Microsoft Word 2007 ichrie conference Proceedings Final-Final 06-06-07. doc

.941 
Resources Tuition 
and 
Fees 
3.80 .942 .887 
Faculty 
Industry experience of faculty 
4.65 
.564 
.318 
Faculty 
Subject experience of faculty 
4.65 
.561 
.315 
Students 
Selective 
Admissions 
3.66 .774 .599 
Students 
Work experience before enrollment 
3.22 
1.169 
1.366 
Student Services 
Availability of 
academic 
advising 
4.12 .774 .599 
Student Services 
Availability of career placement 
4.10 .831 .690 
Student Learning Opportunities 
Required 
internship 
4.37 .899 .808 
Student Learning Opportunities 
Required work experience 
4.05 
1.022 
1.045 
Facilities 
Sanitation & safety of the facilities 
4.83 
.437 
.191 
Facilities 
Student to cooking station ratio 
4.29 
.730 
.533 
Organization & Administration 
Faculty evaluation procedures 
4.27 
.689 
.474 
Organization & Administration 
Program evaluation procedures 
4.23 
.676 
.457 
Outcomes 
% of graduates employed in field 
4.34 
.722 
.521 
Outcomes 
% of students completing degree 
4.15 
.837 
.700 
Differences between Educators and Industry Chefs 
Research question two asked how culinary educators and industry representatives differ as to what factors 
indicate program quality. In evaluating their mean importance levels some differences were found. Both educators 
and industry chefs gave the highest mean importance rating to sanitation and safety of laboratories. The educators 
considered industry experience of faculty and subject experience of faculty the next two most important 
characteristics, while the chefs reversed this order.
Within the eight categories of characteristics, educators and industry chefs agreed on the most important 
factor in each category. They were agreed on the order of importance for the faculty category in which the first six 
characteristics were given the same ranking of importance by both educators and chefs. For the resources category, 
the educators considered tuition/fees charged as the second most important characteristic, while industry chefs 
considered the size of library/resource center second most important. For the student category, educators rated ethnic 
diversity of students second, while chefs perceived student work experience prior to enrollment to be more 
important. For student services, educators gave policies for keeping students in school and helping them graduate 
the second highest mean score, while chefs believed availability of career placement to be more important.
The educators and chefs had some differences regarding the order of importance of the characteristics in 
the student activities category. Educators gave opportunities to participate in community events the second highest 
mean score, while industry chefs placed required work experience second. Educators had work experience in fourth 
place. For the facilities category, the educators’ order of importance of the characteristics matched the order for all 
respondents exactly. However, industry chefs gave number of cooking laboratories a slightly higher mean than 
student-to-station ratio. In the area of organization and administration, educators gave having an external advisory 
board a higher mean importance than industry chefs.
T-tests showed that culinary educators and industry chefs differed significantly on their perceptions of the 
importance of 17 of the potential quality indicators for ADCAP based on the standard of p < .01. The t-statistics, 

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