Exploring the industrial hygiene academic curriculum: Expectations and perceptions of the profession

Although the multi-disciplinary profession of industrial hygiene (IH) has been established for many years and IH practitioners have been prolific in developing the technical tools for recognition, evaluation and control of workplace hazards, few in the IH discipline have turned the tools and methods of academic research toward the academic curriculum itself. A review of the literature revealed that published research in IH curriculum has been minimal, and that none has considered comparing faculty and employer expectations. Evaluating the nature of the current IH curriculum, and the preferences and expectations of the IH profession for graduates? competencies, is true to the goal of IH practice, i.e., conducting research as a basis for on-going evaluation and review of existing programs, and using research findings to plan preventive interventions in order to ensure continued good health of both programs and impacted individuals. This research was an initial, exploratory study to identify and assess the expectations and perceptions of the IH faculty and employers in the areas of IH curriculum content and structure. The expectations and perceptions of IH academic program faculty were compared with those of employers of graduates of IH programs. Characteristics of current IH academic programs were identified, as a baseline for future evaluation of the IH curriculum. Actual and expected undergraduate majors of those entering IH masters programs were identified to aid in targeting effective recruitment programs and efficient resource allocation. The study populations? skill and capacity with computers and the Internet were assessed as an indicator of readiness to incorporate distance learning methodology and electronic media delivery into traditional classroom delivery of industrial hygiene education. Recommendations were given for model IH curricula derived from the survey participants? responses, and for future work.