Influences on Student Performance in a University Networks and Telecommunications Course

Influences on Student Performance in a University Networks and Telecommunications Course

Robert G. Brookshire (University of South Carolina, USA), Tena B. Crews (University of South Carolina, USA) and Herbert F. Brown (Appalachian State University, USA)
DOI: 10.4018/978-1-60960-150-8.ch023
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Students at a large southeastern university typically find the introductory networking and telecommunications course difficult. This study examines factors that contribute to the success of undergraduate technology support and training management students in this required course. College transcripts and academic student files provided the data, which were analyzed using multiple regression. In contrast to previous research, only performance in an introductory technology prerequisite course significantly predicted success. These findings have implications for faculty designing or organizing curricula who want to improve the success of students in networking and telecommunications courses.
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Literature Review

Several studies identified networks and telecommunications skills to be important. Zhao (2002) found a vast majority of Fortune 500 companies responding to his survey named telecommunications skills as important for professionals both now and in the future. Cappel (2001-2002) found data communications and networking skills were important to employers. Lee (2005) found telecommunications skills such as Web server and Internet proficiency were in high demand. Maier, Greer and Clark (2002) found a dramatic increase in the demand for telecommunications skills. Universities have responded by developing telecommunications curricula as disciplines or major fields of study (Barnard et al., 1996).

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