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This study provides information to academic units about textiles and clothing programs in higher education, and will serve faculty reshaping the academic future of programs With baseline information, academic units could use comparison data during strategic management processes. Administrators of academic units with four-year textiles and clothing programs were mailed a questionnaire soliciting characteristics of the unit and the faculty, curricular elements currently included in the program, competencies and future directions. Questionnaires from 143 units (78% return) met the inclusion criterion of an academic major in textiles and clothing. Over 77% of the 16,000 undergraduate students majored in RetailinglMerchandising; 13% were Fashion/Apparel Design majors and only 9% were Textiles, Apparel, Clothing, General majors. Seven curricular elements were identified as common in textiles and clothing programs: Beginning Textiles, Color and Design Principles, Socio-psychological Aspects of Clothing, History of Clothing, Cultural Aspects of Dress, Merchandise Operations and Fashion Theory. As undergraduate enrollment increases, the number of curricular elements in programs increase. A critical mass of students, and resources that accompany student numbers, may determine breadth of offerings. Presence or absence of a graduate program influences undergraduate curriculum. Increased numbers of faculty contribute to expectations relative to student outcomes. Respondents indicated significant additions to curricular elements in the future, even when considering the probability of decreased resources.
Laughlin et al. (Thu,) studied this question.