1 author: schwalbe, andrew, m perceived value of ... · 1 author: schwalbe, andrew, m title:...
TRANSCRIPT
1
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:
2. CMTE MEMBER’S NAME: DATE:
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:
2
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.
3
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.
4
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
5
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
6
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
7
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.
8
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.
9
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?
2. What are the perceived advantages of pursuing professional certification as a means
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?
4. What are the perceived disadvantages of pursuing professional certification as a
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?
10
6. Which professional certifications are perceived to be the most beneficial in terms of
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.
11
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.
12
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.
13
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
14
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
15
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.
16
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
17
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
18
(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
19
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).
20
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
21
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.
22
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
Responses % Responses %
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
No Certifications Since Instructing
Responses % Responses %
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.
Strongly Disagree Disagree Neutral Agree Strongly
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.
Strongly Disagree Disagree Neutral Agree Strongly
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
No Certifications Since Instructing
Responses % Responses %
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 Security+ 1 (3.03%) 4 (12.12%) 12 (36.36%) 10 (30.30%) 3 (9.09%) 3 (9.09%) 3.58
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 Security+ 2 (25.00%) 3 (37.50%) 1 (12.50%) 1 (12.50%) 0 (0.00%) 1 (12.50%) 2.63
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:
1. What are the perceived advantages of pursuing professional certification as a means
of professional development according to certified information technology
instructors?
2. What are the perceived advantages of pursuing professional certification as a means
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?
4. What are the perceived disadvantages of pursuing professional certification as a
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?
52
6. Which professional certifications are perceived to be the most beneficial in terms of
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
References
Andersson, D. L. (2009). Information Technology Industry Certification’s Impact on
Undergraduate Student Perception of Instructor Effectiveness. (Doctoral dissertation).
Northcentral University, Prescott. Retrieved from ProQuest Dissertations and Theses
database. (UMI No. 3358241)
Andersson, D., & Reimers, K. (2009). Does It Matter If Your Instructors Are Certified?.
Certification Magazine, 11(12), 9.
Bartlett, K. R. (2002). The Perceived Influence of Industry-Sponsored Credentials in the
Information Technology Industry. Columbus, OH: National Dissemination Center for
Career and Technical Education. (ED465072)
Bort, J. (2011). Survey Says IT Certs get you Jobs and Raises. Network World, 28(21).
Buckley, R., & Caple, J. (2009). The Theory and Practice of Training (6th ed.). London, UK:
Kogan Page.
Cisco. (2012). CCNA Certification. Retrieved from http://www.cisco.com/web/learning/
le3/le2/le0/le9/learning_certification_type_home.html
Citrix. (2012). Administrator Series. Retrieved from http://www.citrixtraining.com/content/
index.cfm/cgroup_id:55
Cegielski, C. G. (2004). Who Values Technology Certification?. Communications of the ACM,
47(10), 103-105.
CompTIA. (2012). CompTIA Certifications. Retrieved from http://certification.comptia.org/
getCertified/certifications.aspx
60
Daloz, L. A. (1986). Three Useful Maps of How Adults Change and Develop. In A. B. Knox
(Ed.), Effective Teaching and Mentoring: Realizing the Transformational Power of Adult
Learning Experiences (pp. 43-88). San Francisco, CA: Jossey-Bass.
Ham, V. (2010). Participant-Directed Evaluation: Using Teachers' Own Inquiries to Evaluate
Professional Development in Technology Integration. Journal of Digital Learning in
Teacher Education, 27(1), 22-29.
Hanushek, E. A. (2011). The Economic Value of Higher Teacher Quality. Economics of
Education Review, 30(3), 466-479.
Heise, J. M. (2009). Professional Certifications Versus Skills: A Study of Professional
Certifications from the Perspective of the Certified and Their Employers. (Doctoral
dissertation). Capella University, Minneapolis. Retrieved from ProQuest Dissertations
and Theses database. (UMI No. 3372236)
IBM Corporation. (2010). The Value of IT Certification. IBM Certification White Paper.
Retrieved from http://www-304.ibm.com/services/learning/us/pdfs/IBM_White_
Paper_Value_of_IT_Certification_2Q2010.pdf
ITIL. (2012). What is ITIL? Retrieved from http://www.itil-officialsite.com/AboutITIL/
WhatisITIL.aspx
Klingner, J. K. (2004). The Science of Professional Development. Journal of Learning
Disabilities, 37(3), 248-255.
Loevinger, J. (1976). Stages of Ego Development. In J. Loevinger (Ed.), Ego Development:
Conceptions and Theories (pp. 68-135). San Francisco, CA: Jossey-Bass.
Mallard, S. (2008). The Challenge of Teaching Information Technology. ATEA Journal, 36(1),
21.
61
Margulius, D. L. (2006). Study Shows Cert Values in Decline. Infoworld, 28(47), 12.
Microsoft. (2012). Microsoft Certification Program Benefits and Member Sites. In What Are the
Benefits of Achieving a Microsoft Certification? (Program Benefits). Retrieved from
http://www.microsoft.com/learning/en/us/certification/cert-program-membership.aspx
Moncarz, R. (2002). Training for Techies: Career Preparation in Information Technology.
Occupational Outlook Quarterly, 2002 (Fall). 38-45.
Quan, J., Dattero, R., & Galup, S. D. (2007). Information Technology Wages and the Value of
Certifications: A Human Capital Perspective. Communications of AIS, 2007(19), 81-114.
Randall, M. H., & Zirkle, C. J. (2005). Information Technology Student-Based Certification in
Formal Education Settings: Who Benefits and What is Needed. Journal of Information
Technology Education, 4287-306.
Reimers, K. W. (2005). Impact of Information Technology (IT) Industry Certification on the
Achievement of High School Students Enrolled in Technology Courses. (Doctoral
dissertation). Nova Southeastern University, Davie. Retrieved from ProQuest
Dissertations and Theses database. (UMI No. 3371821)
Scott, J. L., & Sarkees-Wircenski, M. (2008). Overview of Career and Technical Education (4th
ed.). Homewood, IL: American Technical Publishers, Inc.
Sternberg, R. J., & Berg, C. A. (1992). Intellectual Development. New York, NY: Cambridge
University Press.
Venator, J. (2006). IT Certification: Still Valuable After All These Years. Techniques:
Connecting Education & Careers, 81(1), 28-31.
Williams, S. W. (2001). The Effectiveness of Subject Matter Experts as Technical Trainers.
Human Resource Development Quarterly, 12(1), 91-97.
62
Wyrostek, W. E. (2001). Now What? – A Case for Certification. InformIT. Retrieved from
http://www.informit.com/articles/article.aspx?p=24128&seqNum=3
Zeng, F. F. (2004). A New Approach To Integrate Computer Technology Certifications into
Computer Information System Programs. Proceedings of the 2004 American Society for
Engineering Education Annual Conference and Exposition, Salt Lake City, Session 2558.
Retrieved June 7, 2012 from http://search.asee.org/search/fetch;jsessionid=
7o5aqeu90u0d?url=file%3A%2F%2Flocalhost%2FE%3A%2Fsearch%2F
conference%2F28%2FAC%25202004Paper487.pdf&index=conference_papers&
space=129746797203605791716676178&type=application%2Fpdf&charset=
63
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)
65
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)
67
(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)
68
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)
69
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