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  • Articles  (221)
  • Articles: DFG German National Licenses  (221)
  • Springer  (221)
  • 1995-1999
  • 1990-1994  (221)
  • 1960-1964
  • 1993  (221)
  • Nature of Science, Research, Systems of Higher Education, Museum Science  (221)
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  • Articles  (221)
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  • 1995-1999
  • 1990-1994  (221)
  • 1960-1964
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  • 1
    Electronic Resource
    Electronic Resource
    Nachruf Auf Wolfgang Stegmüller (1993)
    Springer
    Journal for general philosophy of science 24 (1993), S. ii 
    Details
    ISSN: 1572-8587
    Source: Springer Online Journal Archives 1860-2000
    Topics: Philosophy , Nature of Science, Research, Systems of Higher Education, Museum Science
    Type of Medium: Electronic Resource
    URL: http://dx.doi.org/10.1007/BF00769512
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  • 2
    Electronic Resource
    Electronic Resource
    The seven sins of pseudo-science (1993)
    Springer
    Journal for general philosophy of science 24 (1993), S. 17-42 
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    ISSN: 1572-8587
    Keywords: demarcation criterion ; science ; pseudo-science ; Bach-kabbalists ; Freud ; Laudan ; Lugg ; Popper ; Thagard
    Source: Springer Online Journal Archives 1860-2000
    Topics: Philosophy , Nature of Science, Research, Systems of Higher Education, Museum Science
    Notes: Summary In this paper I will argue that a profile of the pseudo-sciences can be gained from the scientific pretensions of the pseudo-scientist. These pretensions provide two yardsticks which together take care of the charge of scientific prejudice that any suggested demarcation of pseudo-science has to face. To demonstrate that my analysis has teeth I will apply it to Freud and modern-day Bach-kabbalists. Against Laudan I will argue that the problem of demarcation is not a pseudo-problem, though the discussion will bear out that Laudan's replacement question, namely the question whether someone's theory is well-confirmed, is not, as Lugg claimed, independent of the question as to whether that person is a pseudoscientist. I further argue that my prototype pseudo-scientists do not have the shortcomings highlighted in Thagard's recent analysis of pseudo-science.
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    URL: http://dx.doi.org/10.1007/BF00769513
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  • 3
    Electronic Resource
    Electronic Resource
    Mathematical progress: Between reason and society (1993)
    Springer
    Journal for general philosophy of science 24 (1993), S. 43-62 
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    ISSN: 1572-8587
    Keywords: mathematics ; progress ; rationality ; methodology ; historiography ; cognitive and social factors
    Source: Springer Online Journal Archives 1860-2000
    Topics: Philosophy , Nature of Science, Research, Systems of Higher Education, Museum Science
    Notes: Summary Is mathematical knowledge the product of a method fulfilling temporally and locally invariant criteria and thus manifesting a rationality which sets it entirely apart from all other cultural products? Or is it a socially constructed product, sharing in the accidental and conventional nature of all historically contingent cultural products? In order to be able to take the latter point of view at all seriously into consideration, the most sophisticated and historically informed methodological model is carefully and critically examined. This (Lakatosian) model, however liberal and history-directed it may seem, turns out to incorporate the former, (methodo)logical view of the development of mathematics. It will be demonstrated that the basic assumption underlying Lakatosian methodology is both unwarranted and superfluous for the rational explanation of the growth of mathematical knowledge. This leads to the provisional conclusion that the relevant question is not whether mathematical progress derives ultimately from irreducibly cognitive or from irreducibly social factors, but how cognitive and social factors are interrelated and together, in their indivisible unity, are constitutive of the development of mathematical knowledge. In the forthcoming second part of the article, a model of this socio-cognitive interplay, relying heavily on empirical analyses, will be presented.
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    URL: http://dx.doi.org/10.1007/BF00769514
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  • 4
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    Die Theorie -der adÄquaten Verursachung (1993)
    Springer
    Journal for general philosophy of science 24 (1993), S. 87-102 
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    ISSN: 1572-8587
    Keywords: probabilistic causality ; multicausality ; causation in the law ; history of probability theory
    Source: Springer Online Journal Archives 1860-2000
    Topics: Philosophy , Nature of Science, Research, Systems of Higher Education, Museum Science
    Notes: Summary The Adequate Cause Theory: On the relation of Philosophical and Legal Concepts of Causality. The paper discusses the first explicit and logically convincing introduction of a concept of probabilistic causality into legal theories of causation in Germany by Johannes von Kries (1888). First, it is shown how this step was prepared by the failure of the philosophical analysis of causation which took its leading examples from physics to overcome the difficulties which presented themselves in cases of “irreducible multicausality”. Secondly, I give the basic ideas of Kries's connection of causal theory and probability theory by presenting his concept of “scope” („Spielraum“). Finally, I turn to some concepts which are still controversively discussed in legal contexts and which exhibit the logical structure analysed by Kries. It is shown that a certain indefiniteness of the relevant distinctions, which cannot be overcome, does not paralyse their being useful.
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    URL: http://dx.doi.org/10.1007/BF00769516
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  • 5
    Electronic Resource
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    Physical constants and reference dynamics (1993)
    Springer
    Journal for general philosophy of science 24 (1993), S. 63-86 
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    ISSN: 1572-8587
    Keywords: Daltonian stoichiometry ; Faraday's laws ; statistical mechanics ; Avogadro's number ; Lorentz-Thomson-systems ; cathode rays
    Source: Springer Online Journal Archives 1860-2000
    Topics: Philosophy , Nature of Science, Research, Systems of Higher Education, Museum Science
    Notes: Summary The following investigation illustrates, by concrete historical examples, some of the basic results, outlined in earlier papers on theory evolution and reference dynamics in science (cf. Balzer, W.et al.: 1989, ‘A Static Theory of Reference in Science’,Synthese 79, 319–360; Lauth, B.: 1989, ‘Reference Problems in Stoichiometry’,Erkenntnis 30, 339–362; Lauth, B.: 1990, ‘Theory Evolution and Reference Kinematics’,Synthese 88, 279–307). All theories considered in this paper are represented within a metatheoretical frame that has become known as the structuralist view in the philosophy of science. The paper focusses on some physical constants, namely the mass and charge of electrons, henceforth denoted by m0 and e0, of Boltzman's constant k, Faraday's constant F and Avogadro's Number NA, and the evolution of their ‘reference spectra’ from the beginning of the 19th century until the early days of quantum physics.
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    URL: http://dx.doi.org/10.1007/BF00769515
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  • 6
    Electronic Resource
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    What is a species? (1993)
    Springer
    Journal for general philosophy of science 24 (1993), S. 103-126 
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    ISSN: 1572-8587
    Keywords: philosophy of biology ; biological systematics ; species ; species concepts ; natural kinds ; state space approach ; ontology
    Source: Springer Online Journal Archives 1860-2000
    Topics: Philosophy , Nature of Science, Research, Systems of Higher Education, Museum Science
    Notes: Summary The continuing discussion of the species problem suffers from the lack of a coherent ontological theory as a basis for determining whether species have an ontological status. It has attempted to apply a full-fledged metaphysical theory to the species problem: the ontology of Mario Bunge. In doing so a few ontological fundamentals including system, individual, real and conceptual object, and law are briefly introduced. It is with the help of these fundamentals that an analysis of the species-as-individuals thesis is carried out, concluding that species are not individuals (things), but natural kinds, and that they have no ontological status. In contradistinction to the traditional view of natural kinds involving possible worlds metaphysics and semantics a notion of natural kind is given in terms of the state space approach and of nomological equivalence.
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    URL: http://dx.doi.org/10.1007/BF00769517
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  • 7
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    Review (1993)
    Springer
    Journal for general philosophy of science 24 (1993), S. 169-185 
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    ISSN: 1572-8587
    Source: Springer Online Journal Archives 1860-2000
    Topics: Philosophy , Nature of Science, Research, Systems of Higher Education, Museum Science
    Type of Medium: Electronic Resource
    URL: http://dx.doi.org/10.1007/BF00769520
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  • 8
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    Philosophy of science in Finland: 1970–1990 (1993)
    Springer
    Journal for general philosophy of science 24 (1993), S. 147-167 
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    ISSN: 1572-8587
    Keywords: philosophy of science in Finland 1970–1990 ; induction ; probability ; and truth-likeness ; the structure and dynamics of theories ; explanation and action ; foundational studies ; philosophy of science and the scientific community
    Source: Springer Online Journal Archives 1860-2000
    Topics: Philosophy , Nature of Science, Research, Systems of Higher Education, Museum Science
    Notes: Summary This paper gives a survey of the philosophy of science in Finland during the two decades 1970–90. Topics covered include the background (earlier studies by Eino Kaila, G. H. von Wright, and Jaakko Hintikka), the main areas of research (inductive logic, probability, truthlikeness, scientific theory, theory change, scientific realism, explanation and action, foundations of special disciplines), and the cultural impact of science studies.
    Type of Medium: Electronic Resource
    URL: http://dx.doi.org/10.1007/BF00769519
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  • 9
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    Bibliographie der Schriften von Wolfgang Stegmüller (1993)
    Springer
    Journal for general philosophy of science 24 (1993), S. 187-196 
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    ISSN: 1572-8587
    Source: Springer Online Journal Archives 1860-2000
    Topics: Philosophy , Nature of Science, Research, Systems of Higher Education, Museum Science
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    URL: http://dx.doi.org/10.1007/BF00769521
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  • 10
    Electronic Resource
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    Announcement (1993)
    Springer
    Journal for general philosophy of science 24 (1993), S. 197-202 
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    ISSN: 1572-8587
    Source: Springer Online Journal Archives 1860-2000
    Topics: Philosophy , Nature of Science, Research, Systems of Higher Education, Museum Science
    Type of Medium: Electronic Resource
    URL: http://dx.doi.org/10.1007/BF00769522
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  • 11
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    Is there an incommensurability between superseding theories? (1993)
    Springer
    Journal for general philosophy of science 24 (1993), S. 127-146 
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    ISSN: 1572-8587
    Keywords: continuity in science ; incommensurability ; modules ; paradigm ; scientific revolution
    Source: Springer Online Journal Archives 1860-2000
    Topics: Philosophy , Nature of Science, Research, Systems of Higher Education, Museum Science
    Notes: Summary According to the Incommensurability Thesis (IT) superseding scientific theories (paradigms) are incommensurable. Unlike many authors we do not discuss whether there is a relationship of this kind. We take for granted that this may be the case, and see the problem in the endeavour to establish the domain of validity of the IT. The notion incommensurability (Ic) is derivative from the concepts of scientific paradigm (P) and scientific revolution (R). There are several concepts of P, as well as various conceptions of R. The Ic concept also has more than one meaning. The validity of the IT is restricted to a subset of P, R, and Ic. From the viewpoint of P this may be the case with (a) substantially different competing general conceptions not reformulated with a view to make them comparable, as well as with (b) scientific communities dogmatically committed to such conceptions. From the viewpoint of R this takes place when we have to do with big revolutions, i.e. superseding conceptions with prevailing discontinuity. Lastly, from the point of view of Ic proper: when it is meant a weak Ic, i.e. a particular incomparability (incompatibility) between the conceptions in question.
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    URL: http://dx.doi.org/10.1007/BF00769518
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  • 12
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    Announcement (1993)
    Springer
    Journal for general philosophy of science 24 (1993), S. 203-204 
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    ISSN: 1572-8587
    Source: Springer Online Journal Archives 1860-2000
    Topics: Philosophy , Nature of Science, Research, Systems of Higher Education, Museum Science
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    URL: http://dx.doi.org/10.1007/BF00769523
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  • 13
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    The problem of the justification of a theory of knowledge (1993)
    Springer
    Journal for general philosophy of science 24 (1993), S. 205-233 
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    ISSN: 1572-8587
    Keywords: Diallelus ; Foundationalism ; Justification ; Meta-epistemological ; Petitio Principii ; Scepticism
    Source: Springer Online Journal Archives 1860-2000
    Topics: Philosophy , Nature of Science, Research, Systems of Higher Education, Museum Science
    Notes: Summary The article concerns the meta-epistemological problem of the justification of a theory of knowledge and provides a reconstruction of the history of its formulations. In the first section, I analyse the connections between Sextus Empiricus'diallelus, Montaigne'srouet and Chisholm's “problem of criterion”; in the second section I focus on the link between thediallelus and the Cartesian circle; in the third section I reconstruct the origin of “Fries' trilemma”; finally, in the last section I draw some general conclusions about the issuequa a general problem for a theory of knowledge.
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    URL: http://dx.doi.org/10.1007/BF00764387
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  • 14
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    Mathematical progress: Between reason and society (1993)
    Springer
    Journal for general philosophy of science 24 (1993), S. 235-256 
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    ISSN: 1572-8587
    Keywords: analysis and synthesis ; the problem of appraisal revisited ; model of socio-cognitive interplay ; between Lakatos and Kuhn ; the rational and the social
    Source: Springer Online Journal Archives 1860-2000
    Topics: Philosophy , Nature of Science, Research, Systems of Higher Education, Museum Science
    Notes: Summary It is shown how the historiographic purport of Lakatosian methodology of mathematics is structured on the theme of analysis and synthesis. This theme is explored and extended to the revolutionary phase around 1800. On the basis of this historical investigation it is argued that major innovations, crucial to the appraisal of mathematical progress, defy reconstruction as irreducibly rational processes and should instead essentially be understood as processes of social-cognitive interaction. A model of conceptual change is developed whose essential ingredients are the variability of rational responses to new intellectual and practical challenges arising in the cultural environment of mathematics, and the shifting selective pressure of society. The resulting view of mathematical development is compared with Kuhn's theory of scientific paradigms in the light of some personal communications.
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    URL: http://dx.doi.org/10.1007/BF00764388
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  • 15
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    Inter- und Transdisziplinarität: Heuristik und Begründung (1993)
    Springer
    Journal for general philosophy of science 24 (1993), S. 257-274 
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    ISSN: 1572-8587
    Keywords: Interdisciplinarity ; Transdisciplinarity ; Heuristics ; Justification ; Leibniz ; Reichenbach ; context of discovery ; context of justification ; ars inveniendi ; ars iudicandi ; heuristic interdisciplinarity ; justifying interdisciplinarity
    Source: Springer Online Journal Archives 1860-2000
    Topics: Philosophy , Nature of Science, Research, Systems of Higher Education, Museum Science
    Notes: Summary Inter- and Transdiciplinarity: Heuristics and Justification. Difficulties to define the concept of discipline are symptomatic for the inadequacy of such man-made confines and demarcations. This becomes most obvious in the context of an application of the distinction (introduced by Leibniz and Reichenbach) between a heuristic and a justifying component in the process of scientific research to the transdisciplinary realm called, ‘interdisciplinarity’. The omnipresence and fertility of heuristic and justifying interdisciplinarity in scientific praxis shows that any attempts to find an adequate concept of discipline has become obsolete nowadays, for it cannot find its equivalent in the subjects we are dealing with. All forms of “Grenzfrageninterdisziplinarität”, in particular, demonstrate that such confines do not exist. This has a bearing not only on modern philosophy of science but also on the scientist himself in order to integrate interdisciplinary fields into his own research program.
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    URL: http://dx.doi.org/10.1007/BF00764389
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  • 16
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    Verhaltenstheorie versus Nutzentheorie (1993)
    Springer
    Journal for general philosophy of science 24 (1993), S. 275-292 
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    ISSN: 1572-8587
    Keywords: utility theory ; learning theory ; inter-theoretical-relation ; theory-comparison ; theoretical idealization ; theory approximation
    Source: Springer Online Journal Archives 1860-2000
    Topics: Philosophy , Nature of Science, Research, Systems of Higher Education, Museum Science
    Notes: Summary Behaviourist Learning Theory and Utility Theory. Comparisons between theories are rare, especially in social theory which is believed to be a “multi-paradigmatic” science. Against this prevailing impression it is shown that there are logically reconstructable inter-theory-relations at least between different basic theories of individual action. Following Wladyslaw Krajewski a formal model of theory-approximation is developed and applied to behaviourist learning theory and utility theory. Comparing both theories leads to the result that the latter has to be preferred to Behaviourism. That utility theory has a richer content than learning theory helps to explain why George Caspar Homans explanatory programme which leans on a Skinnerian version of learning theory finally did not succeed in becoming the leading approach in social science.
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    URL: http://dx.doi.org/10.1007/BF00764390
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  • 17
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    Time and the propensity interpretation of probability (1993)
    Springer
    Journal for general philosophy of science 24 (1993), S. 293-302 
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    ISSN: 1572-8587
    Keywords: probability theory ; time ; quantum mechanics ; relativity theory ; ontology
    Source: Springer Online Journal Archives 1860-2000
    Topics: Philosophy , Nature of Science, Research, Systems of Higher Education, Museum Science
    Notes: Summary The prime concern of this paper is with the nature of probability. It is argued that questions concerning the nature of probability are intimately linked to questions about the nature of time. The case study here concerns the single case propensity interpretation of probability. It is argued that while this interpretation of probability has a natural place in the quantum theory, the metaphysical picture of time to be found in relativity theory is incompatible with such a treatment of probability.
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    URL: http://dx.doi.org/10.1007/BF00764391
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  • 18
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    Book reviews (1993)
    Springer
    Journal for general philosophy of science 24 (1993), S. 349-359 
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    ISSN: 1572-8587
    Source: Springer Online Journal Archives 1860-2000
    Topics: Philosophy , Nature of Science, Research, Systems of Higher Education, Museum Science
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    URL: http://dx.doi.org/10.1007/BF00764394
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  • 19
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    Korrespondenz und Kohärenz (1993)
    Springer
    Journal for general philosophy of science 24 (1993), S. 303-313 
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    ISSN: 1572-8587
    Keywords: Korrespondenz ; Kohärenz ; Wahrheit ; Wahrheitsdefinition ; Wahreitskriterium ; Rescher
    Source: Springer Online Journal Archives 1860-2000
    Topics: Philosophy , Nature of Science, Research, Systems of Higher Education, Museum Science
    Notes: Summary Coherence and Correspondence. Questions on a Programme of Reconciliation. Nicholas Rescher has recently proposed an original synthesis of the correspondence and the coherence idea. My purpose is a critical examination of this proposal. Against the background of a sketch of Rescher's general truth-conception and the synthesis mentioned above, I ask two questions. First: Given that coherence can only be the criterion of truth, if it forms a constitutive part of the concept of truth too; why not accept the inverse idea, which postulates the criterion-presence of correspondence? Secondly: Given the plausibility of the theoretical framework which allows the synthesis; why not accept a framework which allows a global synthesis between all truth-theories?
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    URL: http://dx.doi.org/10.1007/BF00764392
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  • 20
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    Bibliography (1993)
    Springer
    Journal for general philosophy of science 24 (1993), S. 361-396 
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    ISSN: 1572-8587
    Source: Springer Online Journal Archives 1860-2000
    Topics: Philosophy , Nature of Science, Research, Systems of Higher Education, Museum Science
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    URL: http://dx.doi.org/10.1007/BF00764395
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  • 21
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    Die Entwicklung der Wissenschaftstheorie in Österreich 1971–1990 (1993)
    Springer
    Journal for general philosophy of science 24 (1993), S. 315-347 
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    ISSN: 1572-8587
    Keywords: Wissenschaftstheorie in Österreich 1971–1990
    Source: Springer Online Journal Archives 1860-2000
    Topics: Philosophy , Nature of Science, Research, Systems of Higher Education, Museum Science
    Notes: Summary Our report and bibliography concentrate on research in the philosophy of science carried out in Austria within the last 20 years. The term ‘philosophy of science’ is here to be understood in the broad sense of ‘Wissenschaftstheorie’, that is, syntactics, semantics and pragmatics of the natural sciences and of the humanities, including law. After a general introduction to the philosophy of science scene in Austria, we report about those institutions in Austria at which relevant research has been conducted, starting with institutions in Graz and then continuing — in alphabetical order — with institutions in Innsbruck, Klagenfurt, Linz, Salzburg, and Wien. Our report is supplemented by a bibliography; please note that this contains only references to original publications which deal mainly with questions in the philosophy of science, hence no contributions to lexica, no reviews, no translations, no articles in mass media, no editorial and no unpublished works are cited. Finally, there is an appendix,Alphabetical List of Austrian Institutions at which Philosophy of Science is Conducted, to facilitate communication between you and Austrian philosophers in whose work you may become interested by reading this report.
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  • 22
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    Announcements (1993)
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    Journal for general philosophy of science 24 (1993), S. 397-399 
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    ISSN: 1572-8587
    Source: Springer Online Journal Archives 1860-2000
    Topics: Philosophy , Nature of Science, Research, Systems of Higher Education, Museum Science
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  • 23
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    Australian academics: Career patterns, work roles, and family life-cycle commitments of men and women (1993)
    Springer
    Higher education 26 (1993), S. 411-429 
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    ISSN: 1573-174X
    Source: Springer Online Journal Archives 1860-2000
    Topics: Nature of Science, Research, Systems of Higher Education, Museum Science
    Notes: Abstract Men and women who held a full-time appointment at lecturer level and above in Australian universities in 1988 were compared in terms of the career paths they had followed, geographic mobility, domestic responsibilities, work roles, and levels of performance as an academic. Women had more often spent a period outside the workforce or in part-time employment due to childcare responsibilities. They more frequently had followed their partners to another city or country, they more often had been a tutor (a non-tenurable position) before becoming a lecturer. The survey indicated that substantially more women than men pursuing a full-time career as an academic were combining substantial household labour and childcare with employment. However, even when number of children and ages of children were considered, there were no differences between men and women in self-rated performance in such academic roles as research, teaching, and administration. The results are discussed with reference to the question of why in numerical terms there have been so few women academics in Australian universities.
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  • 24
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    Increasing student participation in the learning process (1993)
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    Higher education 26 (1993), S. 449-470 
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    ISSN: 1573-174X
    Source: Springer Online Journal Archives 1860-2000
    Topics: Nature of Science, Research, Systems of Higher Education, Museum Science
    Notes: Abstract This paper is about increasing student participation in the teaching and learning process. It describes a methodology designed and implemented by the author for an Industrial Analysis unit in 1990–91 and emphasises the underlying educational philosophy. Industrial Analysis is a second year subject within the course Industrial and Business Systems, Department of Mechanical and Production Engineering in De Montfort University (former Leicester Polytechnic). The test of educational quality is assumed to be — What students are able to do on their own after exams. The programme aimed to train second year engineering undergraduates for industrial placement in the third year and, more generally, to bridge the gap between Institutes of Technology and industries. The subject — Industrial Analysis — is compared to the rest of the course — Industrial and Business Systems. The purpose is to assess how second year students perceive learning. With such knowledge a teaching approach could be devised to improve learning outcomes. The student-centred teaching approach is based on three pillars: explanation of theory, instruction on research methods, industrial applications. A total of 111 students form 25 teams and research 18 industries. The focus is on Research capability and Group interaction. Helpful guidelines emerge from student performance — how to avoid common pitfalls in research, such as unclear objectives, wide scope, vague approach, excessive data, superfluous technicalities and digressions. Advantages of early focusing are illustrated. Factor analysis is applied in order to find out how concepts are integrated by students. Sharing of experiences and team-working routines in class is used to bring down psychological barriers to learning. Individual and team levels of learning are examined through successive exposures and cycles.
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  • 25
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    Higher education policies in Brazil: 1970–90 (1993)
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    Higher education 25 (1993), S. 21-34 
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    ISSN: 1573-174X
    Source: Springer Online Journal Archives 1860-2000
    Topics: Nature of Science, Research, Systems of Higher Education, Museum Science
    Notes: Abstract Under the authoritarian regime, policies on higher education were mostly produced by the Excutive. First of all, an Educational Reform made up for the rapid expansion of a huge private sector where small teaching institutions prevail and which now absorbs over 60% of Brazilian students. The public sector, in turn, was substantially improved: the number of full time faculty increased and teachers in the federal universities were encouraged to apply for a M.A. or a Ph.D. and to get involved with research activities. Meanwhile, a dual funding system (teaching and research) emerged which was responsible both for the creation of graduate programmes all over the country and for the expansion of a research infrastructure. The civilian government (1985 on) brought policy making out of the bureaucracy and into the Congress. The new Constitution granted the university a degree of autonomy it had never enjoyed before which, however, is still to be regulated by further legislation. Policy initiatives driving at institutional differentiation and at performance assessment have systematically failed to become effective due to resistances within the university itself. Meanwhile financial stringency at a time of recession necessarily leads to reductions in funding, notably for research.
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  • 26
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    The state and higher education in Colombia (1993)
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    Higher education 25 (1993), S. 61-72 
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    ISSN: 1573-174X
    Source: Springer Online Journal Archives 1860-2000
    Topics: Nature of Science, Research, Systems of Higher Education, Museum Science
    Notes: Abstract The development of higher education in Colombia is discussed in terms of its recent quantitative expansion and the accompanying qualitative differentiation. Beginning in 1980 with the University Reform of that year, the state sought to give shape to the system by policies intended (i) to improve its organization (ii) to expand it on more democratic lines and (iii) to improve its quality. The authors discuss the developments which marked attempts to implement these aims. Two critical policy areas emerged—the funding of the system and the administration of the public sector part of it. Current debates are analysed and the authors provide pointers to possible future developments including the development of a highly stratified system with little interaction between the top and the bottom.
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    Chile's higher education: between market and state (1993)
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    Higher education 25 (1993), S. 35-43 
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    ISSN: 1573-174X
    Source: Springer Online Journal Archives 1860-2000
    Topics: Nature of Science, Research, Systems of Higher Education, Museum Science
    Notes: Abstract Presently, most Higher Education policy issues that are debated in Chilean society revolve around the question of the type of relations that should connect the Higher Education system with the state and society. During the 1980–1990 period, Chilean Higher Education underwent drastic changes under a Military Government, directed to the achieving of three main goals: to open-up the Higher Education system, to differentiate its institutional structures, and to partially transfer the cost of state-financed institutions to the students and/or their families (cost recovery) thus forcing these institutions to diversify their funding sources. As a result of the 1980 reforms, both the institutional composition and the financing of Higher Education experienced dramatic changes. New establishments mushroomed. In turn, the rapid increase in the number of institutions resulted in three major effects:first, Higher Education became private-dominant in the non-university levels and has now a dual public/private nature at the university level;second, establishments grew more regionally dispersed but overall enrolment distribution changed in the direction of a still higher concentration in the capital city;third, creation of new entrance opportunities shows an increasing over-extension with respect to enrolment demand. Also funding of Higher Education was drastically altered by the 1980 reforms. Incremental funding was replaced by a diversified funding system which contemplates the employment of four different mechanisms: public institutional core funding, competitive public allocations rewarding institutions that enrol the best students, a Government financed student-loan scheme, and competitive financing of research projects. A new, democratically elected Government was established in 1990. Its Higher Education policies include three major objectives: to fully restore institutional autonomy cancelling all measures of governmental intervention and reinstating the right of faculty members to freely choose their authorities and provide for the self-government of public universities; to increase public spending without changing the diversified-funding approach adopted by the former Government, and to change the legal framework of Higher Education with the aim of introducing more stringent accreditation and evaluation procedures and institutional accountability.
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    Governance and finance of national universities in Argentina: current proposals for change (1993)
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    Higher education 25 (1993), S. 45-59 
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    ISSN: 1573-174X
    Source: Springer Online Journal Archives 1860-2000
    Topics: Nature of Science, Research, Systems of Higher Education, Museum Science
    Description / Table of Contents: Resumen El trabajo describe las políticas universitarias de los gobiernos constitucionales argentinos desde 1983, enfocando en particular aquellos cambios sugeridos por la administración del Presidente Menem a partir de 1989. Una importante reforma al sistema financiero de las universidades nacionales ha sido propuesta. La proquesta de lay estimula a las universidades nacionales a incrementar los fondos propios mediante el cobro de aranceles estudiantiles y otros mecanismos. Esta reforma encuentra oposición en grupos universitarios tradicionalmente favorales a la educación universitaria gratuita, pero ella implica además cambios fundamentales en la relación de las universidades con el Estado y el mercado. Otras políticas relevantes, como ser, el credenciamiento de nuevas universidades públicas y privadas y la política de financiamiento de la investigación en las universidades, también son analizadas dentro de este contexto.
    Notes: Abstract The paper describes university policies proposed by the constitutional government in Argentina since 1983. The focus is upon the shift in policies proposed by the Menem administration during the last three years. A new financial regime for national universities has been proposed, stimulating them to increase cost recovery through student fees and other mechanisms. The proposal, largely rejected by the university community which favors the traditional tuition free system, involves a broader change in the relations between the universities on the one hand, and the state and the market, on the other. Other policy issues, like university accreditation and research support at the universities, are also discussed within this context.
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    Short reviews (1993)
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    Higher education 25 (1993), S. 95-96 
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    Topics: Nature of Science, Research, Systems of Higher Education, Museum Science
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    The management of quality in the University of Ulster (1993)
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    Higher education 25 (1993), S. 239-257 
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    ISSN: 1573-174X
    Source: Springer Online Journal Archives 1860-2000
    Topics: Nature of Science, Research, Systems of Higher Education, Museum Science
    Notes: Abstract The setting of standards for teaching is identified as central to any system of quality assurance for teaching and learning. The paper describes a number of initiatives which have been taken at the University of Ulster to identify and develop quality in teaching. They include a project to identify teaching skills through consultation with expert teachers; the use of quality circles of staff and students to specify standards for teaching; the use of student feedback on teaching; the introduction of a distinguished teaching award; the assessment of teaching competence when staff are selected; the introduction of a unit-based in-service teacher training course; and the encouragement of self and peer evaluation using an appraisal schedule. Quality assurance for support services is considered and finally the University's initiatives are related to total quality management and BS 5750.
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    Towards Total Quality Management in higher education: A case study of the University of Wolverhampton (1993)
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    Higher education 25 (1993), S. 321-339 
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    Source: Springer Online Journal Archives 1860-2000
    Topics: Nature of Science, Research, Systems of Higher Education, Museum Science
    Notes: Abstract This case study describes why the University of Wolverhampton made the decision first to pursue Total Quality Management (TQM) and then to develop a Quality Assurance System to an international quality standard (ISO 9000). The study is organised in four major sections. 1. The contextual background to the decision making. 2. Phase 1—what was done during the first one and a half years of the initiative, describing the wide ranging discussion set up across the institution. 3. Phase 2—what was done during the second year of the initiative, describing the practical steps towards implementation, including the first attempts at Quality Circle methodology. 4. Appraisal—an assessment of the success, failure and lessons so far. For purposes of clarity and focus, the TQM and ISO 9000 aspects of the University's experiences have been described and discussed separately although, in practice, they are taking place simultaneously. Financial costs, especially in respect of ISO 9000 have been reported as accurately as possible and some reference, within the limits of a descriptive case study, is made to relevant management-of-change theory.
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    Comment on: “The research grant application process. Learning from failure?” by F.Q. Wood, V.L. Meek and G. Harman inHigher Education (1992) Vol. 24 No. 1, pp. 1–23 (1993)
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    Higher education 25 (1993), S. 377-378 
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    Topics: Nature of Science, Research, Systems of Higher Education, Museum Science
    Notes: Abstract Shifts in procedures of the Research Grants Committee of the ARC are surveyed in the light of the major conclusion of Wood, Meek and Harman that the ARC should examine its procedures for assessment closely, frustrations being undoubtedly accentuated when resources are awarded in a highly competitive funding environment. Their paper is updated in the light of procedures that are now in place and attention is drawn to important changes planned for the future.
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    The temporal dimension of gender inequality in academia (1993)
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    Higher education 25 (1993), S. 439-455 
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    Source: Springer Online Journal Archives 1860-2000
    Topics: Nature of Science, Research, Systems of Higher Education, Museum Science
    Notes: Abstract This paper examines gender inequality in academic careers by applying Merton's concept of ‘socially expected durations’ (SEDs). Women's relatively slower advancement along the academic hierarchy has been traditionally attributed to their traits and constraints. The concept of SED shifts attention from the individual to the organizational level, and the actual and expected augmented durations between promotions for women are viewed as part of the structural arrangements of academic institutions and their culture. It is argued that because of the distinct characteristics of academic careers, time-in-rank is an important dimension distinguishing among otherwise very uniform occupational roles and career patterns. The implications of conceptualizing career discrepancies in terms of socially expected durations are discussed.
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    The function of performance appraisal in UK universities (1993)
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    Higher education 25 (1993), S. 473-486 
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    Source: Springer Online Journal Archives 1860-2000
    Topics: Nature of Science, Research, Systems of Higher Education, Museum Science
    Notes: Abstract This study mapped the development of performance appraisal in UK universities and assessed the initial impact of appraisal in four case study institutions. University staff felt that appraisal has had little impact on their motivation, efficiency and performance. One reason for this may be the ambiguity surrounding the intentions of staff appraisal in universities: it is neither a management tool, nor is it wholly focused on staff development. If appraisal is primarily concerned with assessment, it must be linked to promotion and merit pay awards. The current arrangement of using agreed summaries from the appraisal interviews in promotion procedures is not entirely satisfactory and requires further consideration. If, on the other hand, appraisal is intended for the purposes of staff development, this aim should be explicity stated and backed up with adequate resources and effective procedures designed to ensure that identified training needs are met. While universities have responded to the need to develop appraisal schemes there is very little sense in which appraisal has been given a coherent function in relation to other aspects of management. If appraisal is to promote change in universities, it must be incorporated in university and departmental planning.
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    The dilemma of change in Indian higher education (1993)
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    Higher education 26 (1993), S. 3-20 
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    Topics: Nature of Science, Research, Systems of Higher Education, Museum Science
    Notes: Abstract India has been trying to reform its higher education system for more than a half-century but the results in terms of systemic change have been minimal. The universities have expanded dramatically to meet the demands of an increasingly powerful middle class although resources have not been adequate to ensure the maintenance of standards. In India's bureaucratic environment, political will to change the universities has been inadequate. For these and other reasons, the mainstream of Indian higher education, now including 7,000 colleges and 150 universities serving more than 4 million students, suffers from deteriorating standards, occasional unrest and inadequate resources. However, at the margins of this seemingly unmovable system have been a variety of significant changes and reforms. The Indian Institutes of Technology, for example, provide high quality post-secondary education. Even within the traditional universities and colleges, some interesting reforms in curriculum have been successful in limited areas. This analysis points to the factors inhibiting reform and change as well as some examples of limited successes.
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    Examination reform in traditional universities: a few steps forward, many steps back (1993)
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    Higher education 26 (1993), S. 115-146 
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    Source: Springer Online Journal Archives 1860-2000
    Topics: Nature of Science, Research, Systems of Higher Education, Museum Science
    Notes: Abstract After a brief discussion of the historical background, this article examines national attempts to reform the examination system in India. Reform attempts are discussed under eight categories: syllabus review and revision; increased frequency of public examinations; introduction of internal assessment; development of question banks; changeover to a grading system; semesterisation; improving the efficiency of the public examination bureaucracy, and, creation of autonomous colleges. Most of the impetus for reforming the examination system came from the availability of Western experts at very little cost to India and admiration for American and British practices among Indian higher education authorities. The failure of most of the reforms provide salutary lessons regarding educational borrowing for reform. The concluding pages discuss the theoretical issues related to the reform effort.
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    Improvements in equity in the participation of young people in higher education in Australia during the 1980s (1993)
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    Higher education 26 (1993), S. 199-216 
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    Topics: Nature of Science, Research, Systems of Higher Education, Museum Science
    Notes: Abstract This paper addresses the question of the extent to which there were improvements in equity in the patterns of participation of young people in higher education in Australia during the 1980s. Data from theYouth in Transition longitudinal surveys of Australian youth are used to assess the effectiveness of the Labor Government's equity initiatives since 1983 in this area. The conclusion is that participation by young people in higher education in Australia did generally become more equitable under Labor during the 1980s, though differences in higher education participation rates persisted between certain sub-groups of the population.
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    Graduate engineers' perceptions of their engineering courses: Comparison between enhanced engineering courses and their conventional counterparts (1993)
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    Higher education 26 (1993), S. 255-265 
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    Topics: Nature of Science, Research, Systems of Higher Education, Museum Science
    Notes: Abstract The Dainton enhanced engineering courses were designed to produce engineers who would be better prepared for careers in manufacturing management than their counterparts from conventional engineering programmes. As part of a large scale evaluation of these courses, the views of 167 students and 220 graduates of the programmes were compared with those of a control group of 353 students from conventional engineering courses. Respondents were asked for their opinions of 19 course elements in terms of the amount of time devoted to each as a preparation for a career as a professional engineer in industry. In general, enhanced students viewed their courses more favourably than students from conventional courses. Thus, over half of the conventional students criticised their courses for a lack of business and management material, compared with less than one in five enhanced students. There were few differences between the two groups in their views about the technical content of their courses. Criticisms about insufficient time being devoted to CADCAM, Engineering Practice, and Engineering Applications were common in students from both types of course. The views of enhanced graduates, who had up to five years' work experience post graduation, were similar to those of the undergraduates. The results are discussed in terms of their implications for engineering education in general.
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    Book reviews (1993)
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    Higher education 26 (1993), S. 349-353 
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    Topics: Nature of Science, Research, Systems of Higher Education, Museum Science
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    Influence in academic decision-making: Towards a typology of strategies (1993)
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    Higher education 26 (1993), S. 387-409 
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    Topics: Nature of Science, Research, Systems of Higher Education, Museum Science
    Notes: Abstract Several authors have argued that academic decision-making can be viewed as a political process. This implies that under certain conditions, academic decisons are most likely to be resolved through the use of influence strategies (Baldrigeet al. 1977; Pfeffer 1981). One issue that can be raised from this theoretical perspective concerns the types of influence strategy that can be found in that kind of process. This article presents, discusses, and illustrates a typology that can be used as a descriptive instrument for dealing with this issue. The typology is based on the assumption that influence strategies can be described along two independent dimensions, namely, mode of influence and power resources. A critical review of the literature led us to distinguish two basic modes of influence (pressure vs legitimation), and seven types of organizational resources (expertise, monetary resources, information, time, rules, coalitions, language and symbolic actions). The assumption is that each of these organizational resources can be associated with either mode of influence, which gives 14 possible types of influence strategy. The typology was applied in the study of a case of decision-making process in a university. This case study provided illustrations of some of the types of strategy identified by the typology.
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    International Special Education Congress 10th–13th April 1995 Birmingham (1993)
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    Higher education 26 (1993), S. 481-481 
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    Topics: Nature of Science, Research, Systems of Higher Education, Museum Science
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    Academic discipline and generalizability of student evaluations of instruction (1993)
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    Research in higher education 34 (1993), S. 135-149 
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    ISSN: 1573-188X
    Source: Springer Online Journal Archives 1860-2000
    Topics: Nature of Science, Research, Systems of Higher Education, Museum Science
    Notes: Abstract Previous research on the generalizability of student ratings of instruction has raised questions about the effects of academic discipline and item types on the generalizability of these data for making relative decisions about instructors and about courses. In particular, although student evaluation data appear to provide a reasonable basis for making decisions about instructors when generalizing across courses and students, when course is the object of measurement, the data appear to be less generalizable. It was suggested in the literature that this may be due to the type of evaluation items used or it may be due to academic discipline differences in the type of courses selected for study. This study used Biglan's (1973a) model for classifying disciplines along the dimensions of paradigmatic/preparadigmatic (hard/soft) and pure/applied. A nested sampling procedure yielded two sample types: courses within teachers, in which individual instructors taught more than one course; and teachers within courses, in which individual courses were taught by more than one instructor. For each sample type, evaluation forms for twenty courses within each discipline classification were sought. The evaluation items for this study were classified as measuring six dimensions of instruction: organization, breadth of coverage, group interaction, enthusiasm, grading, and individual rapport. Generalizability and decision studies were conducted in which, for one sample, teacher was the object of measurement, and for the second sample, course was the object of measurement. Results indicated that reliable decisions about instructors could reasonably be made from all six of the evaluation dimensions; however, reliability for course decisions varied greatly with the evaluation dimension, being highest for breadth of coverage and lowest for grading. The same general pattern was noted for the paradigmatic disciplines and the preparadigmatic-applied disciplines but not for the preparadigmatic-pure disciplines. It is suggested that a single evaluation instrument may not be uniformly applicable to all discipline areas.
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    An examination of freshmen to senior general education gains across a national sample of institutions with different general education requirements using a mixed-effect structural equation model (1993)
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    Research in higher education 34 (1993), S. 41-54 
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    Topics: Nature of Science, Research, Systems of Higher Education, Museum Science
    Notes: Abstract This study investigated differences in freshmen to senior student general education gains across institutions with varying patterns of general education requirements using a mixed-effect structural equation model. The subjects were 6,409 students at 34 nation-wide colleges and universities. Students attending institutions where less than 40 percent of undergraduate curricular requirements were devoted to general education and where there was not equal distribution of general education courses within the requirement were found to have significantly higher general education gains than did students who attended institutions where 40 percent or more of the undergraduate curriculum was devoted to general education and there was equal distribution of courses within the general education requirement.
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    Faculty salary equity: Issues in regression model selection (1993)
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    Research in higher education 34 (1993), S. 107-126 
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    Topics: Nature of Science, Research, Systems of Higher Education, Museum Science
    Notes: Abstract Faculty salary equity is a hot political issue that may have severe legal, monetary, and human consequences. It is also an issue that often requires the use of sophisticated statistical techniques for the determination of inequity. The purpose of this paper is to identify the areas in which human judgment must be made in order to conduct a statistical analysis of salary equity and to provide some informed guidelines for making those judgments. The direction and magnitude of the final results are contingent on the way these statistical decisions are made. Therefore, careful consideration of these issues is essential for conducting a fair and defensible salary equity study. This paper will provide a framework based on four decision elements and four fields of study as the basis for establishing criteria for selecting an appropriate salary equity model. Through this discussion, the author hopes to bring a broader perspective and, if not objectivity, then ethical fairness to the process of designing salary equity models.
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    The construct validity of Institutional Commitment: A confirmatory factor analysis (1993)
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    Research in higher education 34 (1993), S. 243-262 
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    Topics: Nature of Science, Research, Systems of Higher Education, Museum Science
    Notes: Abstract The present study examined the underlying structure of the variable Institutional Commitment by testing for the convergence, or lack thereof, among different indicators of the construct as represented by three theoretical frameworks (Tinto, 1975, 1987; Bean, 1985; Huselid and Day, 1991). Confirmatory factor analyses revealed that Institutional Commitment could be decomposed into two multiple indicators of the same latent construct: a general factor that groups items related to institutional quality, practical value of an education, utility of an education, fit between student and institution, and loyalty to the institution and another factor represented by items indicating similarity of values (Affinity of Values). Moreover, the study established the predictive validity of each subcomponent on different outcomes related to student persistence. While Institutional Commitment was found to have a significant direct effect on both students' intents to persist and actual persistence behavior, Affinity of Values was not as equally predictive of measures of student retention.
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    The RA and TA experience: Impediments and benefits to graduate study (1993)
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    Research in higher education 34 (1993), S. 343-354 
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    Topics: Nature of Science, Research, Systems of Higher Education, Museum Science
    Notes: Abstract This study examines the growth and professional development of graduate students and compares these outcomes for students who have held assistantships and those who have not. In general, students perceive the assistantship to be a positive experience, but teaching assistants report less of a contribution to their professional development than do research assistants. Students with the without assistantship experience report the same growth in human relation and reflective thinking skills, but teaching assistants report the least growth in research skills, less even than students not having assistantships. Students with assistantships, both teaching and research, are more likely to be active within the external academic community by participating in professional societies and higher levels of scholarly productivity.
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    The influence of prices on graduate student persistence (1993)
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    Research in higher education 34 (1993), S. 399-425 
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    Topics: Nature of Science, Research, Systems of Higher Education, Museum Science
    Notes: Abstract The topic of how prices influence graduate student persistence has seldom been examined. Using the National Postsecondary Student Aid Study of 1987 to examine the influence of prices on within-year persistence by graduate students, this analysis indicates that graduate students, especially those enrolled in public institutions, are responsive to tuition charges in their persistence decisions. The major implication of this finding is that universities should examine the potential impact of price changes on graduate student persistence when they consider tuition increases each year.
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    The typology of organizational effectiveness in Australian higher education (1993)
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    Research in higher education 34 (1993), S. 465-488 
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    Topics: Nature of Science, Research, Systems of Higher Education, Museum Science
    Notes: Abstract This paper briefly summarizes the new developments emerging from a major ongoing research program in Australia in higher education that tested and extended Cameron's dimensions of organizational effectiveness. Framed in this context, the paper then reports on the second national study in Australia to replicate earlier findings. The results confirm earlier findings and unequivocally establish the four-group typology that existed until recently. Finally, discussion includes consideration of micro and macro benefits of the framework with particular emphasis on recent structural changes to the Australian higher education system with reference to organizational culture and quality standards.
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    Career decision-making self-efficacy and institutional integration of underprepared college students (1993)
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    Research in higher education 34 (1993), S. 659-685 
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    Topics: Nature of Science, Research, Systems of Higher Education, Museum Science
    Notes: Abstract This investigation applied, as the theoretical base, a model of student persistence and departure (Tinto, 1987) to explore the nature of the relationship between career decision-making self-efficacy and integration. Career decision-making self-efficacy identifies students' perceived confidence (self-efficacy) in their ability to plan and execute vocationally relevant tasks in the educational environment. The sample comprised 418 underprepared students. Data were analyzed using correlation, analysis of variance, and multiple regression. There is an interrelationship between perceived career decision-making self-efficacy and integration (overall, social, and academic) for underprepared college students. The variance in students' integration can be explained by their career decision-making self-efficacy and by their initial goals and commitments. Career decision-making self-efficacy surpassed all other variables in explaining the variance in overall and academic integration. Based on these research results, career decision-making self-efficacy should be considered as a variable in future studies of integration, a longitudinal study should be conducted to determine the direct relationship of career decision-making self-efficacy to persistence and attrition, and if a relationship to persistence is found, then the rationale exists for the design and experimental testing of interventions aimed at increasing career decision-making self-efficacy.
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    On certainty and credibility (1993)
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    Research in higher education 34 (1993), S. 763-766 
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    Topics: Nature of Science, Research, Systems of Higher Education, Museum Science
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    Total Quality Management at Virginia Commonwealth University: An urban university struggles with the realities of TQM (1993)
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    Higher education 25 (1993), S. 281-302 
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    Topics: Nature of Science, Research, Systems of Higher Education, Museum Science
    Notes: Abstract The chief administrators at Virginia Commonwealth University (VCU) began formally to explore Total Quality Management (TQM) during the summer of 1991. What they found initially was both surprising and revealing. A major affiliated division of the university, which operates autonomously, had already undertaken a large-scale TQM effort. Early discussions also revealed a core of faculty who were already teaching, conducting research, and providing services to the business community, as well as state and local government agencies, in the TQM arena. These discoveries gave additional impetus for the administrators to pursue a study of TQM. The unfolding of the study and related activities undertaken to date provide insights into theprocess of implementing TQM at a major university.
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    Total Quality Management: Some thoughts (1993)
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    Higher education 25 (1993), S. 373-375 
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    Academic standards in South African universities and proposals for quality assurance (1993)
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    Higher education 25 (1993), S. 379-393 
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    Topics: Nature of Science, Research, Systems of Higher Education, Museum Science
    Notes: Abstract In South Africa an obvious need for the clarification of problems concerning academic standards and quality assurance has been identified. Some of the reasons for the differences in this regard between developing and established universities in South Africa are explained with reference to the causes thereof, namely a fragmented system of education, disparities in student enrolment and staffing and the lack of a culture of learning. Areas that require special attention to set the scene for quality assurance to be successfully implemented are identified and, based on research, proposals are made for quality assurance mechanisms for South African universities.
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    Trends of diversification and expansion in Israeli higher education (1993)
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    Higher education 25 (1993), S. 457-472 
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    Topics: Nature of Science, Research, Systems of Higher Education, Museum Science
    Notes: Abstract Israeli higher education faces in the last decade growing pressures to alter the elitistic homogeneity of its universities and to enhance greater diversity of academic styles and traditions. Some calls for reform advocate the implementation of changes into the existing institutions, while others argue for establishing totally new higher education frameworks, both private and public. This paper discusses the emerging changes in the Israeli higher education in the broader context of trends and developments in higher education systems in other parts of the world.
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    Correlates of career advancement in Australian universities (1993)
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    Higher education 26 (1993), S. 313-329 
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    Topics: Nature of Science, Research, Systems of Higher Education, Museum Science
    Notes: Abstract Academics in Australian universities who were lecturers in 1978 and senior lectures by 1988, or senior lecturers in 1978 and readers/associate professors by 1988, are compared with academics who had remained at the same level of appointment over this period. Career advancement was associated not only with demographic variables, but with work habits, and level of performance in research-related academic roles. These measures were themselves intercorrelated. The variables that most distinguished the academics in the sample who had been promoted from those who had not included rate of publication in refereed journals, level of citation, research grants applied for and obtained, and the number of PhD students under a person's supervision. Likelihood of promotion was correlated negatively with self-reported commitment to teaching. This demonstration that career advancement is associated primarily with an academic's record of achievement in research is consistent with claims in the literature about the incentive and reward system operating within Australian universities.
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    Policies for higher education in Latin America: The context (1993)
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    Higher education 25 (1993), S. 9-20 
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    Topics: Nature of Science, Research, Systems of Higher Education, Museum Science
    Notes: Abstract Latin American higher education developed since the nineteenth century from the tensions between the Catholic tradition of Iberian colonization and the enlightenment, rationalistic and predominantly French views present in the independence movements, and embodied in the “Napoleonic” institutions established throughout the region. This article discusses how this system evolved, facing the problems of enlarged enrolment, diversification, and the current problems of reform, as alternatives among the poles of bureaucratic, oligarchic and market mechanisms of coordination.
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    Special issue on higher education in Latin America (1993)
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    Higher education 25 (1993), S. v 
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    Research and scholarship: Perceptions of senior academic administrators (1993)
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    Higher education 25 (1993), S. 97-110 
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    Topics: Nature of Science, Research, Systems of Higher Education, Museum Science
    Notes: Abstract This paper reports selected findings from the first stage of a study on the research role within academic work in Australian universities. These findings come from the interview component of the study and discuss the perceptions that senior academic administrators hold on ‘research’ and ‘scholarship’. The analysis of the interviews indicates that ‘research’ covers a wide and varied range of activities across the disciplines found in a university and therefore needs to be defined broadly. However, ‘research’ has three major attributes: new knowledge, enquiry and publication of results and views. ‘Scholarship’ was perceived to be part of the research process, providing the context for good research by adding the element of breadth to the depth of ‘research’. In addition, ‘scholarship’ describes the manner of pursuing a serious, sustained line of enquiry as well as the dissemination process.
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    The importance of mature, part-time students to higher education in the U.K. (1993)
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    Higher education 25 (1993), S. 189-205 
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    Topics: Nature of Science, Research, Systems of Higher Education, Museum Science
    Notes: Abstract This paper assesses the contribution made by mature part-time students to the statistics on higher education. It shows that part-time numbers currently account for approximately 40% of total student numbers in the UK, 33% of university students, (mostly in the Open University) and 43% of the total in polytechnics and colleges, (1989–90 figures). The majority are mature people, over 25 years of age, who combine both education and employment. The principal change over the past ten years has been the increasing proportion of women, who now form more than 44% of the total number of students and 42% of the part-time total. A theoretical analysis is carried out, using the Human Capital model, which shows that part-time higher education might produce significant rates of return, both to the individual and society. It is noted that most of the research efforts in the UK, into the benefits of higher education, have concentrated on young, 18–21 year olds, who study full-time, and that current government policy is primarily concerned with improving the participation rate of this age group. This paper concludes that there is sufficient evidence to warrant a more thorough investigation of the costs and benefits of part-time study and suggests that there is considerable potential for expansion in this area.
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    Cross-cultural implications of graduate study abroad: The case of Korean academics (1993)
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    Higher education 25 (1993), S. 207-222 
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    Topics: Nature of Science, Research, Systems of Higher Education, Museum Science
    Notes: Abstract The purpose of this study is to explore the perceptions of Korean faculty regarding the cross-cultural implications of their graduate education abroad for their careers in the academy. Personal interviews were conducted with twenty-seven Western-trained faculty members at three private research universities in the Republic of Korea. Individuals were purposively selected to provide representation across disciplinary fields, academic rank and gender. The study focuses on faculty members' 1) experiences as foreign graduate students and their socialization to the professoriate, and 2) perceptions of the impact of their cross-cultural graduate preparation on their academic careers. Analyses of the data with respect to the research questions revealed two themes: 1) the westernized expectations they developed regarding teaching and research, and 2) the emphasis they place on service to their university and nation. The implications of these findings are discussed not only for faculty careers but also for Western graduate education and training.
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    Planning and financing rural education in Africa (1993)
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    Higher education 25 (1993), S. 225-225 
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    Bringing Total Quality Improvement into the college classroom (1993)
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    Higher education 25 (1993), S. 259-279 
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    Topics: Nature of Science, Research, Systems of Higher Education, Museum Science
    Notes: Abstract This paper describes a recent effort to infuse the Total Quality Improvement (TQI) approach, popularized by Deming and others, into an upper-division, junior-senior economics course at the University of Wisconsin-Madison. The process of infusing TQI into instruction has received relatively little attention. Most efforts to bring TQI into higher education focus on improving administrative operations and establishing courses and programs for students to learn how to apply TQI in their future jobs. The challenge is in using TQI to help students realize their potential for learning in traditional courses. The TQI instruction approach developed for use in the course had three major elements. Customer Focus is represented by the proficiencies emphasized in the course and expected of graduating economics majors. Student Involvement is represented by team-centered research projects whose purpose is to enhance the proficiency of creating new knowledge. Continuous Improvement is represented by ongoing student evaluations of the course and instructor, carried out by a student team. After discussing the motivation for adopting this approach and the independent development of the concept of proficiencies in the economics major, the paper moves on to discuss the planning, implementation, and execution of the course. Particular attention is given to discussing the operation of the teams and the development of a multi-faceted ongoing evaluation process to assess the effectiveness of the TQI Instructional Approach. The evaluation results indicate strong student satisfaction with the TQI orientation of the course, while at the same time pointing out ways of improving what was done.
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    Access to higher education: Targeted recruitment reform under economic development plans in the People's Republic of China (1993)
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    Higher education 25 (1993), S. 169-188 
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    Topics: Nature of Science, Research, Systems of Higher Education, Museum Science
    Notes: Abstract In the early 1980s, the Chinese government introduced limited economic markets accompanied by educational reforms to counteract an internal “brain drain.” This article explores the effectiveness of four years of recruitment and enrolment reform in technical-professional higher education in meeting the objective. In view of the extreme scarcity of higher education places, the modest enrolment biases evident in the findings are unexpected. Through the recruitment reforms the planned proportion of students from the targeted marginal groups were enrolled. On the other hand, enrolment patterns showed aggravated social class reproduction at the upper and lower end of the stratification. Gender stratification in overall proportions was modest but strongly mediated by social class and subject choice. Though upper and middle class students were poised to gain greater socio-economic mobility than the lower class, nearly half of the latter would be upwardly mobile through technical-professional higher education (TPHE). The findings show that, though economic pull factors were in evidence, the recruitment reforms were effective in preparing a suitable pool of students to carry out macro-economic plans. The reforms advanced the historic function of technical-professional education-extending access to populations hitherto largely excluded.
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    Commonwealth University Yearbook (1993)
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    Higher education 25 (1993), S. 223-223 
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    Quality assurance for higher education franchising (1993)
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    Higher education 26 (1993), S. 167-182 
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    Topics: Nature of Science, Research, Systems of Higher Education, Museum Science
    Notes: Abstract Although franchising is a well-established commercial practice, its extension to higher education has developed comparatively recently in the United Kingdom as institutions have sought to respond to changes in their financing and to Governmental expectations regarding an increase in the national level of participation in higher education. Although institutional rationales for franchising vary, the quality assurance of franchise operations can be conducted under a general set of principles. This article, which is based upon the author's recent experience as a senior manager responsible for quality assurance, relates educational franchising to ‘business format franchising’, and draws out from the relatively meagre extant literature and from practical experience a set of principles which provide a general framework for quality assurance. The article concludes by drawing attention to some broader issues regarding franchising which, to date, have been insufficiently explored.
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    Book reviews (1993)
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    Higher education 26 (1993), S. 247-254 
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    English proficiency and academic success in international postgraduate education (1993)
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    Higher education 26 (1993), S. 275-285 
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    Topics: Nature of Science, Research, Systems of Higher Education, Museum Science
    Notes: Abstract In the Netherlands internationalization of higher education may lead to an increasing use of a foreign language-for example English-as the medium of instruction. This may raise the issue whether learning in a foreign language affects academic performance, given the language problems international students are faced with when studying abroad. The present article reviews research in this field and presents a study into the academic achievement of 90 Indonesian engineers. These subjects took a one-year English-medium postgraduate course at the International Institute for Hydraulics and Environmental Engineering in Delft. Language proficiency was measured by TOEFL and academic success was defined as the average score on seven written examinations. A most remarkable finding is the observation of a cut-off point in the relationship between English proficiency and academic success. This has led to the hypothesis that there is a range of TOEFL scores within which a better command of English increases the chance of being academically successful. The lower and upper limits of this range may vary according to academic discipline or may even be institution-specific. Additional findings are presented as well as implications and directions for further research.
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    The market oriented university and the changing role of knowledge (1993)
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    Higher education 26 (1993), S. 331-347 
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    Topics: Nature of Science, Research, Systems of Higher Education, Museum Science
    Notes: Abstract The development of corporate-university linkages occurs within the orbit of two major influences, the information society and the globalization of capital. The presence of the information society builds great pressure towards the production and transfer of knowledge. The economic contraction of recent years is juxtaposed against the globalization of capital which demands that productive enterprises compete on a world wide scale. Universities are not exempt from this dynamic as they too are propelled toward a market orientation. This process leads to a series of conflicts within our universities which define the parameters of the transformation. The first part of this paper discusses these areas of development and conflict within the market university: 1) autonomy and collegiality, 2) the market and the university, 3) ideology, 4) globalization and privatization, 5) pluralism. The second part focuses on the role of knowledge within market university and the change from social knowledge to market knowledge. The focus here includes: 1) the social context of knowledge, 2) science, research of knowledge, 3) knowledge as property, 4) the transfer of knowledge. It is in this context that a new public policy for universities must be charted.
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    Book reviews (1993)
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    Higher education 26 (1993), S. 471-479 
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    Survivors in a male preserve: A study of British women academics' experiences and perceptions of discrimination in a UK university (1993)
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    Higher education 26 (1993), S. 431-447 
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    Topics: Nature of Science, Research, Systems of Higher Education, Museum Science
    Notes: Abstract Women academics in British universities make up a very small minority and are concentrated in the lower grades. All the statistical evidence points to the fact that a reason for this situation is that discrimination exists in the academic profession. Howerver, very little empirical information exists on the nature of this discrimination and how it operates. The study reported here seeks to contribute to the understanding of this phenomenon by exploring the processes involved, through the perceptions and experience of women academics themselves. A total of 43 women from a British university were interviewed at length, and problem areas were highlighted by their evidence. There is the problem of being in very small minorities functioning in a male environment. They suffer from isolation and exclusion from their male colleagues, and challenges to their authority from male students. They have fewer support systems, with few role models or mentors, and little access to communication networks. They report problems with work relationships, and experience hostility from male colleagues and students. The majority had experienced discrimination within the university. Finally, the effects of these factors on their perception of themselves as academics are explored. The majority become convinced that the concept of a women academic is problematic. This leads them to put pressure on themselves to perform better than male colleagues, and to avoid being identified with other women. They become ‘honorary men’ and as such are in no position to support other women.
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    Total quality management in higher education: Panacea or placebo? (1993)
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    Higher education 25 (1993), S. 229-237 
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    Topics: Nature of Science, Research, Systems of Higher Education, Museum Science
    Notes: Abstract Total Quality Management is a concept that has permeated the thinking of many higher education managers very quickly within the past five years. It is a product of the market ideologies of the 1980s and the managerialism which accompanied them. Nevertheless, despite the special features of higher education as a set of activities based on the creation and dissemination of knowledge and understanding, the paper argues, largely by reference to the subsequent articles, that the main themes of TQM, continuous quality improvement, consistency of quality, staff (and student) participation, meeting customer needs, coordination, and management procedures which detect poor quality and stimulate good, all have a significant contribution to make to the development of efficient and effective mass higher education systems and institutions, whether or not they are explicitly market oriented.
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    The introduction of Total Quality Management at Oregon State University (1993)
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    Higher education 25 (1993), S. 303-320 
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    Topics: Nature of Science, Research, Systems of Higher Education, Museum Science
    Notes: Abstract Oregon State University became one of the first research universities in the United States to introduce the Total Quality Management methodology into its administrative structure in 1989. Beginning with finance and administration, quality improvement teams were introduced and achieved significant improvement in process effectiveness and efficiency. Improved quality was also achieved and measured by customer satisfaction. TQM was expanded to all administrative areas — including student affairs, research, and faculty administration — over the next four years. TQM has also been used in curriculum development, teaching improvement, and research proposal development. This paper describes the implementation strategy used by Oregon State University and presents some of the results achieved. Particular attention is paid to implementation barriers found in university settings. Today, Oregon State University has over 85 process improvement teams working in both administrative and academic areas and has received many awards for its work in Total Quality Management.
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    Towards Total Quality Management in Higher Education at Aston University—a case study (1993)
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    Higher education 25 (1993), S. 363-371 
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    Topics: Nature of Science, Research, Systems of Higher Education, Museum Science
    Notes: Abstract The theme of ‘Quality’ has been embedded in Aston University's strategic plans for long term success during a decade of change brought about by the national policy to restructure the British Higher Education system. The philosophy and techniques of Quality Management have been applied as a means of ensuring continuous improvement and progress towards Aston's mission to be a leading technological university. The strategic plan has led to major projects including academic restructuring to ensure that departments cover disciplines consistent with the mission, and the provision of a high quality support infrastructure. The plan for growth is rooted in the concepts of understanding who the ‘customers’ are, in understanding their needs and serving them well. The formation of a Quality Council has marked a further stage in the realisation of an integrated Quality Management programme. The purpose of the Council is to review the University's processes and Critical Success Factors in order to identify key areas for improvement. An extensive education and training programme has been launched and there has been experimentation with the vital Quality Management technique of ‘Quality Function Deployment’.
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    Adult higher education from an international perspective (1993)
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    Higher education 25 (1993), S. 411-423 
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    Topics: Nature of Science, Research, Systems of Higher Education, Museum Science
    Notes: Abstract Adult higher education, the active participation of adults in formal degree or certificate programs of study in higher education, has become an important movement internationally. This movement is focused upon adults who are typically 25 years of age or older and who have had a previous interruption in their formal schooling, have assumed adult life responsibilities such as work, family, or military commitments, and are now enrolled in formal higher education programs. This article will present a synthesis of current international policies, programs, and perspectives in adult higher education. As a background overview, key societal forces, local characterizing terminology, and select national descriptive statistics of adult student enrolments will be presented. Three organizational patterns of international adult higher education will be suggested.
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    Book Review (1993)
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    Higher education 25 (1993), S. 511-513 
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    The language question in higher education: trends and issues (1993)
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    Higher education 26 (1993), S. 93-114 
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    Topics: Nature of Science, Research, Systems of Higher Education, Museum Science
    Notes: Abstract Nowhere is the language scenario and the problems associated with it as complex and controversial as in a multicultural and linguistically diverse country like India. Since language is the medium through which educational transactions take place, the vicissitudes of language and the language controversies have had a significant bearing on the structure, process, and outcome of her educational endeavour. This article examines the various issues and trends in the language conundrum vis-à-vis education in general and higher education in particular. Broadly, it is divided into four parts. The first part provides a brief sketch of the background and context in which the linguistic imbroglio in higher education becomes meaningful. The next two parts deal respectively with the twin aspects of the language problem in relation to education, namely, language instruction and language as a medium of instruction. The concluding part recapitulates the scenario and delineates the dilemmas of policy perspective.
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    Changes in intellectual property statutes and policies at a public university: Revising the terms of professional labor (1993)
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    Higher education 26 (1993), S. 287-312 
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    ISSN: 1573-174X
    Source: Springer Online Journal Archives 1860-2000
    Topics: Nature of Science, Research, Systems of Higher Education, Museum Science
    Notes: Abstract In this paper, we look at the way the state has helped shape the climate for the commercialization of science in a public university, and at how this has shaped the terms of professional labor for faculty. We examine patent policies of a public research university and of its Board of Regents, and the relevant state statutes from 1969–1989. Policies and statutes moved from an ideology that defined the public interest as best served by shielding public entities from involvement in the market, to one that saw the public interest as best served by public organizations' involvement in commercial activities. Claims to the ownership and rewards of intellectual property shifted dramatically in that time, from faculty owning their products and time to complete ownership by the institution. The contract between the university and faculty became increasingly formalized and specified. We believe that such developments augur significant changes in professional labor and in the relationship between the state and higher education. Such changes can best be understood from a post-structuralist perspective that moves beyond the structural dichotomies of public and private, state and higher education administrator and professional, and points to new forms of organization and of professional stratification and interest formation.
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    URL: http://dx.doi.org/10.1007/BF01383488
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    Proficiency in the explanation of procedures: A test of the intuitive understanding of teachers of undergraduate mathematics (1993)
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    Higher education 26 (1993), S. 355-386 
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    ISSN: 1573-174X
    Source: Springer Online Journal Archives 1860-2000
    Topics: Nature of Science, Research, Systems of Higher Education, Museum Science
    Notes: Abstract A discussion of production system approaches to the representation of learned procedures, and of stage models of the acquisition of procedures, yielded four general principles applicable to the construction of effective explanations. The intuitive appreciation of these principles by tertiary teachers was tested in two studies. In the first, separate verisons of an explanation of a standard undergraduate mathematics problem solution procedure were prepared, these versions differing in the extent to which they exemplified the derived principles. Subjects ranked the explanations in terms of their perceived effectiveness. In the second study, subjects of varying experience at teaching tertiary level mathematics were video recorded while they individually explained three standard undergraduate problems. Their explanations were scored for the extent to which some awareness of the general principles was evidenced. In general terms the findings from these two studies suggested that mathematics teachers might be well able to discriminate between explanations which differ in their compliance with the derived general principles, but that they were not well skilled at employing these principles in explanations which they generated themselves.
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    On the nature of institutional research and the knowledge and skills it requires (1993)
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    Research in higher education 34 (1993), S. 1-10 
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    ISSN: 1573-188X
    Source: Springer Online Journal Archives 1860-2000
    Topics: Nature of Science, Research, Systems of Higher Education, Museum Science
    Notes: Abstract This paper offers a conception of institutional research as comprising three tiers of organizational intelligence. The first tier, technical and analytical intelligence, requires familiarity with the basic analytical processes of institutional research. The second tier, issues intelligence, requires knowledge of substantive institutional management issues in four areas: students, faculty, finances, and facilities. The third tier, contextual intelligence, requires understanding of the history and culture of higher education in general and of the particular campus on which one works. The kinds of knowledge and skills required at each level are also discussed, as are the ways in which each form of intelligence is acquired.
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    Student retention: Moving from numbers to action (1993)
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    Research in higher education 34 (1993), S. 55-69 
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    ISSN: 1573-188X
    Source: Springer Online Journal Archives 1860-2000
    Topics: Nature of Science, Research, Systems of Higher Education, Museum Science
    Notes: Abstract We describe a multifaceted approach to providing information to improve student retention at an urban public university. Many students at this institution are older, working people; few live on campus and participate in “traditional” student experiences. A Retention Task Force, using qualitative as well as quantitative methods, identified problems that were barriers to student success or that contributed to student departure. We outline our results to date, address strategies for involving administrators, faculty, staff, and students, and discuss future research plans. We describe elements of a model for transferring information from the research realm into the policy arena.
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    URL: http://dx.doi.org/10.1007/BF00991863
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    Organizational culture and effectiveness in two-year colleges (1993)
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    Research in higher education 34 (1993), S. 95-106 
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    ISSN: 1573-188X
    Source: Springer Online Journal Archives 1860-2000
    Topics: Nature of Science, Research, Systems of Higher Education, Museum Science
    Notes: Abstract The central purpose of this study is to determine the extent to which the effectiveness of a nationally representative sample of two-year colleges differs in terms of their dominant type of organizational culture. The findings demonstrate wide differences in the effectiveness of two-year colleges that exhibit the traits of clan, adhocracy, hierarchy, and market cultures, and the differences are consistent with their conceptual rationale. The research, policy, and practical implications of the findings in terms of our efforts to understand and improve the management and institutional performance of two-year colleges are discussed.
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    Deviancy from the norms of science: The effects of anomie and alienation in the academic profession (1993)
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    Research in higher education 34 (1993), S. 213-228 
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    ISSN: 1573-188X
    Source: Springer Online Journal Archives 1860-2000
    Topics: Nature of Science, Research, Systems of Higher Education, Museum Science
    Notes: Abstract Anomie Theory, as formulated by Robert K. Merton, has been posited as a possible explanatory framework for deviancy from the norms of science.Anomie is the inability of some individuals to achieve excessively emphasized group goals through adherence to group norms. This study tests Anomie Theory by using alienation from the reward system of academic disciplines as an operationalization of this theory. Findings suggest support for Anomie Theory as an explanation for deviancy from the norms of communality, disinterestedness, and universalism. Implications for such topics as the use of norms as interpretative devices and the ambivalence of academics over compliance with dominant and subsidiary (counter-norms) are discussed. Implications for professional practice are also offered.
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    URL: http://dx.doi.org/10.1007/BF00992162
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    Faculty at work: Focus on research, scholarship, and service (1993)
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    Research in higher education 34 (1993), S. 265-265 
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    ISSN: 1573-188X
    Source: Springer Online Journal Archives 1860-2000
    Topics: Nature of Science, Research, Systems of Higher Education, Museum Science
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    URL: http://dx.doi.org/10.1007/BF00992166
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    Understanding institutional image (1993)
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    Research in higher education 34 (1993), S. 11-22 
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    ISSN: 1573-188X
    Source: Springer Online Journal Archives 1860-2000
    Topics: Nature of Science, Research, Systems of Higher Education, Museum Science
    Notes: Abstract An organization's image is not a clear, concise concept but rather a set of an individual's perceptions about the institution. An educational institution has a multifaceted image that includes academic, social, political, and perhaps stylistic dimensions. We discuss the use of the semantic differential research tool to investigate one institution's image. Specifically, we explore the following questions: (1) What are the differences between the institution's desired image and current image? (2) Do various constituencies view the institution differently? If so, how do alumni perceptions differ from those of current students? Does the institution's internal image differ from its external image?
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    The relationship between perceived learning and satisfaction with college: An alternative view (1993)
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    Research in higher education 34 (1993), S. 23-40 
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    ISSN: 1573-188X
    Source: Springer Online Journal Archives 1860-2000
    Topics: Nature of Science, Research, Systems of Higher Education, Museum Science
    Notes: Abstract Student and alumni reports of learning and development during college play an important role in research on educational outcomes. An intriguing finding of this research is the positive relationship between perceived learning and satisfaction with college. While studies have documented an association between perceptions of learning and satisfaction, the nature of the relationship is not clearly defined. This study evaluates two competing models of perceived learning and satisfaction. The first model represents a true relationship between learning and satisfaction, while the second treats the relationship as an artifact of a halo effect. Data came from subjects who completed learning and satisfaction questions as seniors and again two years after graduation. Analyses revealed that treating the learning-satisfaction relationship as an artifact of a halo effect provided the best representation of the data. Although not conclusive, results suggested that educational researchers and assessment practitioners should be careful in interpreting self-reports of learning and development, particularly as they relate to satisfaction with college.
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    The “magic” of mean gain (1993)
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    Research in higher education 34 (1993), S. 131-134 
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    ISSN: 1573-188X
    Source: Springer Online Journal Archives 1860-2000
    Topics: Nature of Science, Research, Systems of Higher Education, Museum Science
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    URL: http://dx.doi.org/10.1007/BF00991868
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    College students' views of male and female college teachers: Part II—Evidence from students' evaluations of their classroom teachers (1993)
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    Research in higher education 34 (1993), S. 151-211 
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    ISSN: 1573-188X
    Source: Springer Online Journal Archives 1860-2000
    Topics: Nature of Science, Research, Systems of Higher Education, Museum Science
    Notes: Abstract Although a majority of studies have found that male and female college teachers do not differ in the global ratings they receive from their students, when statistically significant differences are found, more of them favor women than men. Across studies, the average association between gender and overall evaluation, while favoring women (averager=+.02), is so small as to be insignificant in practical terms. Considering specific instructional dimensions of evaluations, female teachers receive very slightly higher ratings on their sensitivity to and concern with class level and progress than do men (averager=+.12). On other specific dimensions, men and women either do not differ or the differences are trivial in size (or, for two dimensions, while nontrivial, based on too few studies to be generalizable with any degree of certainty). Students tend to rate same-gendered teachers a little higher than opposite-gendered teachers. Although interaction effects on evaluations have also been found between gender of teacher and other factors (academic rank of the teacher, academic area, class level of the course, difficulty of the teacher or course, and the teacher's pedagogical orientation or personality characteristics), they are inconsistent across studies. Moreover, ratings of teachers are sometimes enhanced by gender-typical, and sometimes by gender-atypical, attributes, behaviors, and positions. The findings are discussed in terms of the expectations or demands of students and whether or not student ratings are biased by the gender of the teacher.
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    A structural model of perceived academic, personal, and vocational gains related to college student responsibility (1993)
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    Research in higher education 34 (1993), S. 267-289 
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    ISSN: 1573-188X
    Source: Springer Online Journal Archives 1860-2000
    Topics: Nature of Science, Research, Systems of Higher Education, Museum Science
    Notes: Abstract The purpose of this paper was to develop and test a model of college gains using Pace's conceptual theory of student responsibility and perceived college environment as a guide. An analysis of student responses at 11 selected institutions was accomplished using EQS, a covariance structure modeling technique. Findings suggest that the principal determinant of student gains is the effort that students put into their academic and social experiences. This finding held for gains in general education, personal growth, and vocational preparedness. Results suggest that what students do while at college is more important in defining what is accomplished than their backgrounds. Student involvement is enhanced by the perception that the college provides a generally supportive and facilitative environment. Observed effects of major and gender are complex and suggest the importance of the microenvironment in college outcomes research. While these variables are important in understanding the process by which gains are made, they are unimportant in accounting for gains.
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    Comparisons of beliefs about the nature of knowledge and learning among postsecondary students (1993)
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    Research in higher education 34 (1993), S. 355-370 
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    ISSN: 1573-188X
    Source: Springer Online Journal Archives 1860-2000
    Topics: Nature of Science, Research, Systems of Higher Education, Museum Science
    Notes: Abstract The purpose of this study is to assess postsecondary students' beliefs about the nature of knowledge and learning, or epistemological beliefs. Comparisons were made between junior college students and university students and between technological science majors and social science majors on their degree of belief in simple knowledge, certain knowledge, innate ability, and quick learning. Junior college students were more likely to believe in simple, certain knowledge, and quick learning. University students were more likely to believe in innate ability. Technological science majors were more likely to believe in quick learning. Background variables, such as age, gender, and parental education, also contributed to differences between groups. Two-year institutions, as well as four-year institutions, might want to consider students' epistemological beliefs as possible factors affecting academic performance, attrition rate, and transfer difficulties.
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    Academic department prestige: A new measure based on the doctoral student labor market (1993)
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    Research in higher education 34 (1993), S. 427-449 
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    ISSN: 1573-188X
    Source: Springer Online Journal Archives 1860-2000
    Topics: Nature of Science, Research, Systems of Higher Education, Museum Science
    Notes: Abstract Past rankings of academic departments have been based on a variety of factors including faculty publications, citations, and external perceptions. However well designed, these studies are conceptually flawed as means of assessing prestige. This paper views prestige as an ex ante condition related to an existing stratification system, rather than as an ex post result of productivity. As such, prestige can be measured by the academic department's ability to place its doctoral recipients. As a means of illustrating the use of this approach, an empirical analysis of accounting faculty placements from graduate schools in the United States was conducted. The resultant rankings were also evaluated for stability over time and against other program characteristics to illustrate the validity and the uniqueness of the measure.
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    Organizational effectiveness and mission orientations of two-year colleges (1993)
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    Research in higher education 34 (1993), S. 489-502 
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    ISSN: 1573-188X
    Source: Springer Online Journal Archives 1860-2000
    Topics: Nature of Science, Research, Systems of Higher Education, Museum Science
    Notes: Abstract This study investigated the applicability of Cameron's (1978, 1983) nine dimensions of organizational effectiveness in a nationally representative sample of two-year colleges and examined differences in those dimensions for colleges that had decidedly different mission orientations. The results strongly support the applicability of these nine dimensions of organizational effectiveness in two-year colleges and indicate that the effectiveness of these institutions varies significantly depending on their mission orientation. From a global perspective, it appears that two-year colleges with tripartite and dual missions are the most and least effective, respectively, while those with a singular mission occupy a middle position. The implications of these findings for research on the effectiveness of two-year colleges and for initiatives to enhance the effectiveness of their management practices and institutional performance are discussed.
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    Faculty reward structures: Toward institutional and professional homogenization (1993)
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    Research in higher education 34 (1993), S. 603-623 
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    ISSN: 1573-188X
    Source: Springer Online Journal Archives 1860-2000
    Topics: Nature of Science, Research, Systems of Higher Education, Museum Science
    Notes: Abstract Data on more than 4,000 full-time, tenure-track faculty in four-year colleges and universities were analyzed to examine the relative importance of teaching, research, administration, and service in determining basic salary. Results showed the dominance of a research-oriented faculty reward structure for each type of institution regardless of professed mission. The same research-oriented reward structure was evident in each type of discipline. Teaching activities seldom were rewarded; in some cases, time spent on teaching was negatively related to salary.
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    Faculty responses to academic dishonesty: The influence of student honor codes (1993)
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    Research in higher education 34 (1993), S. 647-658 
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    Source: Springer Online Journal Archives 1860-2000
    Topics: Nature of Science, Research, Systems of Higher Education, Museum Science
    Notes: Abstract Cheating among college students has generally been studied from a student perspective. The research discussed here looks at student cheating from a faculty perspective. Utilizing the responses of 789 faculty members at 16 institutions located throughout the United States, it examines typical faculty responses to incidents of student cheating and how the presence of a student honor code influences faculty responses. These findings are compared to student perspectives on how faculty address incidents of cheating using data collected from over 3,000 students at the same 16 institutions in an earlier phase of this research project.
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    Truths and answers (1993)
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    Research in higher education 34 (1993), S. 127-129 
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    Source: Springer Online Journal Archives 1860-2000
    Topics: Nature of Science, Research, Systems of Higher Education, Museum Science
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    Using multiple program impact analysis to document institutional effectiveness (1993)
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    Research in higher education 34 (1993), S. 71-94 
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    ISSN: 1573-188X
    Source: Springer Online Journal Archives 1860-2000
    Topics: Nature of Science, Research, Systems of Higher Education, Museum Science
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    Acknowledgment (1993)
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    Research in higher education 34 (1993), S. 263-263 
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    Source: Springer Online Journal Archives 1860-2000
    Topics: Nature of Science, Research, Systems of Higher Education, Museum Science
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    New faculty involvement for women and minorities (1993)
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    Research in higher education 34 (1993), S. 291-341 
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    ISSN: 1573-188X
    Source: Springer Online Journal Archives 1860-2000
    Topics: Nature of Science, Research, Systems of Higher Education, Museum Science
    Notes: Abstract I used variations of Astin's involvement model to guide a study of four cohorts of women and minorities as new faculty: two groups from a comprehensive university and two of them from a research campus. The two least demanding levels of inquiry for both interviewer and interviewee—unstructured and structured—provided rich descriptions of disappointments, problems, and values that distinguished nontraditional new hires from a matched sample of white male newcomers. More demanding levels of inquiry and analysis—a New Faculty Faring Index with 20 rating dimensions and a repeated exercise in career mapping—distinguished successful and unsuccessful new faculty in ways that suggest reliable sequences of career fault lines and specific interventions to avoid them. Thus, the most useful interviews were the most involving. Involvement notions also predicted the outcome of new faculty experiences: women and minorities tended to be less effectively immersed in their campuses and in self-help actions than were white males, but nontraditional newcomers who managed the highest levels of involvement evidenced the most promise for successful careers.
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    Majority and minority faculty perceptions in academe (1993)
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    Research in higher education 34 (1993), S. 371-385 
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    ISSN: 1573-188X
    Source: Springer Online Journal Archives 1860-2000
    Topics: Nature of Science, Research, Systems of Higher Education, Museum Science
    Notes: Abstract This paper examines majority (white) and minority faculty perceptions in academe. It focuses on two general areas of institutional activity: employment and workplace issues, and minority affairs. The data examined in this paper are from a study of faculty at the University of Colorado (CU) system. The faculty sample in this study consisted of 73 minority faculty and 122 majority faculty. The findings reported in this paper show that minority faculty are dissatisfied with certain contexts within the post-secondary education institution, and minority faculty feel excluded from others. Discussion in this paper examines the interaction of status (majority vs. minority) and gender with perceptions of the postsecondary education institution.
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    The Biglan classification revisited (1993)
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    Research in higher education 34 (1993), S. 451-464 
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    ISSN: 1573-188X
    Source: Springer Online Journal Archives 1860-2000
    Topics: Nature of Science, Research, Systems of Higher Education, Museum Science
    Notes: Conclusion The Biglan classification scheme provides a valid framework for studying academic diversity within the higher education system. It continues to be a strong construct for classifying faculty as evidenced by its power to discriminate current faculty on a recent faculty data set. Previously unclassified professional disciplines of Dentistry and Nursing were classified as hard-applied-nonlife and soft-applied-life respectively. Difficulty classifying other fields may be the result of diverse, interdisciplinary subject matter, and the stage of academic development of the discipline. An expanded classification system such as the one by Becher may be more inclusive and deserves further study.
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    Changing roles of institutional research in strategic management (1993)
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    Research in higher education 34 (1993), S. 533-549 
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    ISSN: 1573-188X
    Source: Springer Online Journal Archives 1860-2000
    Topics: Nature of Science, Research, Systems of Higher Education, Museum Science
    Notes: Abstract A college driven by a broad vision cannot effectively realize its desired future within a rigid, formal, and centralized decision process, because such processes prohibit the institution from competing effectively in a rapidly changing environment. This paper examines both the theoretical models and a case study of phased evolution of planning process—from short-term static process to vision-driven strategic management phase—and suggests a parallel progression in institutional research has shifted its focus from attention to data, to issue-driven analysis, to framework-guided synthesis. Institutional researchers are urged to reconceptualize their framework and meteorologies in order to more effectively support strategic management.
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    URL: http://dx.doi.org/10.1007/BF00991918
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