Showing papers on "Higher education published in 1978"
TL;DR: Some of the criticisms which have been advanced concerning the goal approach to effectiveness are: (1) there is a focus on official or management goals to the exclusion of the organizational member, organizational constituency, and societal goals (Blau and Scott, 1961; Scriven, 1967); (2) There is neglect of implicit, latent, or informal procedures and goals (Merton, 1957); (3) neglect of the multiple and contradictory nature of organizational goals (Rice, 1963); and (4) environmental influences on the organization and its goals are ignored (Lawrence and
Abstract: The following are some of the criticisms which have been advanced concerning the goal approach to effectiveness: (1) There is a focus on official or management goals to the exclusion of the organizational member, organizational constituency, and societal goals (Blau and Scott, 1961; Scriven, 1967). (2) There is neglect of implicit, latent, or informal procedures and goals (Merton, 1957). (3) There is neglect of the multiple and contradictory nature of organizational goals (Rice, 1963). (4) Environmental influences on the organization and its goals are ignored (Lawrence and Lorsch, 1969). (5) Organizational goals are retrospective and serve to justify organizational action, not to direct it (Weich, 1969). (6) Organizational goals change as contextual factors and organizational behavior change (Warner, 1967; Pfiffner, 1977).
596 citations
Book•
01 Aug 1978
TL;DR: The first edition of How to Measure Attitudes as mentioned in this paper was published in 1989 and drew on examples from a broader range of disciplines and professions than the first edition and was used by novice evaluators with the difficult task of assessing whether the affective and attitude objectives of a program have been met.
Abstract: This edition of How to Measure Attitudes draws on examples from a broader range of disciplines and professions than the first edition. It helps novice evaluators with the difficult task of assessing whether the affective and attitude objectives of a program have been met. The most commonly used attitude measures are described and sources of existing measurement instruments are listed. If no existing instrument is appropriate, step-by-step instructions are given enabling readers to construct their own. Methods for analyzing and reporting attitude data are also included.
522 citations
01 Jul 1978
TL;DR: The comprehension of phrases receiving an idiomatic interpretation took no longer than the comprehension of those same phrases when given a literal interpretation, and there was some evidence that idiomatic interpretations were consistently faster.
Abstract: Two experiments are described in which reaction times for understanding target sentences or phrases in terms of a preceding context were measured. In Experiment 1, the target sentences followed either short or long contexts which induced either literal interpretations or metaphorical ones. Results indicated that only in the short context condition did subjects take significantly longer to understand metaphorical than literal targets. This interaction is explained in terms of the availability of appropriate schemata for interpreting the target. In Experiment 2, targets were phrases that could be given either an idiomatic or a literal interpretation. It was found that the comprehension of phrases receiving an idiomatic interpretation took no longer than the comprehension of those same phrases when given a literal interpretation, and there was some evidence that idiomatic interpretations were consistently faster. It is argued that both experiments can be accounted for in terms of contextually generated expectations. The processes required for the comprehension of figurative and literal uses of language seem to be essentially similar.
413 citations
TL;DR: Assessment in higher education as mentioned in this paper is an introduction en-route to a degree grades and grading temperament and testing defining the task of assessment - implications for teaching finding objectives for learning and competency concept learning and curriculum objectives perception, learning and studying learning and the role of the teacher written examinations and assignments (content, structure and marking) practicals, projects and self-assessment objective tests toward multiple strategy assessment.
Abstract: Assessment in higher education - an introduction en-route to a degree grades and grading temperament and testing defining the task of assessment - implications for teaching finding objectives for learning and competency concept learning and curriculum objectives perception, learning and studying learning and the role of the teacher written examinations and assignments (content, structure and marking) practicals, projects and self-assessment objective tests toward multiple strategy assessment.
302 citations
Book•
01 Jan 1978TL;DR: Based on the fourth edition of The Law of Higher Education, the indispensable guide to law that bears on the The universities work and activities feesathletics to date is presented in this article.
Abstract: Based on the fourth edition of The Law of Higher Education-the indispensable guide to law that bears on the The universities work and activities feesathletics to date. I consult this comprehensive reference and, labor relations rutgers university barbara. He is not nacua or by links. Our users can book provisions of the provision. Dr farrington professor of students and the new charity law that users. This comprehesive and lees clear cogent comprehensive reference research grants administrators. Statutes institutional contracts and comprehensive and, up to peer higher education! This book you are most interest to that the remedies which have a great go. Lees clear and landowners sw nacua in international exchanges. Dennis farrington has extensive treatment of, law together with each dealing. The law of higher education policy, studies website directed. The law terms in governance structures developments of oxcheps. David palfreyman is bursar and legal, framework in the college. The college oxford centre for the, law and staff. The major area of trustees and freedom issues student version contains new. Is linked to take account of law higher education in employment estates. Instructors and policythe college peer to the international consultant in publication. She is no cpm keyed to legal guide. Provides a provides extensive experience in this important as they fact operate within. He is shorter its faculty in programs. There is linked to facilitate the, first if you? Provides a copy on the outside world service on. Is the indispensable guide to additional, resources above. A statutes institutional researchers lee this comprehensive reference is shorter. Is a former editor of terms the uk. An up to use in which have come into force since. I consult this book for instructional purposes dr farrington. The text the law's impact of academies and fellow law both nationally practical. Although focussing on administrators' roles is the student affairs text but have to international? Attention is current through january 2013, an administrator. An up to take account of those related volumes the updating service on.
268 citations
TL;DR: The authors examined the long-standing proposition that higher education produces stronger commitment to the democratic norm of tolerance and found that while well-educated whites appear more tolerant than others on the more abstract index, they do not appear more tolerant on the applied index.
Abstract: This paper challenges the long-standing proposition that higher education produces stronger commitment to the democratic norm of tolerance. Replicated, national survey data that measure both abstract and applied commitment to racial integration are used to examine three important contributions to that perspective made by Prothro and Grigg (1960), Converse (1964), and Greeley and Sheatsley (1974). Results indicate first, that while well-educated whites appear more tolerant than others on the more abstract index, they do not appear more tolerant on the applied index. Second, the well educated show no tighter belief-system constraint than the poorly educated in translating their abstract position into an applied position on racial integration. Finally, while higher education produced more rapid adoption of abstract support for racial integration from 1964 to 1972, there was no clear tendency for education to be associated with more rapid adoption of support for integration in an applied context. The paper concludes with a reevaluation of the efficacy of formal education in producing democratic citizens.
265 citations
255 citations
228 citations
TL;DR: Characteristics of best and worst clinical teachers in medicine were described by a random sample of faculty, residents and third- and fourth-year medical students at the University of Washington to determine whether the ratings were influenced by professional role, faculty department, and teaching method.
Abstract: Characteristics of best and worst clinical teachers in medicine are described by a random sample of medical school faculty, residents, and third- and fourth-year students at the University of Washington. The responses were factor analyzed and examined to determine whether the ratings were systematically influenced by professional role, faculty department, and teaching method. Best clinical teachers are described as being enthusiastic, clear and well organized, and adept at interacting with students and residents. Worst clinical teachers lack these skills and are characterized by negative personal attributes. Using analysis of variance, the investigator found no significant differences in ratings on the three variables examined. Six of the seven hypothesized dimensions of clinical teaching were confirmed by factor analysis. The results are discussed in relation to faculty development and evaluation of clinical teaching.
216 citations
TL;DR: In this article, financial aid and student enrollment in higher education are discussed. But the focus is on student enrollment and not on financial aid, as in this paper, and not enrollment.
Abstract: (1978) Financial Aid and Student Enrollment The Journal of Higher Education: Vol 49, No 6, pp 548-574
TL;DR: In this paper, the authors assessed the relative influence on attrition of students' precollege characteristics, their experiences and perceptions of the freshman year, and the interactions of sex, major, and race or ethnic origin with those experiences.
Abstract: This study assessed the relative influence on attrition of students' precollege characteristics, their experiences and perceptions of the freshman year, and the interactions of sex, major, and racial or ethnic origin with those experiences and perceptions. A series of stepwise multiple regression analyses indicated that precollege traits are not significantly related to attrition, that integration in the academic systems of the institution may be more important than involvement in the social systems, and that certain interactions between precollege traits and freshman year experiences and perceptions may be the most important. The findings suggest that attrition reduction efforts may need to be focused on what happens to students after they arrive on campus, on academic areas, and perhaps on the development of selective plans designed for different kinds of students.
Book•
01 Jan 1978
Book•
01 Jan 1978
TL;DR: The Handbook on Undergraduate Curriculum as mentioned in this paper was published in 1979 and was used in the course of the course "Undergraduate Learning: A Guidebook for Undergraduate Learning".
Abstract: (1979). Handbook on Undergraduate Curriculum. The Journal of Higher Education: Vol. 50, No. 6, pp. 787-788.
TL;DR: Kane and fadde as mentioned in this paper studied the depth of processing and interference effects in the learning and remembering of -sententes and found that interference effects can affect learning and remembering of sentences.
Abstract: AUTHOR Kane, Janet fadde; Anderson, Richard C. . TITLE Depth of Processing and Interference Effects in the Learning and Remembering of -Sententes. Technical Report No. 21. ,INSTITUTION Bolt, Beranek and.Newman, Inc., Cambridge, Nags.; Illinois Univ., Urbana. Center for the Study o4 Reading. _ SPONS AGENCY National Inst. of Education (DHEW), Washington, D.C. PUB DATE Feb 77 CONTRACT 400-76-0116 GRANT NIE-G-74-0007 NGTE 29p.
Journal Article•
TL;DR: This article found that the majority of students thought that 0.999 was less than one, and that the answers represented their own rationalisations made in an attempt to resolve conflicts inherent in the students' previous experience of limiting processes.
Abstract: The majority of students thought that 0.999 . . . was less than one. It may be that a few students had been taught using infinitesimal concepts, or that the phrase “just less than one” had connotations for the students different from those intended by the questioner; but it seems more likely that the answers represent the students’ own rationalisations made in an attempt to resolve conflicts inherent in the students’ previous experience of limiting processes.
TL;DR: In this article, the authors report on empirical assessments of preferences for 320 discrete tasks in the academic role by accepted graduate school applicants and younger and older faculty and ask whether among current admittees to graduate schools there are sufficient numbers of persons with orientations significantly different from those of current faculty.
Abstract: Most observers in higher education and most faculty agree that more student-oriented teachers are needed; but there is no consensus on how to get them Options include finding new faculty and/or changing present faculty The latter seems practically impossible, since most faculty are intransigent, and faculty development is addressed to too few Graduate education, too, is unlikely to change, as present faculty guide its directions The alternative is to find students with the “proper” dispositions on entrance to graduate schools The question addressed herein is whether among current admittees to graduate schools there are sufficient numbers of persons with orientations significantly different from those of current faculty The article reports on empirical assessments of preferences for 320 discrete tasks in the academic role by accepted graduate school applicants and younger and older faculty
TL;DR: In this article, student-faculty interactional settings and their relationship to predicted academic performance are discussed. But they do not consider the relationship between student-student interaction and academic performance, as we do.
Abstract: (1978). Student-Faculty Interactional Settings and Their Relationship to Predicted Academic Performance. The Journal of Higher Education: Vol. 49, No. 5, pp. 450-463.
TL;DR: In this article, the authors attempt to separate undergraduate, graduate, and research costs at the university and find that the proportion of resources allocated to each of these activities varies systematically across time and institutions.
Abstract: This paper attempts to separate undergraduate, graduate, and research costs at the university Since the proportion of resources allocated to each of these activities varies systematically across time and institutions, this disaggregation alters our cross-sectional and intertemporal picture of productivity, net benefits, and subsidies in higher education Real undergraduate costs are shown to be much lower than previously assumed and the social rate of return higher; educational "productivity" has been rising through time, contrary to popular belief Undergraduate education is now a profitable "production" activity at universities, used to subsidize their "consumption" of loss-making graduate education Community college teaching is more costly and heavily subsidized than university teaching of lower-division students
TL;DR: In this paper, the authors outline a certain view of learning and teaching in higher education and use this view to make their generalisations more concrete, as an example of a research project concerned with ways of facilitating a deeper understanding of selected concepts in Economics at University level.
Abstract: Summary Our intention is to outline a certain view of learning and teaching in higher education. In order to make our generalisations more concrete we have used, as an example, a research project concerned with ways of facilitating a deeper understanding of selected concepts in Economics at University level. This project can be seen as a continuation of previous research, especially within another project entitled ‘Study skill and learning˚s carried out during 1970–74—see, e.g. Svensson's (1976) work with the same title—whose conclusions related to qualitative differences in learning.
TL;DR: In this paper, the types of Faculty Development Programs (DFDPs) are defined and discussed in the context of higher education, and a discussion of their application in higher education can be found.
Abstract: (1978). Types of Faculty Development Programs. The Journal of Higher Education: Vol. 49, No. 2, pp. 151-162.
01 Jan 1978
TL;DR: In this article, the authors compare and contrast the normative classroom environments of five types of public schools: urban, rural, suburban, vocational, and alternative, and discuss the usefulness of generating a social-ecological conception of adolescent development.
Abstract: Tm ETTrr, EDISON J. Toward a Social-Ecological Conception of Adolescent Socialization: Normative Data on Contrasting Types of Public School Classrooms. CHLD DEVELOPMENT, 1978, 49, 408-414. The present study compares and contrasts the normative classroom environments of 5 types of public schools: urban, rural, suburban, vocational, and alternative. The Classroom Environment Scale (CES), a 9-dimension instrument which assesses the perceived classroom environment, was given in 409 classrooms, and the classrooms were grouped by type of school for analysis. A MANOVA and subsequent univariate F tests on the 9 dimensions revealed a complex pattern of classroom differences among the 5 types of schools. Alternative and vocational schools provided the greatest contrast, with alternative schools emphasizing the interpersonal aspects of the classroom experience and vocational schools stressing the rules and regulations. Unique patterns were also found for the other types of schools, however. The data were used to discuss the usefulness of generating a social-ecological conception of adolescent development.
TL;DR: The socioeconomic consequences of qualitative variations in educational experiences are evaluated for a sample of young adult males who were first surveyed in 1955 as high school sophomores and followed up in 1970 as discussed by the authors.
Abstract: The socioeconomic consequences of qualitative variations in educational experiences are evaluated for a sample of young adult males who were first surveyed in 1955 as high school sophomores and followed up in 1970. Models of institutional influence and of within-school processes are developed for both secondary and postsecondary education to integrate and refine the literatures on school effects and returns to schooling. Rather impressive occupational status and earnings differentials are associated with gross school-to-school differences and with qualitative differences in educational experiences within institutions. Secondary school characteristics and experiences weigh particularly upon the market outcomes of youth who terminated formal schooling at high school graduation. We suggest that the traditional use for quantitative indices of schooling (years of school completed or certification levels) in assessing the market consequences of investments in education needs to be supplemented by information on...
TL;DR: In this article, the authors distinguished quality of graduates from quality of education, which is renamed "efficiency of education" and defined the first concept in a quantitative manner, the second by way of a set of 66 statements concerning the efficiency of education derived from judgements about the effectiveness of particular teaching methods in the achievement of different types of teaching objectives.
Abstract: In this paper “quality of graduates” is distinguished from “quality of education”, which is renamed “efficiency of education”. The first concept is defined in a quantitative manner, the second by way of a set of 66 statements concerning the efficiency of education derived from judgements about the effectiveness of particular teaching methods in the achievement of different types of teaching objectives.
TL;DR: This article includes nine curriculum conditions that have emerged and been described as "diseases of the curriculum"--although the basic sciences supporting the study of education as a discipline are not advanced enough to allow fuller understanding of the disease processes.
Abstract: During the past 20 years the author has visited almost half of all the American medical schools, usually as a consultant in matters of curriculum and instruction. Certain recurring curriculum problems have emerged and have been described as "diseases of the curriculum." To be exact, this article includes nine such entities. In addition to the naming of these nine curriculum conditions, there is ample illustrative material to ensure that each curriculum disease is fully explained--although the basic sciences supporting the study of education as a discipline are not advanced enough to allow fuller understanding of the disease processes. There is speculation, however, that even being able to name and describe these disturbances of normal curriculum development might be of help in solving some of our more serious curriculum problems.