsoft Certified Systems Engineer (MCSE), Microsoft

Certified Technology Specialist (MCTS), and Microsoft Office Specialist (MOS) certifications.

Microsoft declares that their certifications provide a worldwide industry standard and that

bearers of Microsoft certifications keep skills “relevant, applicable, and competitive” (Microsoft,

2012, para. 1). Cisco also offers certifications specific to their information technology products.

The Cisco Certified Network Associate (CCNA) signals that the bearer is competent in

configuring and installing switched networks (Cisco, 2012). Like these other vendors, Citrix

maintains a strong link between certification and the bearers’ resulting skillset. The Citrix

Certified Administrator (CCA) is a type of certification that applies to a particular Citrix solution

which proves the bearer has the ability to administrator that product (Citrix, 2012). An employee

that holds a vendor-specific certification may have more opportunities related to specific

technology implementations than their non-certified counterparts.

In contrast to vendor-specific certifications, some companies produce certifications in

technology that are more general. These are called vendor-neutral certifications and they are

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valuable in providing a solid foundation and background on a given technology (Randall &

Zirkle, 2005). Rather than being tightly linked to a specific product, these certification are more

holistic in nature. CompTIA is a company that develops a variety of vendor-neutral exams.

These exams include the A+ which tests basic computer hardware and software troubleshooting

skills, Linux+ for Linux administrators, Network+ for validating common server and computer

networking skills, Security+ for skills related to maintaining infrastructure security, and Server+

for skillsets related to server troubleshooting and disaster recovery (CompTIA, 2012). In addition

to technical skillsets, managerial skillsets can also be tested. The Information Technology

Infrastructure Library (ITIL) program provides a framework of management practices and

policies. Organizations such as NASA, Disney, and various healthcare industries recognize ITIL

certification as the standard of information technology service management, which can result in

better IT services, lower costs, and increased productivity (ITIL, 2012).

The information technology industry places a positive value on the advanced knowledge

obtained though technology certifications (Bort, 2011; Venator, 2006). Research suggests

instructors that participate in general professional development are more likely to include

practices and ideas learned through their development programs in their classrooms (Klingner,

2004). This finding indicates that the increased learning on behalf of the instructor may be

beneficial to their students. Educational institutions should evaluate the advantages and

disadvantages of having certified information technology instructors. This assessment requires a

foundation in understanding the perceptions of professional certifications from information

technology instructors.

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Stage Theory of Adult Development

Cognitive developmental theorists generally accept that as one becomes older one

proceeds through multiple stages of cognitive growth. Jean Piaget is frequently cited for his work

in defining stage theory. Piaget’s work focused on childhood cognitive development and the

association of how children proceed through stages of growth as they age. Similar to the way

one’s childhood experiences are grouped in stages of development, adult learning can be

observed as following a staged pattern. Piaget indicated that adulthood cognitive change is

insignificant compared to the cognitive changes that occur primarily during childhood (Sternberg

& Berg, 1992). However, adult stage theorists such as Jane Loevinger and Lawrence Kohlberg

have been able to expand on his original theories and successfully apply them to adult

development. Adult stage theorists may disagree with exact identification and definition of

stages, but adult stage theories suggest there are three common stages; the first stage discusses

one’s own survival within their environment, the second involves fitting in and becoming

accepted within one’s community, and the third focuses on cognitive growth that indicates one’s

decisions are made from a holistic standpoint rather than from choices of personal survival or

conformity (Daloz, 1986).

An instructors’ perception of the value of certification can be related to their cognitive

development stage. In discussing the stage theory of adult development, Daloz (1986) identified

that as one obtains knowledge and wisdom in their chosen field, one tends to desire continuation

and development of more knowledge in their field. Professional certification is one such method

of continual improvement. However, if an instructor is new to education he/she may not desire

certification. New instructors may be more concerned with simply surviving their first years

instructing than with staying current with industry certifications. As an instructor grows more

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comfortable in their position, finding one’s fit and being accepted as a team member will become

more important. Technical educators span multiple age groups and it is important to note that

these stages are not linked with physical age. Adult stage theory is considered more about

finding personal growth within the individual than by linking wisdom with age (Daloz, 1986;

Loevinger, 1976). In this sense, stage theory suggests that moving between stages of

development is age independent and individuals move between stages when they are personally

ready to do so. Pursuing certification as a form of professional development is a personal

decision that an instructor must make regarding their career. Stage theory underpins the

perceived advantages and disadvantages that both certified and non-certified instructors identify

with regards to certification as a form of professional development.

Advantages of Professional Certification

One of the strongest advantages of certification that an employee may perceive is the

immediate employer benefits that can result in becoming certified. In general, certifications make

an individual more marketable and can result in job opportunities and raises (Bort, 2011; IBM

Corporation, 2010). Of course, not all employers have programs in place that financially award

certified employees. However, an employee may achieve less tangible benefits as a result of

certification. For example, certification leads to credibility and marketability (IBM Corporation,

2010; Zeng, 2004), and this is especially the case for vendor-specific certifications (Randall &

Zirkle, 2005).

Opinions of the perceived value of certification can be strong. Mallard (2008) reported

that instructors should keep their certifications up to date and should only teach classes in which

they are certified. Holding a certification separates one instructor from a group of others that may

not have the certification and may be the key to being hired to teach specific classes. Andersson

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(2009) indicated that two-year colleges are closely linked with current marketplace trends, and

therefore, they are more likely to place emphasis on hiring professionally certified information

technology instructors. Instructors that are certified in the technologies they use when teaching

their classes have an advantage over their non-certified counterparts due to their perceived

proven skillset. This argument lends to the idea that educational institutions should hire

instructors that are certified because they will be more effective.

Educational institutions may consider certification as a symbol of teacher effectiveness.

In this setting, effectiveness is often perceived as a factor of student outcomes. Research by

Andersson (2009) reflected this finding and reported a common belief: “if faculty are perceived

as experts, then teacher effectiveness may be enhanced” (p. 27). Program administrators that

place emphasis on hiring certified instructors mirror the beliefs of private industry. Human

resource departments place more emphasis than information technology professionals on hiring

certified information technology employees, suggesting that administrators use certification as

justification for skills and competencies (Cegielski, 2004). It appears to be a common perception

that certified individuals are more effective than their noncertified counterparts. Venator (2006)

noted that in private industry managers felt that certified employees improved department

efficiency and reduced turnover. In an educational setting these benefits translate to teaching

effectiveness and student achievement.

Studies do exist that show certified teachers are correlated with positive student

outcomes. One study found that students may be more interested in their classes which are taught

by certified instructors because the instructors can provide a greater understanding of the subject

(Andersson, 2009). There is not much research in this area in relation to information technology

instruction, but another study resulted in similar findings. In a study on achievement of students

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with certified information technology instructors, achievement was increased among students

that received learning under the certified teachers (Reimers, 2005). Students that are actively

involved in their education may perceive certification as a signal of instructor and institutional

quality. Andersson and Reimers (2009) suggest that active students may be inquiring about

instructor skillsets – ensuring that instructors’ technical skills are up to date before spending their

time and money in an education with a particular college. These findings suggest that

certification may lead to positive results for the teachers, students, and educational institution.

Disadvantages of Professional Certification

Much like in private industry, educational institutions need employees that are well-

rounded and are able to get their job done. The global economy is changing competition and the

need for employees with highly transferrable skills sets is growing, suggesting that employee

development will be critical for success in any organization (Buckley & Caple, 2009). However,

certification in specific areas of information technology may make instructors too specialized.

This is especially the case for instructors with multiple certifications. Compounding

certifications in order to prove specific technical skills can lead to isolated skill sets (Margulius,

2006). Vendor-specific certifications are strongly linked to job positions and industry, reducing

the value of the certification in other positions (Quan, Dattero, & Galup, 2007). In an educational

setting, instructors may teach four or more different classes during a given term. It may be better

for instructors to practice as generalists rather than certified professionals because their jobs

require a broad understanding of their entire field. Furthermore, a strong link between

certification and ability to teach has not been established. The obtainment of a certification does

not necessarily represent the capabilities of the bearer (Heise, 2009) and it does not translate to

an instructors’ ability to teach a subject to students (Williams, 2001).

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There are diverse reasons why an employee may avoid pursuing professional

certification. Certifications can be costly to pursue and time consuming for both the employer

and employee (IBM Corporation, 2010). Each exam required for a certification comes with a

specific cost related to that certification and if an individual fails an exam, it must be retaken at

additional cost. Unless an employer has a professional development program that covers the cost

of exams to encourage certification, employees personally fund their development (IBM

Corporation, 2010). Adding to these concerns, certifications can expire quickly depending on the

adoption rate of new technologies (Zeng, 2004). Spending hundreds of dollars to become

certified in a technology that becomes obsolete in several years may deter many professionals.

Employers may feel that certification of their employees is not necessary because work

experience is more important. Moncarz (2002) reported that employers generally agree that

certification cannot take the place of work experience or formal education. If an employer does

place value on a particular certification, it’s possible that current or prospective employees may

not hold the certification. This is due to the amount of professional information technology

certifications available. The volume of available certifications creates certification confusion and

leads to overlapping content which can reduce the overall value of obtaining certification

(Wyrostek, 2001).

Certification confusion leads to certifications being perceived differently by varying

employers. IBM Corporation (2010), Randall and Zirkle (2005), and Zeng (2004) suggest that

holding a certification makes one more marketable. Although this can be the case, Zeng (2004)

also noted that the absence of unifying standards between all types of certifications can lead to

employers valuing certification differently, thus not necessarily making the certified individual

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more marketable. The varied perceptions of certifications by employers may prevent employees

from pursing certification.

These varied perceptions can make designing professional development programs

difficult. Each employer and human resource department should analyze their unique situation

and decide what is best for their employees.

Bartlett (2002) found that even though certifications can have positive results, there can

be negative results in relation to education:

The majority of responding HR executives also believed that industry-sponsored

credentials reduce employee’s sense of teamwork, camaraderie, and ability to

creatively solve problems. These results are potentially of concern for employees

and CTE educators […] given the continued move toward team-based work

structures and demand for higher-level problem-solving skills. (p. 57)

This finding indicates that pursing certification can be perceived both as an advantage

and disadvantage for the certified. In a technical educational setting where collaboration with

multiple departments, educators, administrators, and industry is critical to program success, the

benefits of certification may be outweighed by the potential drawbacks.

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Chapter III: Methodology

The purpose of this study was to identify instructor perceptions of information

technology certifications as a form of professional development. More specifically, it was

designed to reveal the advantages and disadvantages of certification as perceived by certified and

uncertified instructors. It also sought perceptions on which information technology certifications

were perceived as being most beneficial. The results of this research will be useful to instructors

and human resource departments when evaluating potential professional development

opportunities.

Subject Selection and Description

The subjects surveyed were information technology instructors employed in the sixteen

Wisconsin Technical College System institutions. The largest group to which the sample

represents is all information technology instructors within the Wisconsin Technical College

System. Information and Business Technology department deans were contacted to supply the

email addresses for information technology instructors at their institution to which the survey

could be distributed; they were also given the option to forward the survey web link onto their

instructors (Appendix A). Deans that did not respond upon the first request were contacted via

email again one week later. A third attempt of contact was placed the following week by direct

phone conversation.

Of the total 16 technical colleges contacted, eleven deans supplied direct email addresses

for their instructors, three notified the researcher how many instructors they manage and agreed

to forward the survey link onto their instructors when the survey went live, and two could not be

contacted. For the deans that could not be contacted, the researcher visited the public website for

23

the technical college and retrieved the email addresses for the information technology

instructors. The resulting total recipients were 126 instructors.

Instrumentation

The research utilized a web questionnaire created by the researcher and hosted by

Qualtrics (Appendix B). The questionnaire consisted of three main sections. The first section had

a series questions related to establishing the respondent’s certification status. These questions

focused on asking if the respondent had earned any certifications and what certifications they had

earned. It also asked respondents to report any benefits they earned as a result of certification. If

the respondent had not pursued certification, this section asked respondents if they were aware of

any benefits for certification at their current employer. Questions were presented in multiple

choice and freeform answer format. The second section focused on identifying the perceived

values of certification from both certified and uncertified instructors. A series of statements were

presented using a five-point Likert scale that asked the respondents to rate their agreeability with

each statement. This section also included a six-point Likert scale asking respondents to rate the

benefit of twelve common information technology certifications in relation to the certification

being beneficial to their role as an instructor. Respondents were also asked to identify common

barriers to certification. Common barriers were presented in a question utilizing a five-point

Likert scale. It asked respondents the impact of each barrier on their decision to pursue

certification. A freeform response section was provided for respondents to report barriers not

identified. The third section of the survey was composed of demographic data identifying the

respondent. It included questions that identified age group, years teaching, years of experience in

information technology outside of teaching, and respondent educational degree level.

24

Data Collection Procedures

The questionnaire web link was distributed via email in the form of a web URL to a

Qualtrics web questionnaire location. Qualtrics is a web-based survey tool that is supported by

the University of Wisconsin-Stout and made available for student research.

The questionnaire was available from May 7, 2012 to May 21, 2012. Using an email as a

cover letter and introduction to the researcher, respondents were informed that the questionnaire

was voluntary and the results would be used in thesis development for the University of

Wisconsin-Stout (Appendix C). The email had a brief overview of the survey instrumentation.

The link to the questionnaire was an anonymous link which ensured that responses were not

correlated with respondent email addresses. Furthermore, the Qualtrics feature “Anonymize

Response” was utilized to ensure internet protocol information was not collected for respondents;

this information could be used to locate the geographic area of a response.

During the two week period of data collection, participants were sent reminder emails

three times to complete the questionnaire. After the fourteenth day the questionnaire was locked

and no more responses were recorded. After the questionnaire was locked, data analysis was

performed on the responses.

Data Analysis

Descriptive statistics were used to analyze the survey data. The results included

frequencies and percentages that related to the respondents valuations of certifications. These

results also included tables and figures that identified freeform responses. A comparison analysis

was used to identify differences in responses between certified and non-certified instructors.

25

Limitations

The researcher acknowledges methodological limitations with this study. One is the

development of a convenient sample technique to survey respondents. Locating departmental

dean contact information was publicly attainable as well as email address information for

instructors employed at the sixteen technical colleges. The researcher did not randomize or select

a sample set from the entire population but instead surveyed all available information technology

instructors. The time of year conducting this survey may have also limited participation. Data

was collected during the last two weeks of the Spring 2012 semester and many instructors may

have been too busy to participate.

26

Chapter IV: Results

The purpose of this study was to conduct research into the perceptions of certification as

a form of professional development among Wisconsin Technical College System information

technology instructors. More specifically, it looked at the perceived advantages and

disadvantages of certification, the perceived barriers to certification, and the certifications that

were perceived to have the most value for information technology instruction.

Description of the Sample

The population for this study was all information technology instructors in the Wisconsin

Technical College System. The sample is those that responded to the web questionnaire.

Instructors were sent directions via email to fill out a prepared online questionnaire and were

given two weeks to respond. Three reminder emails were sent in attempt to increase the response

rate. Of 126 known instructors, the survey received 50 responses. However, nine of those

responses were invalid due to incomplete data or disqualification as an information technology

instructor. The remaining 41 responses represent a 32.5% response rate to the survey.

All instructors responding to the survey reported themselves as full-time faculty.

Because of this, there was no analysis of responses based on employment status. Furthermore, all

instructors also reported they held a current Wisconsin Technical College System teaching

certificate. Instructors were asked to report if they obtained at least one certification. The results

are found in Table 1.

27

Table 1 Professional Certification Status

Obtained at Least One Certification

Responses %

Yes 33 80.49% No 8 19.51%

Of the 41 respondents, 33 of the instructors reported obtaining one or more information

technology certifications, while 8 instructors reported never having obtained an information

technology certification. The questionnaire asked respondents to report basic demographic

information for the purpose of understanding the sample. Table 2 shows age demographics of the

sample.

Table 2 Respondent Age Groups

Identify your age group:

Responses %

18-25 0 0.00% 26-35 1 2.44% 36-45 12 29.27% 46-55 13 31.71% 55-65 15 36.59% 65+ 0 0.00%

The majority of respondents were of 46 years of age or greater, but less than 65 years old.

Few respondents were under the age of 36. In addition to age demographics, the questionnaire

asked respondents to indicate both how long the individual had been instructing, and how long

they had worked in information technology. Table 3 shows a distribution of years of experience

in both teaching and information technology.

28

Table 3 Years of Experience

Years Worked As

Instructor Years Worked in IT (excluding instruction)

Responses % Responses %

Less than 1 0 0.00% 1 2.44% 2-5 4 9.76% 2 4.88% 6-10 8 19.51% 12 29.27% 11-15 20 48.78% 7 17.07% 16-20 3 7.32% 8 19.51% 21-25 2 4.88% 7 17.07% 26-30 2 4.88% 2 4.88% Greater than 30 2 4.88% 2 4.88%

The majority of respondents worked as an instructor between six and fifteen years, while

the years of working in information technology excluding instruction varied. Few instructors had

worked greater than 25 years in information technology prior to instruction. Table 4 reveals the

education breakdown of the sample.

Table 4 Formal Education Attained

Select Your Highest Level of Education:

Responses %

None of these 1 2.44% High School / GED 0 0.00% Some college, less than 1 year 0 0.00% 1 or more years of college, no degree 0 0.00% Technical Certification 0 0.00% Associate Degree 1 2.44% Bachelor's Degree 15 36.59% Master's Degree 22 53.66% Professional Degree 1 2.44%

Doctorate Degree 1 2.44%

29

The majority of respondents reported obtaining a Master’s degree level of formal

education, while few of the responses (4.88%) indicated education beyond a Master’s degree.

Perceived Advantages of Certification

The first two research questions focused on identifying the advantages of certification as

reported by certified and uncertified instructors. Depending on their certification status,

respondents were presented with questions regarding their past experience with certification, or

their desire to pursue certification.

Specific Certified Instructor Questions

Specific findings related to questions targeted to the perceived advantages of

certifications reported by certified instructors are found in this section. Certified instructors were

asked to identify any benefits they received as a result of obtaining an information technology

certification. Table 5 shows the distribution of those responses and is followed by additional

responses provided by the respondents. The majority of respondents indicated that they received

no employment benefits as a result of being certified. Few respondents indicated that a salary

increase, bonus, or promotion or advancement opportunity were benefits received upon obtaining

a certification.

Table 5 Past Employment Benefits of Certification by Certified Instructors

Select any employment benefits you earned as a result of having an Information Technology certification as an instructor.

Responses %

Salary Increase 3 9.09% Bonus 1 3.03% Promotion/Advancement 1 3.03% Others 8 24.24%

None 22 66.67%

Note. This question allowed for multiple responses, resulting in a total of 35 responses. n=33.

30

The other benefits reported included: ability to have consulting opportunities, acquisition

of sharable academic knowledge, verification of skills, teaching vendor-specific courses,

maintaining employment, condition of hire, and further professional development.

Certified respondents were also asked to rate on a six-point Likert scale the perceived

benefit of obtaining or retaining employment for each certification they may possess.

Respondents were presented a finite list of certifications and were to select Not Applicable if

they did not possess the certification, or rate the certification’s benefit if they did possess the

certification. Table 6 reveals these findings. The average mean for the four vendor-specific

Microsoft certifications is 1.37, while the average mean for the five vendor-neutral CompTIA

certifications is 1.51. Both of these means are outweighed by the one vendor-specific CCNA

certification. It should be noted that there is respondent error in this question. Respondents may

not have understood the question because the total responses between strongly disagree and

strongly agree to each of the certifications in this list do not match the number of responses on

the total earned certifications table for the corresponding certification (Table 17).

31

Table 6 Perceived Benefit for Obtaining or Retaining Employment by Certified Instructors

Please rate the degree to which each common certification you may possess helped you obtain or retain employment as an instructor.

Not Applicable

Strongly Disagree Disagree Neutral Agree Strongly

Agree Mean

CCA 29 (87.88%) 0 (0.00%) 1 (3.03%) 0 (0.00%) 3 (9.09%) 0 (0.00%) 1.40

CCNA 23 (69.70%) 2 (6.06%) 2 (6.06%) 0 (0.00%) 2 (6.06%) 4 (12.12%) 1.97

CompTIA A+ 23 (69.70%) 1 (3.03%) 1 (3.03%) 2 (6.06%) 4 (12.12%) 2 (6.06%) 2.00

CompTIA Linux+ 29 (87.88%) 0 (0.00%) 1 (3.03%) 1 (3.03%) 2 (6.06%) 0 (0.00%) 1.37

CompTIA Network+ 25 (75.76%) 0 (0.00%) 1 (3.03%) 4 (12.12%) 3 (9.09%) 0 (0.00%) 1.74

CompTIA Security+ 29 (87.88%) 1 (3.03%) 1 (3.03%) 1 (3.03%) 1 (3.03%) 0 (0.00%) 1.29

CompTIA Server+ 31 (93.94%) 0 (0.00%) 1 (3.03%) 0 (0.00%) 1 (3.03%) 0 (0.00%) 1.17

ITIL 29 (87.88%) 1 (3.03%) 1 (3.03%) 1 (3.03%) 1 (3.03%) 0 (0.00%) 1.29

MCITP 28 (84.85%) 1 (3.03%) 1 (3.03%) 2 (6.06%) 0 (0.00%) 1 (3.03%) 1.40

MCSE 28 (84.85%) 1 (3.03%) 1 (3.03%) 0 (0.00%) 1 (3.03%) 2 (6.06%) 1.49

MCTS 30 (90.91%) 1 (3.03%) 1 (3.03%) 1 (3.03%) 0 (0.00%) 0 (0.00%) 1.17

MS Office Specialist 27 (81.82%) 1 (3.03%) 2 (6.06%) 2 (6.06%) 1 (3.03%) 0 (0.00%) 1.43

32

Specific Uncertified and Uncertified as Instructor Questions

Specific findings related to questions targeted to the perceived advantages of certification

by uncertified instructors are reported in this section. These instructors either have no

professional certifications, or have not obtained a professional certification since becoming an

instructor. This group was asked if they would ever consider becoming certified and if their

current employer provides any benefits related to certification.

The desire to obtain an information technology certification while being an instructor was

the first question in this group. Table 7 shows the result of this question with the majority of

respondents (89%) providing affirmative responses. Immediately following this question, Table

8 reports perceived employment benefits of certification by this group.

Table 7 Desire to Certify by Uncertified Instructors Since Hire

As an instructor, have you ever considered obtaining a professional Information Technology certification?

No Certifications

No Certifications Since Instructing


Yes

6 75.00% 10 100.00%

No 2 25.00% 0 0.00%

Note. The result set of this question includes both instructors that have no certifications and those instructors who may have a certification, but never obtained a certification since becoming an instructor. n=18.

33

Table 8 Perceived Employer Benefits of Certification by Uncertified Instructors Since Hire

At your current employer, would you receive any of the following for obtaining an Information Technology certification?

No Certifications



Salary Increase 1 12.50% 0 0.00% Bonus 0 0.00% 0 0.00% Promotion / Advancement 0 0.00% 0 0.00% Others 0 0.00% 1 10.00% No Benefits Received 7 87.50% 9 90.00%

Note. The result set of this question includes both instructors that have no certifications and those instructors who may have a certification, but never obtained a certification since becoming an instructor. n=18.

Most respondents have considered obtaining a certification while they are an instructor,

but this same response group reported that they would receive no employment benefits as result

of becoming certified. One respondent indicated that certification would result in student

recognition.

Shared Questions

All respondents were asked to rate their agreeability regarding fourteen advantages to

certification. Agreeability was measured on a five-point Likert scale. The findings are divided

into the secondary variables of certified status. Table 9 shows the perceived advantages of

certification by certified instructors and Table 10 shows the perceived advantages of certification

by uncertified instructors. Findings follow the two tables.

34

Table 9 Perceived Advantages of Certification by Certified Instructors

Rate how much you agree or disagree with these statements regarding Information Technology certifications in relation to your role as an instructor.


Agree Mean

Adds credibility to my institution 0 (0.00%) 4 (12.12%) 5 (15.15%) 15 (45.45%) 9 (27.27%) 3.88

Creates a stronger teaching department 0 (0.00%) 3 (9.09%) 10 (30.30%) 12 (36.36%) 8 (24.24%) 3.76

Enhances my courses 0 (0.00%) 2 (6.06%) 6 (18.18%) 14 (42.42%) 11 (33.33%) 4.03

Establishes me as a professional 0 (0.00%) 1 (3.03%) 1 (3.03%) 17 (51.52%) 14 (42.42%) 4.33

Improves my credibility 0 (0.00%) 0 (0.00%) 2 (6.06%) 15 (45.45%) 16 (48.48%) 4.42

Improves student learning 2 (6.06%) 6 (18.18%) 6 (18.18%) 12 (36.36%) 7 (21.21%) 3.48

Increases my employability 0 (0.00%) 3 (9.09%) 6 (18.18%) 15 (45.45%) 9 (27.27%) 3.91

Increases salary 11 (33.33%) 11 (33.33%) 8 (24.24%) 2 (6.06%) 1 (3.03%) 2.12

Increases student interest in my classes 3 (9.09%) 9 (27.27%) 9 (27.27%) 9 (27.27%) 3 (9.09%) 3.00

Makes me a more effective instructor 4 (12.12%) 8 (24.24%) 5 (15.15%) 10 (30.30%) 6 (18.18%) 3.18

Promotes positive feelings of personal achievement

0 (0.00%) 0 (0.00%) 7 (21.21%) 17 (51.52%) 9 (27.27%) 4.06

Proves my technical capability 1 (3.03%) 4 (12.12%) 7 (21.21%) 15 (45.45%) 6 (18.18%) 3.64

Recommended by my employer 6 (18.18%) 8 (24.24%) 17 (51.52%) 1 (3.03%) 1 (3.03%) 2.48

Recommended by peers 4 (12.12%) 5 (15.15%) 17 (51.52%) 6 (18.18%) 1 (3.03%) 2.85

35

Table 10 Perceived Advantages of Certification by Uncertified Instructors

Rate how much you agree or disagree with these statements regarding Information Technology certifications in relation to your role as an instructor.


Agree Mean

Adds credibility to my institution 0 (0.00%) 1 (12.50%) 1 (12.50%) 5 (62.50%) 1 (12.50%) 3.75

Creates a stronger teaching department 0 (0.00%) 3 (37.50%) 2 (25.00%) 2 (25.00%) 1 (12.50%) 3.13

Enhances my courses 0 (0.00%) 3 (37.50%) 0 (0.00%) 4 (50.00%) 1 (12.50%) 3.38

Establishes me as a professional 0 (0.00%) 3 (37.50%) 2 (25.00%) 2 (25.00%) 1 (12.50%) 3.13

Improves my credibility 0 (0.00%) 3 (37.50%) 1 (12.50%) 3 (37.50%) 1 (12.50%) 3.25

Improves student learning 1 (12.50%) 5 (62.50%) 1 (12.50%) 1 (12.50%) 0 (0.00%) 2.25

Increases my employability 0 (0.00%) 2 (25.00%) 0 (0.00%) 5 (62.50%) 1 (12.50%) 3.63

Increases salary 3 (37.50%) 3 (37.50%) 1 (12.50%) 1 (12.50%) 0 (0.00%) 2.00

Increases student interest in my classes 4 (50.00%) 3 (37.50%) 1 (12.50%) 0 (0.00%) 0 (0.00%) 1.63

Makes me a more effective instructor 2 (25.00%) 4 (50.00%) 1 (12.50%) 1 (12.50%) 0 (0.00%) 2.13

Promotes positive feelings of personal achievement

0 (0.00%) 1 (12.50%) 1 (12.50%) 4 (50.00%) 2 (25.00%) 3.88

Proves my technical capability 0 (0.00%) 3 (37.50%) 0 (0.00%) 3 (37.50%) 2 (25.00%) 3.50

Recommended by my employer 3 (37.50%) 4 (50.00%) 1 (12.50%) 0 (0.00%) 0 (0.00%) 1.75

Recommended by peers 3 (37.50%) 3 (37.50%) 2 (25.00%) 0 (0.00%) 0 (0.00%) 1.88

36

Most certified instructors agreed or strongly agreed that certification establishes one as a

professional, promotes positive feelings of achievement, and improves credibility for both one’s

self and institution. Most (57.57%) also agreed or strongly agreed that certification improves

student learning. Certified respondents were mostly neutral regarding the recommendation of

certification by their employers and peers, while most disagreed that certification increases

salary. Uncertified respondents agreed that certification promotes positive feelings of

achievement, and most agreed that obtaining a certification adds credibility to the institution.

Most did not agree that certification led to improvement of student learning, and the majority did

not agree salary would be increased. However, most agreed that employability was improved as

a result of certification.

Perceived Disadvantages of Certification

The third and fourth research questions focused on identifying the disadvantages of

certification as reported by certified and uncertified instructors. Depending on their certification

status, respondents were presented with questions regarding their past experience with

certification, or their desire to pursue certification.

Certified instructors were asked to identify if they received employer reimbursement for

any certification they may have received. Table 11 shows past certification cost reimbursement.

Table 11 Reimbursement for Certified Instructors

Did your employer reimburse you for your costs to obtain your certification(s)?

Responses %

Yes 14 42.42% No 16 48.48% Partially 3 9.09%

37

Reimbursement was roughly split between “yes” and “no”, but “no” received slightly

more responses. It is unknown if these reimbursements came from certifications prior to working

as an instructor. Instructors that were uncertified or had not obtained a certification while as an

instructor were presented a similar question regarding their current employer (Table 12).

Table 12 Certification Reimbursement Policy by Uncertified Instructors Since Hire

Does your current employer reimburse the cost of obtaining professional Information Technology certifications?

No Certifications



Yes 1 12.50% 3 30.00% No 5 62.50% 3 30.00% Partially 0 0.00% 1 10.00% Uncertain 2 25.00% 3 30.00%

Note. The result set of this question includes both instructors that have no certifications and those instructors who may have a certification, never obtained a certification since becoming an instructor. n=18

Some respondents reported reimbursement was available, but the majority of responses

reported uncertainty, partial reimbursement, or no reimbursement at all. Of these later three

categories, the “no” reimbursement response occurred the most frequently.

Both certified and uncertified respondents were asked to rate the degree a given statement

served as a barrier to general information technology certification. The results were measured on

a five-point Likert scale. The findings reported here are broken down by the secondary variables

of certified status. Table 13 shows the perceived disadvantages of certification by certified

instructors and Table 14 shows the perceived disadvantages by uncertified instructors. Findings

follow the presentation of these tables.

38

Table 13 Perceived Disadvantages of Certification by Certified Instructors

Rate how these barriers may have affected your decision in obtaining or not obtaining an Information Technology certification while employed as an instructor.

Definitely Did Not

Probably Did Not Unsure Probably

Did Definitely

Did Mean

Certifications Expire Quickly

7 (21.21%) 8 (24.24%) 4 (12.12%) 7 (21.21%) 7 (21.21%) 2.97

Fear of Failure 14 (42.42%) 11 (33.33%) 4 (12.12%) 4 (12.12%) 0 (0.00%) 1.94

General Uninterest 7 (21.21%) 6 (18.18%) 6 (18.18%) 12 (36.36%) 2 (6.06%) 2.88

No Financial Reward 6 (18.18%) 5 (15.15%) 4 (12.12%) 13 (39.39%) 5 (15.15%) 3.18

No Proven Benefit in Education

12 (36.36%) 6 (18.18%) 5 (15.15%) 8 (24.24%) 2 (6.06%) 2.45

No Recognition 9 (27.27%) 10 (30.30%) 3 (9.09%) 8 (24.24%) 3 (9.09%) 2.58

No Time to Pursue 4 (12.12%) 3 (9.09%) 2 (6.06%) 7 (21.21%) 17 (51.52%) 3.91

Not Useful in My Position 8 (24.24%) 9 (27.27%) 6 (18.18%) 9 (27.27%) 1 (3.03%) 2.58

Too Expensive 9 (27.27%) 5 (15.15%) 7 (21.21%) 8 (24.24%) 4 (12.12%) 2.79

Unsure Which Certification(s) to Choose

19 (57.58%) 8 (24.24%) 4 (12.12%) 2 (6.06%) 0 (0.00%) 1.67

39

Table 14 Perceived Disadvantages of Certification by Uncertified Instructors

Rate how these barriers may have affected your decision in obtaining or not obtaining an Information Technology certification while employed as an instructor.

Definitely Did Not

Probably Did Not Unsure Probably

Did Definitely

Did Mean

Certifications Expire Quickly

1 (12.50%) 2 (25.00%) 1 (12.50%) 3 (37.50%) 1 (12.50%) 3.13

Fear of Failure 3 (37.50%) 2 (25.00%) 0 (0.00%) 0 (0.00%) 3 (37.50%) 2.75

General Uninterest 2 (25.00%) 0 (0.00%) 1 (12.50%) 4 (50.00%) 1 (12.50%) 3.25

No Financial Reward 2 (25.00%) 0 (0.00%) 0 (0.00%) 3 (37.50%) 3 (37.50%) 3.63

No Proven Benefit in Education

2 (25.00%) 1 (12.50%) 1 (12.50%) 2 (25.00%) 2 (25.00%) 3.13

No Recognition 3 (37.50%) 2 (25.00%) 0 (0.00%) 1 (12.50%) 2 (25.00%) 2.63

No Time to Pursue 0 (0.00%) 0 (0.00%) 0 (0.00%) 7 (87.50%) 1 (12.50%) 4.13

Not Useful in My Position 0 (0.00%) 0 (0.00%) 0 (0.00%) 7 (87.50%) 1 (12.50%) 4.13

Too Expensive 0 (0.00%) 0 (0.00%) 4 (50.00%) 3 (37.50%) 1 (12.50%) 3.63

Unsure Which Certification(s) to Choose

4 (50.00%) 1 (12.50%) 0 (0.00%) 3 (37.50%) 0 (0.00%) 2.25

40

The majority of certified instructors strongly agreed that time to pursue certification

“definitely did” play a factor in obtaining certification. The majority also indicated that

uncertainty as to which certification to choose was not factor. In agreement with their statements

regarding the benefits of certification, the majority of certified instructors perceived that

receiving no recognition was not a barrier to certification.

Most uncertified instructors agreed that they have no time to pursue certification. The

majority of this group also felt uncertainty of certifications was not a barrier. Agreeability with

certification expiring periods accounted for the half of the uncertified group and the majority also

indicated that no financial reward was a barrier. Uncertified instructors also had a strong belief

that certification was not useful in their position.

A qualitative follow-up question asking respondents to report additional barriers yielded

some salient themes. Three respondents emphasized the cost of certification. One stated “I would

like to attempt a ‘boot camp’ but there is no budget for it” while another reported that the

“employer only covers the cost of taking the test if you pass.” One respondent indicated they

were turned down for reimbursement by their employer. While relating time with cost, one

respondent indicated that “a certification lasts only so long.”

Another theme indicated instructors felt the certification process was simply not worth

their time and effort. One instructor noted “lots of work, little recognition… this is true as much

of industry as it is in education.” Another respondent focused more on time: “a considerable

amount of study time is required, not always easy to do while working full-time.” Access to

equipment for training for certification was also reported among respondents.

Others felt their experience was more applicable than certification. One respondent noted

“I have a master’s degree; I find these certifications to be unnecessary.” Also focusing on past

41

experience, another respondent declared “as someone with over 25 years of experience, I don’t

think having a certification makes me any more or less desirable.”

Perceived Beneficial Certifications

The fifth and sixth research questions were related to identifying perceived beneficial

certifications according to certified and uncertified information technology instructors. In order

to establish this, the questionnaire asked certified instructors to report certifications they earned

while not working as an instructor, as well as certifications they earned while working as an

instructor. These results are presented in the following tables. Table 15 shows certifications

obtained while not working as an instructor.

Table 15 Certifications Obtained While Not an Instructor

Please select the Information Technology certifications you obtained while not working as an instructor:

Responses %

CCA (Citrix Certified Administrator) 1 6.30% CCNA (Cisco Certified Network Associate) 3 18.80% CompTIA A+ 3 18.80% CompTIA Linux+ 1 6.30% CompTIA Network+ 1 6.30% CompTIA Security+ 0 0.00% CompTIA Server+ 0 0.00% ITIL (IT Infrastructure Library) 1 6.30% MCITP (Microsoft Certified IT Professional) 2 12.50% MCSE (Microsoft Certified Systems Engineer) 3 18.80%

MCTS (Microsoft Certified Technology Specialist) 0 0.00% Microsoft Office Specialist 1 6.30% Other(s) 13 81.30%

Note. This question allowed for multiple responses for a total of 29 certifications reported. n=16.

42

Of the sixteen instructors responding, most (81.30%) reported certifications other than

from the basic list presented in the question. The top three obtained certifications presented in the

list accounted for 56.40% of the response, which was less than the “others” selection (81.30%).

The “others” section allowed for freeform response and included: four Novell CNA, three Novell

CNE, and one each of Cisco CCNP, HPUX, IBM Administrator, Microsoft MCT, Solaris

Admin, and “various” Linux certifications.

Instructors were also asked to report certifications obtained while they were an instructor.

Table 16 shows certifications obtained while working as an instructor.

Table 16 Certifications Obtained While an Instructor

Please select the Information Technology certifications you obtained while working as an instructor:

Responses %

CCA (Citrix Certified Administrator) 0 0.00%

CCNA (Cisco Certified Network Associate) 7 30.43%

CompTIA A+ 7 30.43% CompTIA Linux+ 2 8.70% CompTIA Network+ 6 26.09% CompTIA Security+ 3 13.04%

CompTIA Server+ 0 0.00% ITIL (IT Infrastructure Library) 0 0.00% MCITP (Microsoft Certified IT Professional) 2 8.70% MCSE (Microsoft Certified Systems Engineer) 2 8.70%

MCTS (Microsoft Certified Technology Specialist) 2 8.70%

Microsoft Office Specialist 2 8.70% Other(s) 20 86.96%

Note. This question allowed for multiple responses for a total of 53 certifications reported. n=23.

43

Of the twenty-three respondents, the CCNA and CompTIA A+ were rated the highest

obtainment of those specifically studied in this research; similar to the certified while not an

instructor responses, the “others” category received the most (86.96%) responses. The “others”

section allowed for freeform response and included: three VMWare, two each of Microsoft MCP

and Microsoft MTA, and one each of CCSK, Cisco BSCI, Cisco CCNP, CISSP, HDI Customer

Support Representative, HPOne Network Devices, IBM Administrator, Microsoft MCNE,

Microsoft MCT, Microsoft MOUS Master Instructor, Novell MCNI, Oracle, and Zend

certifications.

Table 17 represents a composite of all certifications reported and reports frequencies and

percentages of each certification being reported by the thirty-three certified respondents. There

were a total of 82 different certifications reported by the certified instructors, and this table

shows the percentage each certification accounts for all the certifications reported. It is followed

by Figure 1 which illustrates a breakdown of certifications earned by vendor. Certifications

offered by CompTIA, Microsoft, and Cisco accounted for the majority of reported earned

certifications. Novell certifications, which were not specifically addressed in this study,

accounted for ten percent of the self-reported earned certifications.

44

Table 17 Earned Certificate Distribution

Total Earned Certifications

Responses %

CCA (Citrix Certified Administrator) 1 1.20% CCNA (Cisco Certified Network Associate) 10 12.20% CompTIA A+ 10 12.20% CompTIA Linux+ 3 3.70% CompTIA Network+ 7 8.50% CompTIA Security+ 3 3.70% CompTIA Server+ 0 0.00% ITIL (IT Infrastructure Library) 1 1.20% MCITP (Microsoft Certified IT Professional) 4 4.90% MCSE (Microsoft Certified Systems Engineer) 5 6.10% MCTS (Microsoft Certified Technology Specialist) 2 2.40% Microsoft Office Specialist 3 3.70% Other(s) 33 40.20% Breakdown of Others reported:

CCSK 1 3.00% Cisco BSCI 1 3.00% Cisco CCNP 2 6.10% CISSP 1 3.00% HDI Customer Support Representative 1 3.00% HPOne Network Devices 1 3.00% HPUX 1 3.00% IBM Administrator 2 6.10% Microsoft MCNE 1 3.00% Microsoft MCP 2 6.10% Microsoft MCT 2 6.10% Microsoft MOUS Master Instructor 1 3.00% Microsoft MTA 2 6.10% Novell CNA 4 12.10% Novell CNE 3 9.10% Novell MCNI 1 3.00% Oracle 1 3.00% Solaris Admin 1 3.00% Various Linux 1 3.00% VMWare 3 9.10% Zend 1 3.00%

Note. The others breakdown percentages are representative of the 40.20% “others” category and do not represent their percentages in relation to the total reported certifications. Certified respondents reported a total of 82 certifications. n=82.

45

Figure 1. Certifications by Vendor. This figure illustrates the percentage distribution of

certifications by vendor.

All respondents were asked to identify from a list of information technology

certifications those certifications they perceived would be most beneficial for information

technology instructors. A list of twelve certifications was presented on a six-point Likert scale

indicating benefit. Respondents were asked to rate how beneficial the listed certificate would be

for an information technology instructor on a scale of unfamiliar to extremely beneficial. Table

18 reports the findings for certified instructors.

CompTIA 28%

Microsoft 27%

Cisco 16%

Novell 10%

VMWare 3%

Others 16%

46

Table 18 Perceived Beneficial Certifications by Certified Instructors

Rate how beneficial you feel each of these certifications are for Information Technology instructors.

Unfamiliar Not

Beneficial Somewhat Beneficial Beneficial Very

Beneficial Extremely Beneficial Mean

CCA 9 (27.27%) 7 (21.21%) 9 (27.27%) 7 (21.21%) 0 (0.00%) 1 (3.03%) 2.55

CCNA 0 (0.00%) 1 (3.03%) 4 (12.12%) 16 (48.48%) 6 (18.18%) 6 (18.18%) 4.36

CompTIA A+ 0 (0.00%) 1 (3.03%) 14 (42.42%) 11 (33.33%) 3 (9.09%) 4 (12.12%) 3.85

CompTIA Linux+ 2 (6.06%) 7 (21.21%) 15 (45.45%) 5 (15.15%) 1 (3.03%) 3 (9.09%) 3.15

CompTIA Network+ 0 (0.00%) 5 (15.15%) 12 (36.36%) 9 (27.27%) 4 (12.12%) 3 (9.09%) 3.64


CompTIA Server+ 3 (9.09%) 4 (12.12%) 13 (39.39%) 10 (30.30%) 1 (3.03%) 2 (6.06%) 3.24

ITIL 8 (24.24%) 7 (21.21%) 8 (24.24%) 6 (18.18%) 2 (6.06%) 2 (6.06%) 2.79

MCITP 2 (6.06%) 3 (9.09%) 12 (36.36%) 9 (27.27%) 4 (12.12%) 3 (9.09%) 3.58

MCSE 1 (3.03%) 3 (9.09%) 6 (18.18%) 15 (45.45%) 3 (9.09%) 5 (15.15%) 3.94

MCTS 2 (6.06%) 3 (9.09%) 16 (48.48%) 6 (18.18%) 4 (12.12%) 2 (6.06%) 3.39

MS Office Specialist

3 (9.09%) 17 (51.52%) 9 (27.27%) 2 (6.06%) 1 (3.03%) 1 (3.03%) 2.52

Certified instructors rated the CCNA certification as the most beneficial certification with

84.84% agreeing with the “beneficial” rating or higher. The studied Microsoft and CompTIA

certifications were seen as beneficial, resulting in a vendor mean of 3.36 and 3.49, respectively.

Table 19 shows the benefit rating of certifications as reported by uncertified instructors.

47

Table 19 Perceived Beneficial Certifications by Uncertified Instructors

Rate how beneficial you feel each of these certifications are for Information Technology instructors.

Unfamiliar Not

Beneficial Somewhat Beneficial Beneficial Very

Beneficial Extremely Beneficial Mean

CCA 2 (25.00%) 3 (37.50%) 1 (12.50%) 1 (12.50%) 0 (0.00%) 1 (12.50%) 2.63

CCNA 3 (37.50%) 3 (37.50%) 1 (12.50%) 0 (0.00%) 0 (0.00%) 1 (12.50%) 2.25

CompTIA A+ 2 (25.00%) 3 (37.50%) 1 (12.50%) 1 (12.50%) 0 (0.00%) 1 (12.50%) 2.63

CompTIA Linux+ 2 (25.00%) 3 (37.50%) 2 (25.00%) 0 (0.00%) 0 (0.00%) 1 (12.50%) 2.5

CompTIA Network+ 2 (25.00%) 3 (37.50%) 2 (25.00%) 0 (0.00%) 0 (0.00%) 1 (12.50%) 2.5


CompTIA Server+ 2 (25.00%) 3 (37.50%) 1 (12.50%) 1 (12.50%) 0 (0.00%) 1 (12.50%) 2.63

ITIL 3 (37.50%) 3 (37.50%) 1 (12.50%) 0 (0.00%) 0 (0.00%) 1 (12.50%) 2.25

MCITP 2 (25.00%) 3 (37.50%) 1 (12.50%) 0 (0.00%) 0 (0.00%) 2 (25.00%) 2.88

MCSE 2 (25.00%) 3 (37.50%) 1 (12.50%) 0 (0.00%) 0 (0.00%) 2 (25.00%) 2.88

MCTS 1 (12.50%) 3 (37.50%) 1 (12.50%) 1 (12.50%) 0 (0.00%) 2 (25.00%) 3.25

MS Office Specialist

0 (0.00%) 4 (50.00%) 1 (12.50%) 1 (12.50%) 0 (0.00%) 2 (25.00%) 3.38

As reported by uncertified instructors, some certifications were perceived as “beneficial”,

but the majority where rated as “somewhat beneficial” or “not beneficial.”

The mean score of all the studied certifications for uncertified instructors is 2.70. By

comparison, ratings by certified instructors resulted in a mean of 3.38. Certified instructors rated

the studied certifications more beneficial than uncertified instructors.

48

Additional Perceptions

The researcher has acknowledged that the certifications, perceptions, and issues related to

certifications can greatly vary. The final survey question asked respondents to report any

additional comments regarding professional information technology certification for instructors.

These perceptions may help guide and focus future study.

The resulting findings are primarily negative toward certifications. Some responses

echoed ideas already covered in the research. One responded wrote “there is no real incentive

[…] for certs except for personal achievement.” Another reported “I don't think having the

certification would help me teach the information better, just verify that I really understand the

concepts.” This same respondent followed up with “students don't select instructors based on

their certification.” The education theme resurfaced for one respondent: “Since joining the IT

team in the WTCS, I have let my certifications go because there is more focus on higher

education verses certification.” The salient themes of time and money were reported by two

respondents, one of which reported “incentives are needed to encourage instructors to acquire the

certifications. Time, money, encouragement and recognition.” Another respondent echoed

“employer encouragement or incentive would make it more likely that I would attain more

certifications.”

Some responses toward certification were all-encompassing and cannot be summarized

well without losing clarity. The following three responses provide a snapshot of how three

respondents perceived certifications. One responded reported:

There are some certifications that "hold water" while others, which tend to have

no hands on exams, are simply a method to know someone was able to memorize

answers for a specific period of time. I believe certifications are a way for

49

individuals with little experience to differentiate themselves from others with little

experience AND no certifications. I have taken numerous certifications courses to

obtain the information but have never bothered to test for the certification.

Another respondent declared:

For technical college instructors, certifications should have some substantive

benefit. We are, supposedly, providing our students the skills they need, to be

competitive in Real World Enterprise (RWE). Certification authorities

(supposedly) create their exams to test RWE knowledge, skills, and abilities

(KSAs). If we're teaching RWE KSAs because we're experts, then it seems to me

that we should verify it--not by "studying" KSAs at a university, but by

demonstrating them on an IT Industry certification exam. Our employers should,

then, reward us based on our success in doing so (currently, our pay scale only

recognizes additional education).

Yet another respondent wrote:

I think most instructors fail to certify for any or all of the following reasons: (1)

Their actual IT skills are dated; (2) nobody's rewarding them, positively or

negatively, based on certification or lack thereof; (3) academics simply don't

understand how little credibility their [academic] credentials have in the Real

World; (4) once they get into Ed, they never again have to worry about being part

of the Real World (and, therefore, having to actually have competitive skills).

One respondent produced a positive response toward certification. This respondent

indicated “until this year, the certifications would not have benefited or impacted my career at

all. This year my employment has become much less secure.” This respondent seems to indicate

50

that certification serves as a benefit for maintaining employment and staying competitive with

peers.

Two respondents indicated that the research has potential gaps. One indicated that not all

Microsoft certifications were present, and another indicated that not all barriers apply equally to

all certifications. The researcher acknowledges these shortcomings as part of the limitations for

the study.

51

Chapter V: Discussion

Summary

Certifications are generally accepted as important growth opportunities for individuals in

private industry. However, it is unknown how professional certifications are viewed in

educational settings. The views of certification among instructors can contribute to filling the

gaps in educational professional development models. Therefore, this study worked to identify

and describe information technology instructors' perceptions regarding the pursuit of

professional certifications as a means of professional development. More specifically, this

research addressed the following questions:


of professional development according to certified information technology

instructors?


of professional development according to uncertified information technology

instructors?


means of professional development according to certified information technology

instructors?


means of professional development according to uncertified information technology

instructors?


professional development according to certified information technology instructors?

52


professional development according to non-certified information technology

instructors?

This research utilized a descriptive design and survey methodology for data collection. A

web questionnaire served as the instrument. The primary variables of advantages and

disadvantages of certification, and the benefits of certification were analyzed relative to the

secondary variables of certified and uncertified instructors. The sample was composed of

information technology instructors in the Wisconsin Technical College System.

Limitations

The following limitations are restated here and describe the boundaries of the study. The

results of this study cannot be generalized beyond the context of these boundaries.

Geography: This study was limited to the researcher’s connection and access to

information technology instructors within Wisconsin.

Population: This study was limited to information technology instructors employed

within the Wisconsin Technical College System. The results are only generalizable to the

educational facilities that were part of the Wisconsin Technical College System at the time of the

study.

Instructor Scope: This study was limited to instructors of information technology

programs as operationally defined within the study.

Certification Scope: This study was limited to a select number of available information

technology certifications. These selected certifications were determined by responses to a pilot

study conducted by the researcher at Fox Valley Technical College during April of 2012.

53

Furthermore, this study did not factor in certification expiration schedules or the complexity of

certification renewals.

Discussion of Findings

The first and second research questions focused on the perceived advantages of pursuing

professional certification as a means of professional development according to certified and

uncertified information technology instructors. Of the respondents, 33 (80.48%) reported having

at least one or more certifications. Just under half of these respondents reported obtaining

certifications prior to being an instructor, while most respondents (69.69%) also reported

obtaining certifications while employed as an instructor. This indicates that instructors are aware

of the technical experience that can be achieved through certification and the value that it has

toward their professional growth. Loevinger (1976) indicated that personal growth and

accomplishment are strong motivators. Given the finding that most respondents (66.67%)

received no employment benefits upon obtaining certification, it may be that the certified

respondents have reached the stage of learning development focused on cognitive growth.

Certified instructors indicated that certifications are strongly related with increased

credibility for one’s self and one’s institution. Certifications were also linked with technical

capability. These ideas align with the belief that certifications can add marketability and

advancement opportunities for the certified (Bort, 2011). Proven ability can lead to perceptions

of being an expert in one’s position. Andersson (2009) showed that certified faculty may be

perceived as experts, and the findings indicate that certified instructors share similar perceptions.

Most certified instructors perceived their obtainment of certification also helped improve student

learning. Reimers (2005) found that students instructed by certified instructors did result in

higher achievement values.

54

Uncertified instructors did not agree that certification leads to improved student learning.

However, their perceptions of the advantages of positive feelings of achievement and adding

credibility to one’s self and institution are similar to those of the certified instructors. Also in

agreement with certified instructors was the perception that salary will not be increased, even

though most agreed that employability is improved as a result of certification. Uncertified

respondents reported a strong desire to obtain certification (88.89%) even though the same

respondents were aware they would likely receive no direct employment benefits after obtaining

certification.

The third and fourth research questions focused on the perceived disadvantages of

pursuing professional certification as a means of professional development according to certified

and uncertified information technology instructors. The salient themes from the findings indicate

that time to pursue and the absence of financial reward are common barriers in obtaining

certification. Of the certified, some respondents were reimbursed for certifications while others

were not; this indicates that employment benefits vary greatly by employer or type of

certification. In addition, some uncertified and those not certified while working as an instructor

reported that costs for certification at their current institution are not covered while some are

unaware of their institution’s reimbursement policies. This finding aligns with those by Zeng

(2004) which identified that the absence of standard values to certifications can lead to

employees and employers perceiving the values of certification differently.

The majority of certified instructors strongly agreed that time to pursue certification

“definitely did” play a factor in obtaining certification. Most uncertified instructors agreed with

this finding. In addition, most certified instructors perceived the absence of a financial reward

served as a barrier to certification, as did the majority of uncertified instructors. In analyzing the

55

current state of reward systems, Hanushek (2011) argued that even if certifications were proven

to make more effective teachers, existing reward systems including higher salaries or benefits are

not common. Consideration of rewards for certification often follow perceptions of how much

certification costs, since each certification carries its own set of costs related tests and training.

The perceived cost to become certified is split between certified and uncertified instructors.

Contrasting with certified instructors, uncertified instructors indicated that certifications were too

expensive to pursue.

Most respondents reported that uncertainty in which certification to choose was not a

barrier in obtaining or considering the obtainment of a certification. This argues against the

findings of Wyrostek (2001) which indicate that the volume of certifications available in the

market lead to certification confusion. However, among the 33 certified instructors, there were

32 different types of certifications that were reported as having been obtained.

The fifth and sixth research questions focused on identifying which professional

certifications were perceived to be the most beneficial in terms of professional development

according to certified and uncertified information technology instructors. There were 82

certifications earned by the 33 certified respondents, an average of 2.48 certifications per

certified instructor. The high degree of variability of earned certifications indicates that there are

many certifications in which instructors find beneficial; applicability to one’s current position or

job role may be the strongest factor in determining the benefit of a certification, which could end

up being a hindrance. Quan, Dattero, and Galup (2007) confirmed that certifications strongly

linked to specific job functions can reduce the value of the certification in other positions.

Certifications offered by CompTIA, Microsoft, and Cisco accounted for the majority of

reported earned certifications. Novell certifications, which were not specifically addressed in this

56

study, accounted for ten percent of the self-reported earned certifications. Certified instructors

rated the CCNA certification as the most beneficial certification. This certification was also

perceived to be the most valuable in terms of obtaining or retaining employment as an instructor.

Microsoft and CompTIA certifications were also seen as beneficial. According to learning

theory, the certifications identified as beneficial indicate potential growth areas for instructors.

Uncertified instructors reported that some certifications were beneficial, but the majority of

uncertified instructors reported that certifications were only “somewhat beneficial” or “not

beneficial” at all.

The mean perceived benefit score of all the studied certifications for uncertified

instructors is 2.70; a score between “not beneficial” and “somewhat beneficial”. By comparison,

ratings by certified instructors resulted in a mean of 3.38; a score between “somewhat beneficial”

and “beneficial”. Certified instructors rated the studied certifications more beneficial than

uncertified instructors.

Conclusions

Based on these findings, the following conclusions were drawn:

1. Half of the respondents reported obtaining Master’s degree or higher in their formal

education. Most of the survey respondents (80.48%) reported obtaining at least one

certification, indicating that certification among instructors in the Wisconsin

Technical College System is common. This indicates that information technology

instructors within the Wisconsin Technical College System are highly educated and

generally receptive to continued learning opportunities.

2. Respondents agreed that the cost and time commitments of achieving certifications

are significant barriers to certification and it is common that there are no financial

57

rewards or advancement opportunities related to becoming certified. Credibility and

personal achievement are strong advantages, but are outweighed by the absence of

extrinsic reward. This seems to indicate that barriers to pursue certification are

primarily extrinsic, and intrinsic rewards may not be enough to encourage continued

certification.

3. Of the top four earned certifications among instructors, the top certification vendor is

CompTIA, but the remaining three are vendor-specific certifications from Microsoft,

Cisco, and Novell. Vendor-specific certifications account for the majority of earned

certifications, indicating instructors place a high value in the focused skillset obtained

through vendor certifications. Furthermore, the CCNA certification was highly valued

among certified instructors.

4. Uncertified instructors, although reporting that they have considered certification as

an instructor, do not value certification as strongly as already certified instructors.

Barriers such as time to pursue and the belief that certification is not useful in their

position may override their desire to obtain certification.

Recommendations

Based on the data, findings, and conclusions, the following recommendations are

proposed:

1. Certification fragmentation is evident in both this research and previous research. The

high volume of possible certifications can make designing a professional

development plan for instructors difficult, but this research indicates that

certifications from CompTIA, Microsoft, and Cisco are valued the greatest among

information technology instructors employed within the Wisconsin Technical College

58

System. Development programs designed around top certifications from these

vendors would be most beneficial.

2. If an institution is unable to offer financial reward for certification, development of

programs that appeal to self-motivation rewards such as public and institutional

recognition for instructor achievements may help drive instructors toward completing

certification programs. Modifying instructor workloads to allow more time for

professional development may also serve as a stimulant to attract instructors to pursue

certifications as part of their growth plans.

3. Continued education is valued among information technology instructors in the

Wisconsin Technical College System and if certification programs are not attracting

instructors, alternative development opportunities such as seminars, field work, and

general training related to the technologies being instructed may be beneficial for

professional development.

4. Further research is needed to investigate the correlation between certification and

instructional benefits. The high credibility associated with obtaining certification

backed with perceptions showing a correlation with increased instructional benefit

can raise certification as a value-added activity for professional development. If

identified as such, it may be easier for technical colleges to allocate funding and

benefits toward certifying their information technology instructors.

5. Future studies should be conducted to identify on a certificate-level basis which

perceived advantages and disadvantages apply to specific certifications. Such a study

would provide a macro-level snapshot of perceptions that would be useful for the

development and analysis of professional development plans.

59

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Appendix A: Sample Gathering

The following is formal correspondence was used to contact deans and chairs for email addresses for the information technology instructors. Subject: Graduate Researcher Requesting Assistance Dear Dean, Associate Dean, Director, or Chair: I am a graduate student enrolled in the M.S. in Career and Technical Education program at UW-Stout. As part of my graduate thesis, I am planning to conduct a survey of information technology teachers within the WTCS. I was hoping you would be able to help me conduct my research by providing me the email addresses of the instructors (full-time, part-time, and adjunct) that are actively teaching information technology courses at your school. My thesis is titled "Perceived Value of Professional Certifications as Professional Development for Information Technology Instructors in the Wisconsin Technical College System." The goal of my research is to explore instructor perceptions about the perceived value of pursuing professional I.T. certifications as a form of their professional growth initiatives. As part of the research I plan to identify advantages and disadvantages of I.T. certifications and the perceived barriers in pursing certification. There is little research in this area and the results of the potential to help shape professional development program opportunities. My thesis advisor, Dr. Carol Mooney, is providing me direction on my work. Your contact information was provided to me by Moira Lafayette. She suggested that you may be able to provide me email addresses for the instructors in your department, and that you may be able to notify the instructors of the upcoming research. I am currently projecting to initiate the research questionnaire at the end of April or early May. The research will be conducted via anonymous Qualtrics web survey and the survey will be preceded by an informed consent notice, statement of intent, and disclaimer that participation is optional. Since I am not sure of the appropriate contact, multiple Deans/Directors related to technology or business technology courses at your school may have received this request. If this applies to your school (see attached), please let me know who the primary contact should be for my request. Thank you in advance for any assistance you can provide, Andrew Schwalbe

64

Appendix B: Survey Instrument

Survey Instrument – Qualtrics Web Questionnaire

Q1 For the purpose of this research, the term Information Technology only encompasses technology and the instruction of technology related to installation, maintenance, and support of computer, server, network, software, and business application systems. Information Technology as defined here does not include the concepts, practices, and courses of software design, development, architecture, or any form computer programming. Are you an Information Technology instructor as described above? Yes (1) No (2)

Q2 Have you ever obtained an Information Technology certification? (i.e. CompTIA A+, CompTIA Network+, CCNA, MCSE, etc.) Yes (1) No (2)

Answer If Have you ever obtained an Information Technology certific... Yes Is Selected

Q3 Did you obtain any of your certifications while working as an Information Technology instructor? Yes (1) No (2)

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Answer If Did you obtain any of your certifications while working a... Yes Is Selected

Q4 Please select the Information Technology certifications you obtained while working as an instructor: CCA (Citrix Certified Administrator) (1) CCNA (Cisco Certified Network Associate) (2) CompTIA A+ (3) CompTIA Linux+ (4) CompTIA Network+ (5) CompTIA Security+ (6) CompTIA Server+ (7) ITIL (IT Infrastructure Library) (8) MCITP (Microsoft Certified IT Professional) (9) MCSE (Microsoft Certified Systems Engineer) (10) MCTS (Microsoft Certified Technology Specialist) (11) Microsoft Office Specialist (12) Others (please specify) (13) ____________________

Q5 Please select any Information Technology certifications you obtained while NOT working as an instructor: CCA (Citrix Certified Administrator) (1) CCNA (Cisco Certified Network Associate) (2) CompTIA A+ (3) CompTIA Linux+ (4) CompTIA Network+ (5) CompTIA Security+ (6) CompTIA Server+ (7) ITIL (IT Infrastructure Library) (8) MCITP (Microsoft Certified IT Professional) (9) MCSE (Microsoft Certified Systems Engineer) (10) MCTS (Microsoft Certified Technology Specialist) (11) Microsoft Office Specialist (12) Others (please specify) (13) ____________________

66

Q6 Please rate the degree to which each common certification you may possess helped you obtain or retain employment as an instructor. Choose Not Applicable if you do not possess the listed certification.

Not Applicable

(1)

Strongly Disagree (2)

Disagree (3) Neither Agree nor

Disagree (4)

Agree (5) Strongly Agree (6)

CCA (Citrix Certified

Administrator) (1)

CCNA (Cisco Certified Network

Associate) (2)

CompTIA A+ (3)

CompTIA Linux+ (4)

CompTIA Network+ (5)

CompTIA Security+ (6)

CompTIA Server+ (7)

ITIL (IT Infrastructure Library) (8)

MCITP (Microsoft Certified IT

Professional) (9)

MCSE (Microsoft Certified Systems

Engineer) (10)

MCTS (Microsoft Certified

Technology Specialist)

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(11) Microsoft

Office Specialist (12)

Q7 Did your employer reimburse you for your costs to obtain your certification(s)? Yes (1) No (2) Partially (3)

Q8 Please select any employment benefits you earned as a result of having an Information Technology certification as an instructor. (Check all that apply) Salary Increase (1) Bonus (2) Opportunity for Promotion / Advancement (3) Others (please specify) (4) ____________________

Answer If Have you ever obtained an Information Technology certific... No Is Selected OR

If Have you ever obtained an Information Technology certific... Yes Is Selected AND Did you obtain any

of your certifications while… No Is Selected

Q9 As an instructor, have you ever considered obtaining a professional Information Technology certification? Yes (1) No (2)

Q10 Does your current employer reimburse the cost of obtaining professional Information Technology certifications? Yes (1) No (2) Partially (3) Uncertain (4)

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Q11 At your current employer, would you receive any of the following for obtaining an Information Technology certification? Salary Increase (1) Bonus (2) Opportunity for Promotion / Advancement (3) Others (please specify) (4) ____________________

The remaining questions appear for everyone

Q12 Below are some common barriers regarding seeking Information Technology certifications as an instructor. Please rate how these barriers may have affected your decision in obtaining or not obtaining an Information Technology certification while employed as an instructor.

Definitely did not (1)

Probably did not (2)

Unsure (3) Probably did (4) Definitely did (5)

Certifications Expire

Quickly (1)

Fear of Failure (2)

General Uninterest (3)

No Financial Reward (4)

No Proven Benefit in

Education (5)

No Recognition

(6)

No Time to Pursue (7)

Not Useful in My Position

(8)

Too Expensive (9)

Unsure Which Certification(s) to Choose (10)

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Q13 Please specify any other barriers that may have been factors for you while seeking an Information Technology certification. Q14 Below are some statements related to the perceived value of obtaining an Information Technology certificate. Please rate how much you agree or disagree with these statements regarding Information Technology certifications in relation to your role as an instructor.

Strongly Disagree (1)

Disagree (2) Neither Agree nor Disagree (3)

Agree (4) Strongly Agree (5)

Adds credibility to my institution

(1)

Creates a stronger teaching

department (2)

Enhances my courses (3)

Establishes me as a

professional (4)

Improves my credibility (5)

Improves student

learning (6)

Increases my employability

(7)

Increases salary (8)

Increases student

interest in my classes (9)

Makes me a more effective instructor (10)

Promotes

70

positive feelings of personal

achievement (11)

Proves my technical

capability (12)

Recommended by my

employer (13)

Recommended by peers (14)

Q15 Below are some common professional certifications that an Information Technology instructor might hold. Please rate how beneficial you feel each of these certifications are for Information Technology instructors.

Unfamiliar with this

certification (1)

Not Beneficial (2)

Somewhat Beneficial (3)

Beneficial (4) Very Beneficial (5)

Extremely Beneficial (6)

CCA (Citrix Certified

Administrator) (1)

CCNA (Cisco Certified Network

Associate) (2)

CompTIA A+ (3)

CompTIA Linux+ (4)

CompTIA Network+ (5)

CompTIA Security+ (6)

CompTIA Server+ (7)

ITIL (IT Infrastructure Library) (8)

71

MCITP (Microsoft Certified IT

Professional) (9)

MCSE (Microsoft Certified Systems

Engineer) (10)

MCTS (Microsoft Certified

Technology Specialist)

(11)

Microsoft Office

Specialist (12)

Q16 Do you have any additional comments regarding professional certification for Information Technology instructors? The remaining questions will ask you to report simple demographic information. Q18 Please describe your employment status: Full-time instructor (1) Part-time instructor (2) Adjunct instructor (3)

Q19 At this time, do you currently hold a Wisconsin Technical College System teacher certificate? (WTCS Certified) Yes (1) No (2)

Q20 How many years have you worked as an Information Technology instructor? Less than 1 (1) 2-5 (2) 6-10 (3) 11-15 (4) 16-20 (5) 21-25 (6)

72

26-30 (7) Greater than 30 years instructing Information Technology (8)

Q21 How many years have you worked in the Information Technology field (excluding instruction)? Less than 1 (1) 2-5 (2) 6-10 (3) 11-15 (4) 16-20 (5) 21-25 (6) 26-30 (7) Greater than 30 years working in IT (excluding instruction) (8)

Q22 Please identify your age group: 18-25 (1) 26-35 (2) 36-45 (3) 46-55 (4) 55-65 (5) 65+ (6)

Q23 What is the highest degree or level of education you have completed? If currently enrolled, mark the highest degree received. None of these (1) High school graduate - high school diploma or the equivalent (for example: GED) (2) Some college credit, but less than 1 year (3) 1 or more years of college, no degree (4) Technical Certification (5) Associate degree (for example: AA, AS) (6) Bachelor's degree (for example: BA, AB, BS) (7) Master's degree (for example: MA, MS, MEng, MEd, MSW, MBA) (8) Professional degree (for example: MD, DDS, DVM, LLB, JD) (9) Doctorate degree (for example: PhD, EdD) (10)

73

Appendix C: Participant Correspondence

The following is the formal correspondence used to provide survey information to participants. Subject: UW-Stout Graduate Research Survey Request

Dear Instructor, As a Network Administrator in the private industry and a Masters candidate at the University of Wisconsin-Stout, I am conducting research to reveal the perceptions of Information Technology certifications among Information Technology instructors in the Wisconsin Technical College System (WTCS). I will be compiling this data and reporting the results in my thesis on the same subject. The results of this study will help guide and direct professional development plans for technical college instructors as well as reveal the extent of professional certification within the WTCS. At the end of this email is an anonymous link to survey which will take approximately five to ten minutes to complete. All responses will be confidential. You have the right not to participate in this survey; however, if you decide to participate, your responses will be recorded and the data will not be able to be withdrawn since it will not be linked to your name. Your responses will remain confidential and you will not be asked to identify your technical college. This study has been reviewed and approved by the University of Wisconsin-Stout’s Institutional Review Board (IRB). The IRB has determined that this study meets the ethical obligations required by federal law and University policies. If you have questions or concerns regarding this study, please contact: •Researcher: Andrew Schwalbe, Graduate Student – [email protected] •Research Advisor: Carol Mooney, PhD – [email protected] If you have any questions, concerns, or reports regarding your rights as a research subject, please contact the IRB Administrator: Sue Foxwell, 152 Voc Rehab Building, [email protected]. Thank you for your prospective participation in this graduate thesis survey. - Andrew Schwalbe, Graduate Student – M.S. Career and Technical Education By clicking on the link at https://uwstout.qualtrics.com/SE/?SID=SV_3fwxRm6q6bwg1hO you agree to participate in this survey. You may also copy and paste the link into the address bar of your internet browser: https://uwstout.qualtrics.com/SE/?SID=SV_3fwxRm6q6bwg1hO

1 author: schwalbe, andrew, m perceived value of ... · 1 author: schwalbe, andrew, m title:...

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