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_e _e _aOfalia, Bernardino C. _d _b4 _u _c0 _q16 |
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_a _aCustomer satisfaction based framework in evaluating the curriculum in industrial psychology / _d _b _n _cBernardino C. Ofalia. _h6 _p |
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_3 _3 _a _d _b _c46 |
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_e _e _c28 cm. _aviii, 138 pages _b |
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_3 _30 _b _aunmediated _2rdamedia |
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_3 _30 _b _avolume _2rdacarrier |
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_a _aThesis (Ph.D.) -- Pamantasan ng Lungsod ng Maynila, 2011.;A dissertation presented to the faculty of Graduate School of Arts, Sciences and Education in partial fulfillment of the requirements for the degree Doctor of Education major in Educational Administration. _d _b _c56 |
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_b _b _c _aABSTRACT: The purpose of this study is to create and propose a framework in evaluating the curriculum in industrial psychology. Patterned from the Six Sigma, DMAIC model in a achieving total customer satisfaction, this proposed framework aims to aid educational administrators decide empirically which subjects are commendable for inclusion in the revision the psychology curriculum. The outcome would serve as the answer to appeal of the Commission for Higher Education for the change of the (industrial) psychology curriculum in preparation for the licensure examination. Utilizing the quantitative methodology and employing the Descriptive-Cross-sectional design, respondents (customers ) i.e. psychology student/recent graduate of psychology and the curriculum developers were made to answer a researcher-made instrument called the Human Resources Competency Index Indicator (HRC2i). The instrument intends to measure which HR competency the customer perceive to be relevant. Each perceived relevant HR competency is theoretically equated also to be their degree of learning satisfaction. For according to the pragmatic educational philosophy, learning can only be satisfying if the learning is said to be meaningful or relevant. Test for difference was used to determine disparity of perceptions among the group of respondents. Results show that there is a significant difference among the three groups of respondents. This finding can now aid future curriculum developers which subjects should be appropriately included in the final revision of the curriculum through further analysis of individual competencies. _u |
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