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  • 1
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    Journal for general philosophy of science 22 (1991), S. 1-14 
    ISSN: 1572-8587
    Keywords: empirical and extra-empirical evaluative criteria ; parsimony ; scientific theories ; simplicity ; theory-assessment and theory-choice
    Source: Springer Online Journal Archives 1860-2000
    Topics: Philosophy , Nature of Science, Research, Systems of Higher Education, Museum Science
    Notes: Summary Almost all commentators acknowledge that among the grounds on which scientists perform theory-choices are criteria of simplicity. In general, simplicity is regarded either as only a logico-empirical quality of a theory, diagnostic of the theory's future predictive success, or as a purely aesthetic or otherwise extra-empirical property of it. This paper attempts to demonstrate that the simplicity-criteria applied in scientific practice include both a logicoempirical and a quasi-aesthetic criterion: to conflate these in an account of scientists' theory-choice is to court confusion.
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  • 2
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    Journal for general philosophy of science 22 (1991), S. 15-41 
    ISSN: 1572-8587
    Keywords: Gauss ; Bede ; chronology ; calendar ; easter formula ; computistic
    Source: Springer Online Journal Archives 1860-2000
    Topics: Philosophy , Nature of Science, Research, Systems of Higher Education, Museum Science
    Notes: Summary Since its definition at the council of Nicea the date of Easter had been calculated on a cyclical basis. The Easter formula publicized by C. F. Gauss in 1800 has neither achieved recognition with the chronologists nor with the officials of the papal curia, responsible for the fixing of Easter. In the paper being presented here the elements of medieval computus are transformed on an arithmetical basis and from this a formula for the fixing of Easter is developed. With the help of these two components it is possible to calculate the Julian as well as the Gregorian dates of Easter and, in addition the calendar of any given year. The formula for the date of Easter being submitted here can be traced back exclusively to the elements of the medieval computus and can be ratified by the chronologists. Thus it renders possible the fixing of every Easter date with the help of a pocket calculator or the use of two small tables. This demonstrates that the history of methodology contains tools in order to develop a ‘new’ solution of a systematical problem.
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    Journal for general philosophy of science 22 (1991), S. 43-59 
    ISSN: 1572-8587
    Source: Springer Online Journal Archives 1860-2000
    Topics: Philosophy , Nature of Science, Research, Systems of Higher Education, Museum Science
    Notes: Summary The paper deals with the interrelations among philosophy, sociology, and historiography of science in Thomas Kuhn's theory of scientific development. First, historiography of science provides the basis for both philosophy and sociology of science in the sense that the fundamental questions of both disciplines depend on the principles of the form of historiography employed. Second, the fusion of sociology and philosophy of science, as advocated by Kuhn, is discussed. This fusion consists essentially in a replacement of methodological rules by cognitive values that influence the decisions of scientific communities. As a consequence, the question of the rationality of theory choice arises, both with respect to the actual decisions and to the possible justification of cognitive values and their change.
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  • 4
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    Journal for general philosophy of science 22 (1991), S. 61-72 
    ISSN: 1572-8587
    Keywords: (scientific) rationality ; (scientific) discovery ; heuristics ; context of discovery/context of justification ; normativity (in science) ; local rationality (of science) ; Popper ; Reichenbach
    Source: Springer Online Journal Archives 1860-2000
    Topics: Philosophy , Nature of Science, Research, Systems of Higher Education, Museum Science
    Notes: Summary The recent turn to the ‘context of discovery’ and other ‘postmodernist’ developments in the philosophy of science have undermined the idea of a universal rationality of science. This parallels the fate of the classical dream of a logic of discovery. Still, justificational questions have remained as a distinct perspective, though comprising both consequential and generative justification — an insight delayed by certain confusions about the (original) context distinction. An examination of one particular heuristic strategy shows its local rationality; even as an efficient procedure of hypothesis generation, it carries probative weight. It will be explored in which respects such a strategy can be normative or contain normative elements.
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    Journal for general philosophy of science 22 (1991), S. 73-100 
    ISSN: 1572-8587
    Keywords: Encyclopedism ; logical empiricism ; Vienna Circle
    Source: Springer Online Journal Archives 1860-2000
    Topics: Philosophy , Nature of Science, Research, Systems of Higher Education, Museum Science
    Notes: Summary Otto Neurath was one of the most active and prominent members of the Vienna Circle. However, after the war his philosophical influence has been rather limited. In this paper I want to show that the main theme of Neurath's philosophical work has been the formulation of a radically empiricist theory of science. His approach —encyclopedism — can be characterised by the following five theses: scientific knowledge is (1) fallible, (2) pluralistic, (3) holistic, (4) it can be logically systematizedonly locally, and (5) it does not give us a (faithful) description of the real world. (4) is considered as the most original thesis of encyclopedism and is discussed in detail. Neurath never fully elaborated his approach. However, the central features of encyclopedism can be reconstructed from Neurath's penetrating criticisms of Popper's falsificationism and Carnap's semantics. In both cases, his approach is based on a transformed Kantian motive, namely to map out the legitime limits of empiricist reason.
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    Journal for general philosophy of science 22 (1991), S. 111-132 
    ISSN: 1572-8587
    Keywords: truth ; self-reference ; extension ; paradox
    Source: Springer Online Journal Archives 1860-2000
    Topics: Philosophy , Nature of Science, Research, Systems of Higher Education, Museum Science
    Notes: Summary This paper is intended to discuss the problems occurring in the relation between the notion of truth and the question of self-reference. To do this, we shall review Tarski's (T) convention and its related terminology. We shall clarify the relation between truth and extension in order to lead into the question of semantic paradoxes appearing in the theoretical models concerned with truth. Subsequently, we shall review the logical system which develops in the reformulation of the modal proposal of the (T) convention. In closing, we shall critically examine Kripke's interpretation from the proposals made by Tarski.
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  • 7
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    Journal for general philosophy of science 22 (1991), S. 133-141 
    ISSN: 1572-8587
    Keywords: evolution ; teleology ; chance ; purpose ; anthropomorphism
    Source: Springer Online Journal Archives 1860-2000
    Topics: Philosophy , Nature of Science, Research, Systems of Higher Education, Museum Science
    Notes: Summary Revaluation of the problem of natural teleology seems an important precondition for elucidating our environmental crisis and for formulating an ‘ecological ethics’, because it calls for a recognition of an intrinsic value in nature and organisms. Therefore, it is necessary to show that the concept of natural teleology is not in contradiction with scientific theories, in particular not with the theory of evolution. In this paper I shall argue that there is a fundamental misunderstanding about the concepts of teleology and chance in modern thinking. This as a result of a radical transformation of the Aristotelian concept of teleology by Christian theologians during the Middle Ages. This confusion resulted in the rejection of teleology from evolution and in an exaggeration of the role of chance. However, not a solution for the problem of teleology is given here, but only an attempt to prove that neither the fossil-record, nor the role of chance in evolution can give adequate arguments for the negation of teleology in evolution. That is not to say that, therefore there exists teleology in evolution, but the problem of teleology in nature cannot, be solved by the scientific theory of evolution, but only be elucidated by philosophical analysis. At the end of the paper it is argued that teleology must be rather presupposed in evolution.
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  • 8
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    Journal for general philosophy of science 22 (1991), S. 101-110 
    ISSN: 1572-8587
    Keywords: Redundanztheorie ; Wahrheit ; Falschheit ; Bejahung ; Verneinung
    Source: Springer Online Journal Archives 1860-2000
    Topics: Philosophy , Nature of Science, Research, Systems of Higher Education, Museum Science
    Notes: Summary According to the Redundance Theory of Truth, the utterance “it is true thatp” means nothing more than simply ‘p’. So the utterance “is true” would be meaningless, redundant. The Redundance Theory overlooks that the the predicate “true” can be used in two applications: (a) as anassertion of the justness of a proposition, (b) as ajudgement of the justness of a proposition. (The word “justness” in this context means the correspondance of a proposition with reality according to the Theory of Correspondence.) The explicitassertion of the justness is indeed superfluous as it is implicitly included in the proposition. Thejudgement of the justness of a proposition, however, cannot be included in the proposition analytically. In this way, the utterance “it is true thatp” does not only mean ‘p’ but “the assertion that is implicitly included in the proposition ‘p’ (=“‘p’ is true”) is true”. Analogous: the utterance “it is false that ‘p’” means “the assertion that is implicitly included in the proposition ‘p’ (=“‘p’ is true”) is false”. A judgement like this exceeds the content of a proposition and so cannot be redundant. Although in some context the words “true” and “false” may be used in their application an an assertion because of stylistic reasons, they are relevant for any theory of truth only in their application as a judgment, which cannot be contested by the reproach of redundance. The claim of the Redundance Theory that the concept of truth is meaningless and superfluous must be refused. According to the Redundance Theory of Truth the utterance “it is false thatp” means nothing more than simply “¬ p” and can be substituted by “p”. So the falsification of a proposition would be the same as its negation — and could be eliminated. However, falsification is just not the same as negation of a proposition. It is the negative judgement of a (affirmative or negative) proposition. More exactly: the negative judgement of a proposed correspondance between any proposition and reality. As negation refers on a proposition itself, falsification refers on the relation between a proposition and reality and therefore is an other thing than negation. So the utterance “it is false that” can't be substituted by “¬”, and the reproach against the word “false” to be redundant must be refused, too.
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  • 9
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    Journal for general philosophy of science 22 (1991), S. 143-153 
    ISSN: 1572-8587
    Keywords: Concepts of knowledge ; science and discovery
    Source: Springer Online Journal Archives 1860-2000
    Topics: Philosophy , Nature of Science, Research, Systems of Higher Education, Museum Science
    Notes: Summary Why was nuclear fission discovered under the repressive conditions of the Third Reich and not in one of the other leading countries in science? The attempts to answer this question leads to the formulation of the hypothesis that under the very special constellation of the working relations between Hahn and Meitner, the forced emigration of Meitner was advantageous insofar as it emancipated Hahn from the physical guardianship of Meitner, and liberated his chemical competence. This was a prerequisite to recognizing the presence of Barium in the debris of Uranium decay. At the same time it liberated Meitner so that she could break with the old physicalconcepts of knowledge when accepting Hahn's chemical results, and find the correct interpretation of the experiment. Moreover, Hahn's and Strassmann's inner emigration which kept them away from participating in political activities and engagements, as well as their abstinence from competing in fashionable research (which was stimulated by the increasing political isolation of Germany) helped them to concentrate on their more restricted investigations following unfashionable lines of thinking and were among the favourable conditions for making their great discovery.
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    Journal for general philosophy of science 22 (1991), S. 155-167 
    ISSN: 1572-8587
    Keywords: descriptive causal theories of reference ; successful reference and reference-fixing ; reference and the progress of science ; non-referring scientific terms ; indeterminacy of reference
    Source: Springer Online Journal Archives 1860-2000
    Topics: Philosophy , Nature of Science, Research, Systems of Higher Education, Museum Science
    Notes: Summary One of the central questions concerning theories of reference has been the problem of how the reference of scientific terms gets fixed. Descriptive causal theories of reference, as discussed in this paper, have re-introduced the role of theoretical beliefs and conceptualisations in term introductions and reference-fixing. The present paper argues that the idea of reference-fixing as a dot-like event (baptism) is wrong: a number of episodes from the history of science are discussed to support the claim that reference-fixing is a historical, drawn-out process. This, however, does not stand in the way of successful reference. The two processes are simply separated. A criterion is suggested to determine successful reference. From this approach two further ideas follow: not all scientific terms actually have the power of referring and even those that do will always retain a residual indeterminacy.
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    Journal for general philosophy of science 22 (1991), S. 169-171 
    ISSN: 1572-8587
    Keywords: special relativity ; homogeneity of space and time
    Source: Springer Online Journal Archives 1860-2000
    Topics: Philosophy , Nature of Science, Research, Systems of Higher Education, Museum Science
    Notes: Summary From the following discussion, we conclude that: (a) the homogeneity of space implies (in special relativity) the homogeneity of time, and vice versa; (b) the assumption of homogeneity of space (or time) implies that the transformation formulae must be linear (see Equations (10) and (17)). This last conclusion is contrary to Hoyer's affirmation in the paper quoted below.
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    Journal for general philosophy of science 22 (1991), S. 187-193 
    ISSN: 1572-8587
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    Journal for general philosophy of science 22 (1991), S. 173-175 
    ISSN: 1572-8587
    Keywords: special relativity ; Lorentz transformations ; absolute time ; classical kinematics
    Source: Springer Online Journal Archives 1860-2000
    Topics: Philosophy , Nature of Science, Research, Systems of Higher Education, Museum Science
    Notes: Summary On the Theory of the Lorentz transformations. A Reply The author defends the notion of absolute time and classical kinematics in special relativity against various objections raised against his theory of the Lorentz transformations.
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    Journal for general philosophy of science 22 (1991), S. 177-185 
    ISSN: 1572-8587
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    Journal for general philosophy of science 22 (1991), S. 195-200 
    ISSN: 1572-8587
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    Journal for general philosophy of science 22 (1991), S. 201-204 
    ISSN: 1572-8587
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    Journal for general philosophy of science 22 (1991), S. 205-205 
    ISSN: 1572-8587
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  • 18
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    Journal for general philosophy of science 22 (1991), S. 207-227 
    ISSN: 1572-8587
    Keywords: medical theory ; theoretical medicine ; humoral pathology ; axiomatization ; structuralism ; model theory
    Source: Springer Online Journal Archives 1860-2000
    Topics: Philosophy , Nature of Science, Research, Systems of Higher Education, Museum Science
    Notes: Summary The model underlying the hippocratic humoral theory, as well as the corresponding part of hippocratic aetiology is reconstructed in precise, structuralist terms. Stress is laid on the presentation of the model, historical and philological derivations are suppressed. The global net structure of humoral theory in which the different diseases are described as specializations of the basic model is worked out, and the particular metatheoretical features of ‘therapeutical’ theories, as contrasted to ‘descriptive’ theories, are exemplified and stated in general.
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  • 19
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    Journal for general philosophy of science 22 (1991), S. 229-243 
    ISSN: 1572-8587
    Keywords: Forschung ; Forschungsprogramm ; kritischer Rationalismus ; Imre Lakatos ; Methodologie wissenschaftlicher Forschungsprogramme ; Technisierung der Wissenschaft ; Wissenschaftsforschung
    Source: Springer Online Journal Archives 1860-2000
    Topics: Philosophy , Nature of Science, Research, Systems of Higher Education, Museum Science
    Notes: Summary For Imre Lakatos hismethodology of scientific research programmes was not only a philosophical theory of science and scientific change but also the conceptual foundation of empirical and historical studies of science. At least terminologically this view is today widely accepted: The concept of aresearch programme is used in all sorts of literature on science. In the present paper I argue that this concept can lead to serious distortions of empirical and historical studies of science if it is not detached from the Lakatosian philosophical framework. Themethodology of scientific research programmes has three main pitfalls, which may lead to disorientations of empirical and historical studies of science: (1) Contrary to what the term “research programme” may suggest, it offers no perspective on scientific research as an object of analysissui generis; (2) its concept of science is too narrow and covers only minor parts of what counts as science in the real world; (3) it reduces history of science to a mere sequence of research programmes and thereby eliminates the fact that there is an evolution of the structure of research programmes, too.
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    Journal for general philosophy of science 22 (1991), S. 263-282 
    ISSN: 1572-8587
    Keywords: intertheory relations ; unified theories ; theory change
    Source: Springer Online Journal Archives 1860-2000
    Topics: Philosophy , Nature of Science, Research, Systems of Higher Education, Museum Science
    Notes: Summary The concept of unified theory is defined in logical and abstract semantic terms, and employed in the analysis of relations between empirical scientific theories. The conceptual framework of the approach applies to binary relations such as the reduction or replacement of one theory by another, and to multiple intertheory relations. Historically, unified theories tend to arise within the contexts of scientific conflicts which they may show susceptible of solution even in the most controversial cases of the logical incompatibility or conceptual incommensurability of competing theories. These conclusions are exemplified by the Planck-Einstein quantum theory of thermal radiation. The analysis shows in which sense it can, and in which it cannot, be said that this theory unifies Wien's law and the Rayleigh-Jeans law of black-body radiation.
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  • 21
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    Journal for general philosophy of science 22 (1991), S. 245-261 
    ISSN: 1572-8587
    Keywords: realism ; interpretation ; meaning ; object of knowledge ; explanation ; indeterminacy
    Source: Springer Online Journal Archives 1860-2000
    Topics: Philosophy , Nature of Science, Research, Systems of Higher Education, Museum Science
    Notes: Summary This paper tries to show how the irreducible indeterminacy of textual meanings can be reconciled with epistemological realism which normally presupposes independently existing but determinate objects of knowledge. E.D. Hirsch's project of objective interpretation, including his most recent attempts to show that meanings, in spite of their openness to future modifications, are historically determined objects of knowledge, is being criticized. The paper argues that his use of the semantics and the reference theories of Kripke, Putnam, and others forces him to give up, against his own intention, his methodologically important distinction between meaning and significance. Within such theories a strict separation of linguistic knowledge of meaning and world knowledge can no longer be upheld. Since the application of individually and historically variable world knowledge is unavoidable in the process of understanding texts, the textual meanings reconstructed by readers will always remain indeterminate. However, this state of affairs does not force us to abandon epistemological realism as it can be shown that the meanings of words and texts are not objects of knowledge in the usual sense. Meanings are cognitive capacities which make our knowledge of external objects possible. They are thus not themselves objects of knowledge. Systematic interpretation of texts in the sense of obtaining objective knowledge is therefore impossible. Nonetheless, suitably developed psycholinguistic theories of text comprehension allow us, at least in principle, to explain systematically how interpretations come about.
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    Journal for general philosophy of science 22 (1991), S. 303-320 
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    Keywords: Conceptual revolution ; corrective explanation ; elimination
    Source: Springer Online Journal Archives 1860-2000
    Topics: Philosophy , Nature of Science, Research, Systems of Higher Education, Museum Science
    Notes: Summary The paper considers arguments for and against correction and elimination of the basic conceptual categories as well as theories of social science. It is argued that some correction of at least some basic social notions is called for. A great part of the paper consists in a conceptual investigation of such notion of correction in terms of different notions of corrective explanation.
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  • 23
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    Journal for general philosophy of science 22 (1991), S. 321-336 
    ISSN: 1572-8587
    Keywords: functionalism ; intentionality ; simulation ; mental state
    Source: Springer Online Journal Archives 1860-2000
    Topics: Philosophy , Nature of Science, Research, Systems of Higher Education, Museum Science
    Notes: Summary Searle claims that for a machine to have intentional states it is not sufficient that a formal programme be instantiated. Various types of objections to this claim have been brought up by Searle's critics. Searle's replies to some of these objections are analysed. It turns out that it is more to these objections than Searle wants to make us believe. What is crucial, however, is that Searle's „Gedankenexperiment“ results in a dilemma. At the outset of the dilemma there are two ways of not understanding. According to one of these ways a person (Searle's homunculus) does not understand something without knowing that s/he does not understand. While in the other mode the person knows that s/he doesn't understand. In the first case the inference from facts about the homunculus to facts about the computer is not valid whereas in the second case one would attribute mental states to the computer. Thereby Searle's claim turns out to be unfounded.
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    Journal for general philosophy of science 22 (1991), S. 337-348 
    ISSN: 1572-8587
    Keywords: conceptual realism ; research program ; artificial intelligence ; predicate logic ; semantics ; strong AI-thesis ; Turing test
    Source: Springer Online Journal Archives 1860-2000
    Topics: Philosophy , Nature of Science, Research, Systems of Higher Education, Museum Science
    Notes: Summary The controversy about the strong AI-thesis was recently revived by two interrelated contributions stemming from J. R. Searle on the one hand and from P. M. and P. S. Churchland on the other hand. It is shown that the strong AI-thesis cannot be defended in the formulation used by the three authors. It violates some well accepted criterions of scientific argumentation, especially the rejection of essentialistic definitions. Moreover, Searle's ‘proof’ is not conclusive. Though it may be reconstructed in a conclusive manner, the modified proof is trivial. Beyond that, the most interesting aspect is formulated as an axiom that is not justified either. Therefore Searle's criticism of strong AI-thesis fails to be a convincing proof — it can be reduced to an unjustified presupposition.
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    Journal for general philosophy of science 22 (1991), S. 349-355 
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    Journal for general philosophy of science 22 (1991), S. 283-301 
    ISSN: 1572-8587
    Keywords: G. Abel ; Nietzsche ; Goodman ; Putnam ; Interpretation ; Interpretationsabhängigkeit ; Grundsatz der Interpretationsimprägniertheit ; transzendentaler/methodologischer Interpretationismus ; pragmatischer Konstitutionsinterpretationismus
    Source: Springer Online Journal Archives 1860-2000
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    Notes: Summary Interpretari necesse est (Interpretation is necessary). This slogan is summarizing the methodological and epistemological essay concentrating on what can be called a transcendental interpretationism and a methodological interpretationism. This approach is combining a pragmatic interpretive approach with a constitutional quasi Kantian but more pluralistic and flexible epistemology. It takes up the assets of Nietzsches radical interpretationism without ending up in an interpretationist idealism. Though a basic fundamental insight is a statement of the interpretation-impragnatedness of any knowledge and experience whatsoever, there is nevertheless a possibility to combine a kind of critical realism with this interpretationist approach. Though we are always obliged to use interpretation-dependent epistemological schemata and concepts as well as theories (we have no non-interpretive concepts, theories and ways of gaining and constructing knowledge), we have still, for practical reasons, to presuppose an external independent world which can however only be described in interpretation-dependent terms. Even this epistemological model is certainly an interpretive one. If we distinguish between different levels of more or less variable interpretations (we cannot, by our very biological constitution, change primary interpretations built in to our biological constitution and make-up of sense-organs etc.), we can analyse and define truth as a relation between different levels and types of interpretations. The ideal of truth makes some sense of a concept of correspondence, though in the last analysis it is a combination of coherence-theoretical and pragmatic-constructivist ideas. — The model of an epistemological interpretationism has the advantage (by contradistinction, e.g., with critical rationalism) to be consistently applied to itself: The interpretive epistemology is certainly but an interpretational model itself. — The sketched interpretationism has certain similarities with Nelson Goodman's constructive interpretive pluralism and Hilary Putnam's internal realism, although there are slight, but decisive differences to be carefully observed. The differences have to do with the mentioned practical realism and the presupposition of one world in which we live. The similarities are greater with respect to internal realism. A decisive difference is only that you cannot, according to methodological and transcendental interpretationism, compel somebody towards the uniqueness of language use. There are always degrees of freedom and variation to change the usage of signs. There is no socially intended uniqueness and compulsory usage of signs and their meanings. Even within the language community the rules are always only conventionally realized and actualized. There is no real correspondence between signs and signs (or interpretive constructs, for that matter). Any correspondence whatsoever can only refer to interpretational constructs itself. Any classification, verification, selection and identification of facts, even any thinking of data and facts as such is in the last analysis dependent on interpretations. Even the conception of an epistemological subject is but an interpretational construct on a higher level.
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    Journal for general philosophy of science 22 (1991), S. 357-368 
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    Journal for general philosophy of science 22 (1991), S. 369-400 
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    Journal for general philosophy of science 22 (1991), S. 401-403 
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    ISSN: 1573-174X
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    Notes: Abstract This paper provides an overview of the issues raised during a 1990 seminar on the effects of programmes and policies for foreign students and study abroad. The seminar was organised by the Hochschul-Informations-System in co-operation with the Organisation for Economic Co-operation and Development (OECD). In particular, this paper addresses those concerns related to national policy and institutional responses in the light of changing patterns of foreign student flows and against the background of the new global economic and political setting.
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    Higher education 21 (1991), S. 289-296 
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    Notes: Abstract Four factors have led to the evolution of the modern mass university in Europe, namely demographic and democratic developments, the university's role in economic development, the pattern in scientific advances and political developments in Europe. These trends are linked to certain developments in the labour market, and they reveal the demands which lead to the modern university's dual role as a regional as well as an international institution. The internationalisation of the university has been furthered by innovative exchange programmes which promote the mobility of students and scholars and flexibility in academic programmes and institutions. Nonetheless, the programmes add a political dimension to the existing academic and research aims for mobility, and the success of the exchanges appears to depend on the development of adequate capacity within universities to support expanded international flows of students and scholars.
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    Higher education 21 (1991), S. 379-388 
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    Higher education 21 (1991), S. 359-376 
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    Notes: Abstract The paper presents an analysis of the trends in and links between policies, practices and foreign student enrolment in Italian universities. While the number of foreign students has increased in Italy over the post-war period, the trend and composition of the flow have been affected by changes in government policies and institutional practices regarding foreign students as well as developments in countries sending large numbers of foreign students to Italy. Greek students continue to account for a large proportion of the foreign student population in Italy, but there has been a marked trend toward a reduction in the share of students from developing countries. Over time, foreign student enrolments have become more evenly distributed among faculties and institutions and by gender. Preliminary analyses of degree completion suggest that foreign students progress in their studies at rates slightly lower than Italian students.
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    Higher education 21 (1991), S. 207-222 
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    Notes: Abstract A recent shift in the allocation of public expenditure towards higher education prompts several questions: Is this allocation economically justified? Are these resources well utilized? Is there significant cost recovery of these expenditures? If not, who benefits from the subsidy these expenditures represent? Are there alternative means of financing higher education? This paper attempts to provide answers to these questions, which can be briefly summarized as follows: Estimates of social rates of returns do not support the reallocation of public expenditures away from primary towards higher education; low retention rates and high failure rates suggest that the internal efficiency in the utilization of these expenditures is low; currently, almost all public expenditures on higher education represent a subsidy; given the tax burden and enrollment ratios by income group, the lower income groups seem to be gaining most from these subsidies; a start has been made at private sector higher education with the opening of two professional universities, but the prospects of general universities currently opening appears to be dim. Pakistan has a well designed loan program in operation although its quantitative impact is currently limited.
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    Higher education 21 (1991), S. 263-266 
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    Higher education 21 (1991), S. 351-358 
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    Notes: Abstract This paper discusses the financial impacts of foreign student enrolments within a cost-benefit framework. It considers both direct and indirect costs associated with tertiary institutions, suggests ways of adjusting the cost-benefit approach for analyses at the national level and poses several questions related to financial issues which are critical to the formulation of institutional and national policy.
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    Higher education 21 (1991), S. 325-349 
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    Notes: Abstract Study abroad programmes are characterized, in contrast to individual mobility of students across borders, by a particular set of established arrangements for foreign study between institutions of higher education, namely an ongoing, regular exchange of students; an organisational and educational infrastructure which supports the study experience; and provisions that successful study for some period abroad is at least partially recognized as a substitute for study at the home institution. The paper compares different models of, or approaches to, study abroad programmes and examines the effects of the different types of programmes. The paper draws on an extensive cross-national analysis of study abroad programmes, the Study Abroad Evaluation Project, addressing various support schemes by the European Community and national governments as well as programmes and students from British, French, German, Swedish and U.S. institutions of higher education. Findings show that there are certain logics of study abroad promotion programmes and of national modal types of programmes which shape the goals, attitudes of participants, experiences abroad, and the outcomes of the programmes to a large extent. However, significant exceptions can be pointed out: students themselves might opt for contrasting educational experiences abroad not strongly emphasized in their programme; students might report substantial problems abroad though strong administrative and academic support is provided, recognition of study abroad upon return might remain limited even though students consider their academic progress abroad as higher than that during a corresponding period at their home institution.
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    Higher education 21 (1991), S. 407-422 
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    Higher education 21 (1991), S. 272-272 
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    Higher education 21 (1991), S. 305-323 
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    Notes: Abstract Foreign study is a multifaceted phenomenon - its impact is felt on academic institutions in both the ‘host’ and ‘sending’ countries, on the economies of nations, and of course on the individuals involved. With more than one million students studying abroad, foreign study has assumed considerable importance in higher education planning. This article considers the many aspects of foreign study and discusses the interrelationships of these elements. The policies of the ‘host’ nations, for example, have an impact on higher education planning in the sending countries. The non-return of foreign students, traditionally referred to as the ‘brain drain’, is considerably more complex than was once thought since Third World graduates settled in the industrialized nations often retain contacts with their home countries and increasingly return after a period abroad. This article also considers the various ‘push’ and ‘pull’ factors which determine the constantly changing flow of foreign students.
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    Higher education 21 (1991), S. 389-406 
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    Research in higher education 32 (1991), S. 31-44 
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    Notes: Abstract This paper—a complement to “Retaining Faculty: A Tale of Two Campuses” (Matier, 1990)—examines the factors influencing individuals with firm offers to join the faculty at two research universities. Particular attention is paid to the relative weight and importance placed on the tangible, intangible, and non-work-related benefits in the decision-making process. Comparisons are drawn to previous faculty recruitment studies and to the complementary retention study, as well as between the urban and rural subject universities. Given that faculty are an institution's most valuable asset, and that in some fields they are either already in short supply or will be soon, the methods and findings of this research should interest those concerned with developing and maintaining a quality faculty.
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    Research in higher education 32 (1991), S. 71-81 
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    Notes: Abstract The management and utilization of collected data is crucial in evaluating programs and functional area effectiveness. Various assessment instruments may address similar functional areas of the college, yet we often fail to compile these data for comprehensive evaluation. The data collection matrix makes possible the integration of functional area data from numerous assessment sources and presentation of the information in a unified composite report. The matrix model will be discussed in relation to the various assessment instruments and the evaluation of functional areas and programs. This paper is directed toward institutional researchers who may wish to adapt the model to their own institution.
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    Research in higher education 32 (1991), S. 269-288 
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    Notes: Abstract Eleven small rural high schools from school districts with less than 300 students were randomly selected from 98 such districts in Iowa. Students from the high school graduating class of 1983 were contacted and sent a survey to gain information regarding family background, high school experiences, and post-high school achievements. Data were also gathered from students' transcripts as well as from interviews with high school personnel and students. Overall, the results of this investigation indicate that rural Iowa adolescents believe that they received a quality education in their small rural schools. Evidence supporting this assertion comes from the finding that 80 percent of these youth went on to some sort of postsecondary education, with the majority staying until degree completion. Differences between students in two-year programs and four-year programs emerged. Results are discussed with regard to the influence of the rural school and community in facilitating postsecondary persistence.
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    Research in higher education 32 (1991), S. 333-350 
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    Notes: Abstract Given the paucity of data supporting college students' epistemological style as an educationally relevant construct, we examined the degree to which individual differences in this style were predictive of various cognitive processing activities adopted to several problem-solving tasks. Twenty-two college subjects from each of three different epistemological groups—dualistic, multiplistic, and relativistic—were randomly selected to complete both a syllogism and Ink Blot problem-solving task. The results showed that the three epistemological groups reliably differed in how they mentally organized the ink blot stimuli, but not the syllogism problems. The findings are discussed as supporting the notion that the epistemology construct is an educationally salient source of individual differences, especially when performance tasks are ambiguous and ill-defined.
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    Research in higher education 32 (1991), S. 195-215 
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    Notes: Abstract The effects of grading practices (strict, lenient) and time of rating (after a lecture, after taking an examination, after receiving feedback on performance on the examination) on student ratings of faculty performance and student learning (i.e., performance on an examination) were assessed in two experimental studies. Results indicated that (1) student ratings were directly affected by grading practices and this effect was a function of the time at which ratings were cornpleted, and (2) student learning and students' ratings of faculty were positively correlated, and grading practices had no effect on student learning. Implications of these findings for the administrative use of student ratings are considered.
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    Research in higher education 32 (1991), S. 415-431 
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    Notes: Abstract One hundred thirty-six graduate social work students participated in a questionnaire study designed to test the mediating influence of student burnout (strain) in the impact of student-specific stress on negative consequences. Consistent with the proposed stress→strain (burnout)→outcome model, burnout was significantly related to each of three stress indicators and to two outcome measures (intention to quit school and physical and psychological symptoms). In five of six tests, thedirect stress-to-outcome relationship was small and nonsignificant, consistent with the crucial mediating role of burnout. Contrary to previous model tests involving parenting, work, and student stress, there was only very limited evidence for a buffering influence of social support. Implications were drawn for stress theory and for policy focusing on assessment of student burnout and benefits arising from its alleviation.
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    Research in higher education 32 (1991), S. 479-498 
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    Notes: Abstract The purpose of this study was to develop and validate a perceptual instrument to measure the ethical climate of an institution's graduate and professional school programs, the Ethical Climate Index (ECI). The theoretical framework of the ECI involved the application of five ethical principles to three major environments within graduate and professional school programs. Items were developed by meeting with graduate and professional school students and reviewing related environmental instruments and sources. The items' content validity was evaluated by an expert in the university ethical climate area and two item review panels. The 122-item ECI was further validated by distributing it to 852 graduate and professional school students at a large midwestern university. The reliability estimate of the ECI was found to be .97. Students' perceptions of the ethical climate differed significantly across the major academic areas of the institution surveyed. The relationship between these findings and previous research is discussed along with ideas for further research.
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    Research in higher education 32 (1991), S. 557-570 
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    Notes: Abstract This study presents an empirical test of the impact of English proficiency as indicated by student self-ratings and TOEFL scores, and selected nonlinguistic variables on the level of academic difficulties perceived by international graduate students. A simple random sample of 450 international graduate students from three large universities in upstate New York were contacted by mail in the fall of 1988. With two mailings, 245 completed the Survey of International Students' Academic Language Needs. It was found that Self-rated English Proficiency was the most significant predictor of the perceived level of academic difficulty. In addition, Length of Prior English Training and Age were also significant predictors. TOEFL score was found to be a nonsignificant predictor of students' academic difficulty. Implications of the research for English-language educators, ESL program and curriculum design, and U.S. university recruitment policy on international students were discussed.
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    Research in higher education 32 (1991), S. 651-668 
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    Notes: Abstract Conrad, Keller, Kuh, Lincoln, and others argue that the field of higher education is limited by its theoretical foundation in functionalism. Naturalistic inquiry, constructivism, critical theory, and feminist theory are presented as alternative metatheoretical assumptions. This research uses the schema of Burrell and Morgan to gather empirical evidence of the presence of paradigms in the core higher education journal literature. Traditional and paradigmatic content analysis techniques are used in the manner of similar journal studies by Kuh and Silverman. The results confirm that the literature is fixated in objective social science and the sociology of regulation. Topics and methods of higher education research are discussed as examples of different subjective social science and radical change sociology paradigms. Conclusions are presented about the future of the knowledge base.
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    Research in higher education 32 (1991), S. 737-738 
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    Higher education 21 (1991), S. 27-48 
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    Notes: Abstract The particularities of history, culture, economy and politics of Papua New Guinea and similar Pacific island and other developing nations place strains upon the formulation and implementation of reform in the financing of higher education (and of education in general). There has been progress in reducing unit costs, with favourable implications for the rate-of-return that links higher educational costs and benefits. Funding constraints continue to elicit calls for reform of higher educational financing and for increased student contributions. Failure to communicate human capital analysis and policy implications for improving efficiency, access, and equity in higher education have hindered reform. The analysis focuses on policy implementation of reform in the financing of higher education in Papua New Guinea, and concludes in favour of a shift in financing away from institutions and toward students.
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    Higher education 21 (1991), S. 103-119 
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    Notes: Abstract The development of the university system in Peru is described and attention drawn to the periods of rapid expansion. The economic crisis of the 1980s led to some doubts about the wisdom of maintaining such a high growth rate. The fall in the number of university entrants in the period 1974 to 1978 is analyzed in the context of the educational reform program introduced by the military government. The new university law of 1983 followed the return in 1980 to civilian government. Future prospects for higher education in Peru are discussed.
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    Higher education 21 (1991), S. 83-101 
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    Notes: Abstract This paper is an attempt to analyse the present pattern of funding higher education in India and to discuss the desirability and feasibility of various alternative methods of funding the same. Higher education in India is basically a state funded sector. But as higher education benefits not only society at large, but also individuals specifically, and as it attracts relatively more privileged sections of the society, there is a rationale for shifting the financial burden to the individual domain from the social domain. It is argued here that given the resource constraints and equity considerations, financing higher education mostly from the general tax revenue may not be a desirable policy in the long run. Accordingly some of the alternative policy choices are discussed, including financing higher education from the public exchequer, student loans, graduate tax, student fees, and the role of the private sector. Among the available alternatives, it is argued that a discriminatory pricing mechanism would be relatively more efficient and equitable. While given the socioeconomic and political realities, the government has to continue to bear a large responsibility for funding higher education, instead of relying on a single form of funding, efforts should be made to evolve a model of funding that provides a mix of the various methods. It is also argued that fee and subsidy policies need to make distinctions across various layers and forms of higher education.
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    Higher education 21 (1991), S. 297-304 
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    Notes: Abstract This paper describes the context for and developments related to the internationalisation of higher education in Germany. Considerable mobility of students and scholars already exists, much of it taking place without special public financial support. Nonetheless, more needs to be done to encourage greater mobility. In this connection, Germany makes available financial support for those participating in foreign study or research. More recently, there has been a trend toward support for groups rather than individual students, for a more intensive ‘prestructuring’ of the stay abroad and a stronger international dimension in larger scientific projects. Both financial support and favourable conditions are seen as necessary for programmes aimed at promoting effective exchanges. The central need, in the face of limited resources, is to develop and implement the most effective ways to bring about internationalisation in systems of higher education.
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    Higher education 21 (1991), S. 423-436 
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    Higher education 21 (1991), S. 445-448 
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    Higher education 21 (1991), S. 451-459 
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    Higher education 21 (1991), S. 551-572 
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    Notes: Abstract Organizational fields, in theory, are held to become increasingly isomorphic and standardized over time. At first sight, Sweden's system of higher education is an illustrative case. In its major post-war event, the radical 1977 reform, a variety of means was introduced to pave the way for goal-driven planning and management. The intentions were overall homogeneity and rationality. This is quite in accordance with the theory of organizational fields. Yet, despite intentions, homogeneity remained a rather thin veneer, unable to prevent various forms of disparity from breaking through. Reality, therefore, was more on par with Trow's and others' theses of differentiation in mass higher education; isomorphism taking the place of a formal, inconvenient façade. Effects of four principal reform aspects are discussed in the present article: admission, instruction, institutional classification, and organizational framework. In the analysis of the last-mentioned aspect, a theory of ‘planning cultures’ is introduced. Further changes in the wake of the reform are also touched upon. The results are discussed in a final section, where alternative re-reform measures and outlines for further research are put forth. Intended and unintended consequences, including dysfunctional ones, are subjects of attention throughout the article.
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    Higher education 21 (1991), S. 589-605 
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    Notes: Abstract The paper describes and analyses postwar changes in regulatory and classificatory relationships between British governments and higher education institutions, in the context of broad social, economic and political change, in three time periods. The first, from 1945 to 1970, was marked by consolidation, increased government support, growth in numbers of institutions and students and a broad consensus around the desirability of expansion. The second, from 1970 to 1987, was marked by political hostility and, until 1983, stagnation in the rates of demand for places by students and for graduates by employers. The third period, from 1987 to the present day, suggests that Britain is now committing itself, whether deliberately or not, to a system of mass higher education, with a series of radical changes in government-higher education relationships. In conclusion the paper discusses alternative theoretical approaches to interpreting these developments: Trow's typology of elite-massuniversal higher education and its implications for transition between types; Teichler's analysis of models of higher education structure; and a possible synthesis between the two. But all such models need to pay due attention to the internal processes of higher education at the level of departmental and even individual behavior.
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    Higher education 22 (1991), S. 43-62 
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    Notes: Abstract This paper examines the vital role of higher education in developing communicative competence in university students. As English is taught early in Singapore, university graduates are structurally competent. However, most of them soon find themselves communicatively incomptetent when they enter the job market. A communicative approach based on communicative and linguistic criteria is proposed to bring language learning closer to the needs of the industry. The paper will focus on the rationale behind such an approach, based on theoretical concepts of syllabus design and the practical needs of university students in relation to the communication and English proficiency courses in the Nanyang Technological Institute (NTI). A survey that identifies the communicative competencies that students require is included. Two hundred students from the School of Accountancy and Business in NTI responded to a questionnaire of 59 items. They rated their communicative competencies. The results reveal their areas of weakness. The implications for communication professionals and suggestions for them to apply the survey results to prepare students to communicate confidently in today's information society will be discussed. In addition, the findings of a survey of student attitudes towards the linguistic-based English proficiency course will also be discussed in terms of its relevance in language teaching even when the use of language for specific purposes takes prominence in today's world of communication.
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    Notes: Abstract Student evaluation of instruction (SEI) is a common practice in higher education. Despite a great deal of progress that has been made during the last two decades of SEI-research, some questions remain unanswered. One of the unsolved problems concerns theutility of SEI, i.e., its efficacy for improving instruction. Apparently there is a need for understanding ‘how university teachershandle SEI-feedback.’ In that perspective cognitive and motivational psychology stress the importance of the so-calledsubjective theory of a teacher about his lecturing. This empirical study was focused on teachers' conceptualisation of lecturing, as related to student ratings. For representing a teacher's subjective theory and his interpretation of SEI-feedback, theHiclas-algorithm of De Boeck and Rosenberg (1988) was used, corresponding to theirHierarchical Classes Model. Results indicate that the lecturer's interpretation of student ratings and his/her ‘thinking about lecturing’ are crucial elements for an effective use of SEI as an improvement strategy. It gives one explanation why student evaluation of university teaching does (or does not) change teaching behaviour.
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    Higher education 22 (1991), S. 117-118 
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    Higher education 22 (1991), S. 199-199 
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    Higher education 22 (1991), S. 267-274 
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    Notes: Abstract Instructional systems differ in the amount of structure they impose on the ‘educational environment’ in which learning activities take place, e.g., mastery learning implies highly structured learning, whereas problem-based learning (PBL) claims its effectiveness just because of its ‘freedom in learning’. Yet there seems to be a lot of structure in the educational system in which PBL is embedded. In this study dimensions of structure were explored in a curriculum based on PBL. Factor analysis on student judgments unfolded three forms of structure concerning different aspects of the educational environment: content, organization, and social setting. When looking for interactions between structure and student characteristics, e.g., in research on the effectiveness of PBL, it could be important to take this distinction in structure dimensions into account. In general, ATI-research suggests interaction effects for structure. The study that is presented here explored interactions between study orientation and students' appreciation of the three structure dimensions, revealing a rather consistent pattern of differences in appreciation tendencies influenced by the orientation of the student: meaning, dependence, minimalistic, or strategic.
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    Higher education 22 (1991), S. 297-316 
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    Notes: Abstract This paper sets out the conceptual and empirical basis for the concept of study orchestration. The manifestation of study orchestration at a group, and at an individual level, is illustrated by means of an example that captures the range of individual differences, and of individual similarities, that typically occur. The interpretation and the categorisation of study orchestration is discussed and further illustrated by means of examples, as are the linkages between such categorisations and learning outcome. Disintegrated orchestrations, in particular, are discussed and interpreted in more detail by means of interview data. Important properties of individual study orchestration such as their stability and their contextual sensitivity are then addressed in terms of their contribution to intervention programmes for students who may be academically at risk. This paper concludes with a discussion of the concept of metaorchestration which is seen as a logical development of the concept of metalearning and which is viewed as having important consequences in terms of intervention programmes.
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    Higher education 22 (1991), S. 351-370 
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    Notes: Abstract University entrance for undergraduate degree courses is highly competitive in the United Kingdom, both among students and universities. A model is proposed of regional competition among the latter, from which a number of indices of their relative competitiveness are derived. These are applied to empirical evidence for groups of neighbouring universities from which a regional pattern of competitiveness emerges in harmony with the national ‘north-south’ divide. The model is then extended to other aspects of higher education and to the wider space economy. Certain implications are identified, bearing in mind changes in the level and funding of degree course provision now being introduced nationally.
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    Higher education 21 (1991), S. 11-25 
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    Notes: Abstract Although Hong Kong and Macau have many cultural, economic and political similarities, their higher education systems display considerable differences. Hong Kong has a well-established system and a strong tradition of government control. Macau's system is smaller and younger, and commenced operation as a private enterprise. However, in some respects recent years have brought convergence in the features of higher education in the two territories. This paper highlights trends in government financial provision, in fee policies and in student loans.
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    Higher education 21 (1991), S. 135-135 
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    Higher education 21 (1991), S. 137-149 
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    Notes: Abstract The impact of the 1981 reforms on the system of higher education in Chile is described and analyzed. The system has been diversified by the encouragement of private universities, the creation of professional institutes and the establishment of centers for technical formation. Changes in the funding system have, however, led to problems with student loan recovery and to private universities concentrating on subjects with low costs. Though the participation rate has greatly increased, the existence of empty places, especially in the newer private universities, is evidence of over-provision.
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    Higher education 21 (1991), S. 189-206 
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    Notes: Abstract A high proportion of college and university students in the Philippines attend private institutions, mainly because of limited space in public institutions. The system is examined as a case study for studying certain hypotheses about the impact of substantial private provision on higher education systems. After presenting basic data for the system as a whole the article compares public and private institutions and then explores the policy implications.
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    Notes: Abstract Data describing students' study orientations, in relation to their evaluations of courses and their preferences for different kinds of learning environment, are reanalysed in the light of recent suggestions that failing students perceive their learning context in atypical ways. Factor analysis and unfolding analysis demonstrate that failing students show inter-relationships between study orientations and preferences for learning environments which point to a disintegration of the coherent patterns previously reported in the full achievement range. The implications of such a disintegration of coherent patterns of perceptions are discussed in the light of case studies of individual students.
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    Higher education 22 (1991), S. 17-30 
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    Notes: Abstract Relationships between approaches to learning, as measured by the Study Process Questionnaire (SPQ), prior knowledge of subject area, and performance on a multiple-choice test following a 15 × 2 hour unit in basic psychology were investigated. Subjects were 105 first year tertiary students, of mean age 19.9 years, and predominantly female (82.9%). Approaches to learning were unrelated to assessment performance, and prior knowledge did not relate to a deep approach although it did predict performance. The findings were interpreted in terms of additional elements in the teaching-learning process, and the role of the SPQ was seen as a stimulus to thinking about that process.
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    Higher education 22 (1991), S. 109-113 
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    Higher education 22 (1991), S. 119-128 
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    Notes: Abstract US student attitudes are surveyed and attention drawn to evidence of recent changes displayed in a study of five colleges/universities undertaken by the authors in 1989/90. ‘Collective optimism’ appeared, heroes reappeared and what moved students most was the Challenger explosion rather than the political events which had been emphasised by their predecessors. Attitudes were less selfish and there was greater participation in social action. Examples are given of colleges which have responded by increasing opportunities for community service. The authors suggest that an analysis of past trends indicates that a rise in volunteerism leads to a period of student activism. The inverviews with students carried out by the authors provide evidence of such a development. The article concludes with a suggestion of points which colleges/universities should face in the light of these changes in student attitudes.
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    Higher education 22 (1991), S. 175-188 
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    Notes: Abstract This article considers contemporary South Korean student activism characterized by complicated ideological formulations, highly developed organizing tactics and connections with other social powers. The activism is located within an ideological framework of Marxism-Leninism and is actively engaged in the struggles against imperialism and Fascism, as well as a movement for the reunification of South and North Korea. The recent growth of student organizations to the national level, contributes to the effective functioning of these groups both on and off campus. Despite its national influence, student activism is being criticized by the public and by students themselves because of the underlying revolutionary ideologies and several episodes of violence. In this context, it will be necessary to observe how students will respond to public criticism and to the changing national and world environment.
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    Higher education 22 (1991), S. 201-204 
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    Higher education 22 (1991), S. 229-249 
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    Notes: Abstract Previous research into student learning in departments of higher education has shown that links can be established between students' approaches to studying and their perceptions of the academic environment. It has also been found that students with differing study orientations are likely to define effective teaching in ways which reflect those orientations. The study reported here began by identifying different types of student epistemology and then investigated those factors within the academic environment which appeared to influence their incidence. Employing a naturalistic methodology-observations, interviews and case studies - the study was conducted in four departments in one institution of higher education: two arts and two science. Through a process of progressively focusing upon emergent issues, the study evolved through three stages, culminating in a model of the factors appearing to influence the development of student epistemology. It is found that the development of student epistemology is influenced by the interrelated factors of student learning approach, perception of the academic environment and lecturers' theories of teaching, which tends to uphold previous findings. It is also found, however, that students' conceptions of knowledge and their learning approaches are influenced by the ways in which knowledge is structured and presented within departments. Most particularly, a relationship was found between historical and philosophical studies, the methods of teaching them, and the development of student epistemologies.
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    Higher education 21 (1991), S. 3-9 
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    Higher education 21 (1991), S. 63-81 
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    Notes: Abstract In Argentina, inadequate financing of higher education is an old rather than a new issue. The paper takes a close look at the financing issues associated with the evolution of national universities in Argentina in 1960–1990. Accordingly, the first and second sections highlight the major trend of the last thirty years in student population, faculty staff and goverment spending. The third section explores the teaching and research labor market covered by the national universities. The fourth section includes a discussion of several proposals under debate to ease existing constraints to the financing of higher education. Finally, the feasibility of these proposals, as well as their limitations and possibilities in the light of the the long run trend in enrollment and expenditures reviewed in the previous sections are discussed.
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    Higher education 21 (1991), S. 273-273 
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    Higher education 21 (1991), S. 151-161 
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    Notes: Abstract The problems facing Chinese higher education are analysed and it is argued that these are caused by underfunding, high inflation and low internal efficiency. Possible strategies for addressing these problems are discussed: these include: (i) improving internal efficiency; (ii) developing systems of cost-sharing and cost-recovery; (iii) income generation by individual universities; and (iv) increasing national expenditure on higher education as soon as the state of the economy allows.
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    Higher education 21 (1991), S. 521-549 
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    Notes: Abstract In formal terms, Finland has a comprehensive higher education system. There are 20 institutions of higher education in the country, all owned by the state, and one of the central objectives in higher education policy has been to establish all of them on an equal footing in terms of basic resources and status. Not until the 1990s has a shift taken place towards the official injection of a competitive element into higher education policy. During recent decades, the state's grip on the steering of the universities has been tightening; but the shift towards increased competition means a shift towards domination by market forces. This article examines both the changing tasks of the university, and the fact, despite the egalitarianism of official ‘democratic’ higher education policy, of stratification. The aim of the article is to analyze the diversification linked to the selection function of the Finnish higher education system, and thus to create a basis for the investigation of changing higher education policy.
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    Higher education 21 (1991), S. 621-634 
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    Notes: Abstract For over one hundred years, the structure of the New Zealand education system has been basically stable. After re-election in 1987, however, the Labour government initiated a major ‘reform’ of the system, from early childhood to tertiary. Although the pace of change has been great, most of the changes are only recently in place or, in the case of the tertiary sector, not yet fully operative. It is, then, too early to assess the consequences of the changes except rather intuitively. Nevertheless, this is an opportune moment to begin to document and analyze the changes in the tertiary sector.
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    Higher education 22 (1991), S. 31-42 
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    Notes: Abstract Factor analysis of questionnaire responses produced by over 6,000 individuals revealed parental reactions to good and bad grades grouped themselves into five categories: (1) Grades are important to me; bad ones lead to negative consequences; (2) Good grades are important to me, but I will support you regardless of grade; (3) Bad grades make me mad; (4) Do your best, but there is more to life than grades; and (5) Grades are important; you will know how I feel on the basis of a joking comment. When these patterns were related to reports of specific student actions in college, such as getting good grades, dropping a course, or cheating on an examination, results indicated only a few significant negative correlations, and only for students whose parents reacted to bad grades in a negative emotional way; i.e., in terms of categories 1 and 3. More benign reactions - categories 2, 4, and 5 - did not correlate either positively or negatively with student actions or grades. Results were taken to suggest that parental reactions to grades are not only attempts at changing student behavior but also may be viewed as emotional responses expressing personal needs and values.
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    Higher education 22 (1991), S. 93-108 
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    Notes: Abstract This paper compares and contrasts the higher education systems of the Netherlands and the United States in an effort to highlight issues in the competition vs. regulation debate. Based on these illustrative cases, an array of policy options to inject competitive dynamics into a highly regulated system are presented and evaluated. These include both demand-oriented policies such as price changes and enrollment limits as well as supply-oriented policies such as increased institutional autonomy in generating revenues, more flexible input policies, and incentive-based budgetary reforms.
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    Higher education 22 (1991), S. 129-143 
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    Notes: Abstract New students entering higher education institutions in the United States have undergone dramatic changes during the past two decades. This paper summarizes some of the major trends observed in these surveys and discusses possible implications of the findings for educational policy and practice. Each fall since 1966 the Higher Education Research Institute at the University of California, Los Angeles has been conducting a national survey of new college freshmen. A typical survey involves 250,000 students and a nationally representative sample of 550 higher education institutions of all types. Between the late 1960s and the mid-1980s American college students became much more focussed on material goals and less concerned with altruism and social problems. These value changes were accompanied by dramatically increased student interest in business careers and a sharp decline of interest in school teaching, social work, nursing, the clergy, and other service careers. These changes are perhaps best illustrated in the contrasting trends in two values: ‘being very well off financially,’ which doubled in popularity during the period of survey and ‘developing a meaningful philosophy of life’ which was the top student value in the early 1970s but was endorsed by fewer than half as many students by the late 1980s. During just the past two or three years most of these trends seem to have ended or, in certain cases, shown signs of reversing direction. At the same time, there is growing evidence that students are increasingly oriented toward social activism. Protecting the environment appears to be the single greatest concern among American college students at the turn of the decade.
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    Higher education 22 (1991), S. 195-198 
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  • 89
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    Notes: Abstract Previous studies of the relationship between perceptions and/or evaluations of the learning environment and approaches to study have either not included measures of students' learning outcomes, or have included quantitative differences and not qualitative differences in learning outcomes. The studies reported in this paper focus on the relationship between qualitative differences in learning outcomes, perceptions/evaluations of the learning environment and approaches to study. The results support previous research in identifying relationships between perceptions/evaluations of the learning environment and approach to study and between approach to study and the quality of the learning outcomes. The second of the two studies reported also identifies a relationship between perceptions, approaches and the quality of the outcomes. The results suggest that perceived environments which encourage deep approaches are more likely to facilitate higher quality learning than environments designed to discourage surface approaches.
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    Higher education 22 (1991), S. 145-155 
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    Notes: Abstract If Latin America once represented a worldwide reference point for potent student activism, the region now stands out for the decline of activism. While other regions experience new forms and impacts of activism, Latin America's decline should be understood within two broad contexts: macropolitical and higher educational. The macropolitical context subsumes at least three major causal factors. One is the role of authoritarian rule, especially powerful in the 1970s but leaving a legacy that itself works against activism. Second, we must consider the more complex and mixed impacts of the redemocratization that has swept the region. The third factor is the general decline of the left both domestically and internationally. On the higher education side, decades of unprecedented growth in student numbers have fragmented the student body, especially as growth is accompanied by extraordinary institutional proliferation. Many of the newer institutions are inhospitable for student activism. Privatization has had an especially strong demobilizing effect. The institutional changes are accompanied by a changing profile of fields of study, away from some most associated with student politics. Finally, the concentration of top social scientists in research centers apart from the universities - and from the students - is also crucial.
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    Higher education 22 (1991), S. 189-194 
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    Higher education 22 (1991), S. 205-227 
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    Notes: Abstract Previous research on student learning has established the importance of the constrasting conceptions of learning held by students, and of the distinction between deep and surface approaches to learning. It has also shown that the outcome of learning may be described in terms of qualitatively different levels and that different forms of examination encourage different levels of answer. Within all these studies the nature of the understanding which is developed has been rather taken for granted. In this essentially exploratory study, a detailed examination of the interview transcripts of 13 students, who had just completed their final degree, was supplemented by analyses of written responses from an additional 11 students in their final undergraduate year. In the interviews, the students were asked about the revision strategies they had adopted and their attempts to develop understanding, and aspects of these were explored further through the written responses. Analyses of both interviews and written responses indicated the existence of differing forms of understanding which parallel, to some extent, the conceptions of learning identified previously. Links were also explored between the revision strategies adopted and the forms of understanding reached. Implications of the findings suggest that traditional degree examinations do not consistently test deep, conceptual understanding. It appears that some students gear their revision to question types which can be answered within frameworks provided by the lecturer or a textbook and that the type of questions set has a strong influence on the forms of understanding students seek during their studying and their revision. Some types of question encourage, and test, a restricted form of conceptual understanding. It also seems that the particular types of structure used in a lecture course to provide a framework also has an important influence on the ease with which students can relate it to other courses and also develop their own understanding.
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    Higher education 22 (1991), S. 317-335 
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    Notes: Abstract The aim of this project is to increase teacher education students' understanding of the learning process by focussing on their own learning experiences. 67 preservice teacher education students in 4 classes completed measures of academic locus of control and study processes before and after a semester course in a specially designed programme in Educational Psychology. The programme focuses on students taking greater responsibility for their own learning by exposing them to a variety of learning experiences. These experiences include negotiation of the curriculum, peer discussion and teaching, learning contracts, self, peer and collaborative assessment and critical reflection on these and other learning experiences by means of an ongoing learning log. Results indicate an increase in academic locus of control for one class, and an increase in deep motive, achieving strategy, deep approach and deep achieving approach to learning for the whole group. These outcomes are discussed in terms of the congruence between these changes and the particular learning experiences to which the students were exposed.
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    Research in higher education 32 (1991), S. 15-30 
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    Notes: Abstract Research during the 1970s and 1980s identifies grades and satisfaction with college as important educational outcomes, both in their own right and because of their relationship to other outcomes such as persistence. Building on previous research, this article examines the relationship between grades and satisfaction using a latent variable model that includes a variety of factors found to influence grades and satisfaction. The covariance structure analyses indicate that the model provides an accurate representation of the data and explains a substantial proportion of the variance in satisfaction and grades. Results suggest that satisfaction exerts a stronger influence on grades than grades exert on satisfaction. These findings suggest that popular recursive models of educational outcomes should be reevaluated, and that non-recursive models may provide a more accurate representation of educational effects.
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    Research in higher education 32 (1991), S. 123-139 
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    Notes: Abstract This study examined work and family factors that differentiate midcareer faculty members who were current from less current faculty with regard to the disciplinary knowledge base. The sample included 97 faculty (69 males, 28 females; 72 English, 25 Engineering) and their spouses. Cluster analyses of the work and family variables identified faculty subgroups within discipline. ANCOVAs showed a significant relationship between the clustered work-family profiles and levels of currency.Family differences: Current faculty and spouses reported spending more time on family-related responsibilities and experiencing greater stress from combined work-family responsibilities. Current Engineering faculty reported less flexibility in reallocating family responsibilities.Work differences: Faculty reported a greater commitment to their careers and to professional development: They reported higher scores on the Inner Work Standards scale; current English faculty read more professional journals and spent more time on research; current Engineering faculty spent more time on research and had more publications.
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    Research in higher education 32 (1991), S. 83-92 
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    Notes: Abstract Based on a comprehensive review of the last twenty years of research on the influences of college on students, this article discusses conceptual and methodological recommendations for enhancing future assessment and college impact studies. The recommendations deal with isolating net college effects, studying the timing of change, estimating college effect sizes, examining indirect and conditional effects, and the potential benefits of qualitative approaches. Areas for future inquiry are also identified.
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    Research in higher education 32 (1991), S. 141-158 
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    Notes: Abstract While the factors that influence college minority student attendance have been the subject of recent study, there remain unresolved questions about how different factors influence college attendance decisions of applicants from historically disadvantaged backgrounds. In particular, there is ambiguity about whether blacks are more or less likely to attend than whites and what factors might improve their attendance rates. This study uses two sets of logistic regressions to identify the factors that can promote minority attendance: a set that examines attendance by all high school seniors in the high school class of 1982 and a set that examines attendance by college applicants in this class. Consistent with prior research on student access, three factors are identified that can potentially improve college attendance by minority students: (1) improved academic preparation in elementary and high school; (2) increased aspirations for higher levels of educational attainment; (3) increased levels of financial aid. Public interventions that would improve any of these factors for minority high school students are likely to improve minority participation rates.
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    Research in higher education 32 (1991), S. 245-251 
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    Research in higher education 32 (1991), S. 289-302 
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    Notes: Abstract The fit between the university administrator's motivational style and the type of job demands was analyzed as a contributing factor in developing occupational stress. Data were provided on a questionnaire by 575 deans, associate deans, and chair-persons. Three motivational styles and types of job demands were measured using instruments derived from Porter's motivational theory. Correlational data indicated that misfit was related to perceived work stress and the perception of poor coping ability. The perception of poor coping ability was correlated with stress-related illnesses. There was also an association between misfit and consideration to change jobs. The findings supported the person-environment fit model of occupational stress. Implications for controlling occupational stress among university administrators are included.
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  • 100
    Electronic Resource
    Electronic Resource
    Springer
    Research in higher education 32 (1991), S. 303-318 
    ISSN: 1573-188X
    Source: Springer Online Journal Archives 1860-2000
    Topics: Nature of Science, Research, Systems of Higher Education, Museum Science
    Notes: Abstract Examination of a national data set reporting departmental levels of publication productivity in 23 disciplines revealed very large differences between disciplines, with the mean departments in the most “productive” disciplines averaging more than 10 times the number of publications of the mean departments in the least “productive” disciplines. The differences within disciplines were also very large. Analyses of the characteristics of departments associated with productivity showed great variation across disciplines. Regression analyses indicated the importance of size and internal university support rather than federal support. Similar results are reported for the number of citations to the work of departments. The implications of these results for program review and the reputations of departments are reviewed.
    Type of Medium: Electronic Resource
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