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Pedagogical Approaches Used by Faculty in Holland's Model Environments

The Role of Environmental Consistency

University of Memphis, jsmart{at}memphis.edu

Corinna A. Ethington

University of Memphis

Paul D. Umbach

University of Iowa

This study examines the extent to which faculty members in the disparate academic environments of Holland's theory devote different amounts of time in their classes to alternative pedagogical approaches and whether such differences are comparable for those in "consistent" and "inconsistent" environments. The findings show wide variations in the use of alternative pedagogical approaches among faculty members in four of the academic environments of Holland's theory based on the level of consistency or inconsistency in the environmental profiles of these environments. The implications of these findings for future research using Holland's theory to understand longitudinal patterns of change and stability in the attitudes, interests, and abilities of college students as well as variability in the patterns of professional attitudes and behaviors of college faculty are discussed. Attention is also devoted to the policy development and practical implications of these findings for careers counselors and other college and university leaders.

Key Words: academic environments • college faculty • environmental consistency • Holland's theory • pedagogical approaches

This version was published on February 1, 2009

Journal of Career Assessment, Vol. 17, No. 1, 69-85 (2009)
DOI: 10.1177/1069072708325742


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