{"id":{"repo_id":"uiuc","oai_identifier":"oai:www.ideals.illinois.edu:2142/80171"},"canonical_url":"https://search.dev.ndltd.org/etd/uiuc/oai:www.ideals.illinois.edu:2142/80171","repository":{"repo_id":"uiuc","name":"University of Illinois - Urbana-Champaign","base_url":"https://www.ideals.illinois.edu/oai-pmh"},"display":{"title":"Customer Satisfaction With the Executive Veterinary Certificate Program in Swine Health Management","abstract":"The purpose of this study was to investigate customer satisfaction with the University of Illinois' Executive Veterinary Certificate Program in Swine Health Management using a methodology developed by Farmer et al. (1991) for use in continuing education and training programs. EVP was developed as a vehicle for veterinarians to attain and retain competence in serving the rapidly changing swine industry. Changes in the composition, control, and management of this industry that began in the 1970s continue to affect current swine producers. An expanding role for swine veterinarians is to help producers maximize pork quality while minimizing production costs. The purpose of this study was to determine the relationship between former EVP participants' perceived competence in key competency areas and related learning activities during and subsequent to their participation in the EVP. Data were collected through four focus group interviews that involved 17 EVP graduates and a questionnaire that was mailed to all 81 EVP graduates to which 77 responded. Competency areas in which questionnaire respondents indicated the greatest attribution to what they learned in EVP were economics of pork production, industry view and awareness, networking, leadership, communication, and time management. Competency areas with the least attribution to EVP were health management and nutrition. Gaps existed between the mean perceived and mean required competence in many of the key competency areas, indicating that respondents perceived the need for further training. Respondents indicated that EVP has served as a catalyst for learning activities subsequent to EVP that have contributed to their work in the swine industry. Learning activities with the greatest extent of engagement attributed by respondents to EVP were long-term educational programs, consultation with veterinary colleagues, consultation with non-veterinary experts, and learning while performing work. In addition, many respondents indicated that they attributed EVP with their having made significant life changes which included pursuing further coursework, making career changes, and focusing on different aspects of their work.","abstract_html":"The purpose of this study was to investigate customer satisfaction with the University of Illinois' Executive Veterinary Certificate Program in Swine Health Management using a methodology developed by Farmer et al. (1991) for use in continuing education and training programs. EVP was developed as a vehicle for veterinarians to attain and retain competence in serving the rapidly changing swine industry. Changes in the composition, control, and management of this industry that began in the 1970s continue to affect current swine producers. An expanding role for swine veterinarians is to help producers maximize pork quality while minimizing production costs. The purpose of this study was to determine the relationship between former EVP participants' perceived competence in key competency areas and related learning activities during and subsequent to their participation in the EVP. Data were collected through four focus group interviews that involved 17 EVP graduates and a questionnaire that was mailed to all 81 EVP graduates to which 77 responded. Competency areas in which questionnaire respondents indicated the greatest attribution to what they learned in EVP were economics of pork production, industry view and awareness, networking, leadership, communication, and time management. Competency areas with the least attribution to EVP were health management and nutrition. Gaps existed between the mean perceived and mean required competence in many of the key competency areas, indicating that respondents perceived the need for further training. Respondents indicated that EVP has served as a catalyst for learning activities subsequent to EVP that have contributed to their work in the swine industry. Learning activities with the greatest extent of engagement attributed by respondents to EVP were long-term educational programs, consultation with veterinary colleagues, consultation with non-veterinary experts, and learning while performing work. In addition, many respondents indicated that they attributed EVP with their having made significant life changes which included pursuing further coursework, making career changes, and focusing on different aspects of their work.","abstract_has_math":false,"creators":["Green, Kristi Arndt"],"institution":"University of Illinois at Urbana-Champaign","degree_name":"Ph.D.","degree_level":"Dissertation","degree_discipline":"Education","degree_department":null,"school":null,"contributors":["Farmer, James A., Jr."],"advisors":[],"committee_chairs":[],"committee_members":[],"year":2015,"date_issued":"2015-09-25T19:55:47Z","date_published":"2015-09-25T19:55:47Z","updated_at":"2026-07-22T22:26:13Z","subjects":["Biology, Veterinary Science"],"languages":["eng"],"rights":[],"rights_urls":[],"identifier_entries":[{"key":"dc:identifier","label":"Identifier","values":["(MiAaPQ)AAI9737123"],"render_values":[{"text":"(MiAaPQ)AAI9737123","href":null,"code":true}]}]},"links":{"outbound_url":"http://hdl.handle.net/2142/80171","outbound_label":"Handle","outbound_source":"dc:identifier"},"metadata_groups":[{"id":"people","label":"People","entries":[{"key":"dc:contributor","label":"Contributor","values":["Farmer, James A., Jr."]},{"key":"dc:creator","label":"Author","values":["Green, Kristi Arndt"]}]},{"id":"academic_context","label":"Academic Context","entries":[{"key":"dc:date","label":"Dc Date","values":["2015-09-25T19:55:47Z","10000-01-01","1997"]},{"key":"dc:type","label":"Dc Type","values":["text"]},{"key":"thesis:degree_discipline","label":"Discipline","values":["Education"]},{"key":"thesis:degree_level","label":"Degree Level","values":["Dissertation"]},{"key":"thesis:degree_name","label":"Degree Name","values":["Ph.D."]},{"key":"thesis:institution_name","label":"Thesis Institution Name","values":["University of Illinois at Urbana-Champaign"]}]},{"id":"subjects_keywords","label":"Subjects and Keywords","entries":[{"key":"dc:subject","label":"Dc Subject","values":["Biology, Veterinary Science"]}]},{"id":"language_rights","label":"Language and Rights","entries":[{"key":"dc:language","label":"Dc Language","values":["eng"]}]},{"id":"identifiers","label":"Identifiers","entries":[{"key":"dc:identifier","label":"Identifier","values":["http://hdl.handle.net/2142/80171","(MiAaPQ)AAI9737123"]}]},{"id":"additional","label":"Additional Metadata","entries":[{"key":"dc:description","label":"Description","values":["The purpose of this study was to investigate customer satisfaction with the University of Illinois' Executive Veterinary Certificate Program in Swine Health Management using a methodology developed by Farmer et al. 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Competency areas in which questionnaire respondents indicated the greatest attribution to what they learned in EVP were economics of pork production, industry view and awareness, networking, leadership, communication, and time management. Competency areas with the least attribution to EVP were health management and nutrition. Gaps existed between the mean perceived and mean required competence in many of the key competency areas, indicating that respondents perceived the need for further training. Respondents indicated that EVP has served as a catalyst for learning activities subsequent to EVP that have contributed to their work in the swine industry. Learning activities with the greatest extent of engagement attributed by respondents to EVP were long-term educational programs, consultation with veterinary colleagues, consultation with non-veterinary experts, and learning while performing work. 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Competency areas in which questionnaire respondents indicated the greatest attribution to what they learned in EVP were economics of pork production, industry view and awareness, networking, leadership, communication, and time management. Competency areas with the least attribution to EVP were health management and nutrition. Gaps existed between the mean perceived and mean required competence in many of the key competency areas, indicating that respondents perceived the need for further training. Respondents indicated that EVP has served as a catalyst for learning activities subsequent to EVP that have contributed to their work in the swine industry. Learning activities with the greatest extent of engagement attributed by respondents to EVP were long-term educational programs, consultation with veterinary colleagues, consultation with non-veterinary experts, and learning while performing work. 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