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  • Articles  (6)
  • course evaluation  (4)
  • administration  (2)
  • Springer  (6)
  • American Institute of Physics
  • Cell Press
  • Oxford University Press
  • 2010-2014
  • 2005-2009
  • 1985-1989
  • 1975-1979  (6)
  • 1945-1949
  • 2010
  • 2007
  • 2005
  • 1979  (5)
  • 1978  (1)
  • Nature of Science, Research, Systems of Higher Education, Museum Science  (6)
  • Electrical Engineering, Measurement and Control Technology
Collection
  • Articles  (6)
Source
Keywords
Publisher
  • Springer  (6)
  • American Institute of Physics
  • Cell Press
  • Oxford University Press
Years
  • 2010-2014
  • 2005-2009
  • 1985-1989
  • 1975-1979  (6)
  • 1945-1949
Year
Topic
  • Nature of Science, Research, Systems of Higher Education, Museum Science  (6)
  • Electrical Engineering, Measurement and Control Technology
  • 1
    Electronic Resource
    Electronic Resource
    The measurement of administrative effectiveness of the academic department head (1979)
    Springer
    Research in higher education 10 (1979), S. 291-303 
    Details
    ISSN: 1573-188X
    Keywords: evaluation ; administration ; faculty ratings ; academic department head
    Source: Springer Online Journal Archives 1860-2000
    Topics: Nature of Science, Research, Systems of Higher Education, Museum Science
    Notes: Abstract A total of 103 academic department heads in four universities rated a set of 15 administrative activities as to their importance. Faculty members in these departments (totalN=1,333) used the same set of activities to rate both the importance they should be given by the department head and the effectiveness with which the head performed each set during the previous 12 months. Tests of reliability revealed that faculty ratings of both importance and performance were made with reasonable internal consistency. Three tests of construct validity showed that each of the three types of ratings were made with at least minimal validity. A principal components analysis of faculty ratings of performance suggested that the department head has three major types of responsibility: personnel management; departmental planning and development; and building the department's reputation.
    Type of Medium: Electronic Resource
    URL: http://dx.doi.org/10.1007/BF00975521
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  • 2
    Electronic Resource
    Electronic Resource
    Validity extension of the Course-Faculty Instrument (CFI) (1979)
    Springer
    Research in higher education 11 (1979), S. 13-22 
    Details
    ISSN: 1573-188X
    Keywords: validity extension ; course evaluation
    Source: Springer Online Journal Archives 1860-2000
    Topics: Nature of Science, Research, Systems of Higher Education, Museum Science
    Notes: Abstract The Course-Faculty Instrument (CFI) demonstrates similar measurement properties with student populations at four diverse institutions. These students agree about the nature and extent to which course and instructor attributes relate to their learning. The results suggest that: (1) a perceived learning criterion may have general relevance to students, and (2) validity extension research is an economically feasible alternative to full-scale instrument development and validation efforts. Since validity extension is practical and facilitates cross-institutional comparisons, it appears to be a more viable strategy for researching and instituting student evaluation systems than is suggested by its current usage.
    Type of Medium: Electronic Resource
    URL: http://dx.doi.org/10.1007/BF00991394
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  • 3
    Electronic Resource
    Electronic Resource
    Assessing academic program and department effectiveness using student evaluation data (1979)
    Springer
    Research in higher education 11 (1979), S. 353-363 
    Details
    ISSN: 1573-188X
    Keywords: teaching evaluations ; program evaluation ; student ratings ; course evaluation
    Source: Springer Online Journal Archives 1860-2000
    Topics: Nature of Science, Research, Systems of Higher Education, Museum Science
    Notes: Abstract The use of aggregated student evaluations of their courses and course elements (e.g., subject functionality, affect, difficulty, graded assignments) is suggested as an efficient and useful means of obtaining program and department assessments. Given that the instruments used to collect student evaluations are valid (if they are not, they should not be used for any purpose), then averaging class data is likely to provide a valid and reliable index of program and department effectiveness as evaluated by students. Program and department assessment data are presented and discussed for a large northeastern professional school. Large and significant differences in the ratings of program elements were found. Although many of the elements designed into the program by the administration and faculty were perceived as operational by the students, some discrepancies between the design and student perceptions existed. Substantial departmental differences were also found which indicated areas of strength and weakness both within and across departments. The potential usefulness of the assessment for internal change and development is discussed.
    Type of Medium: Electronic Resource
    URL: http://dx.doi.org/10.1007/BF00975625
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  • 4
    Electronic Resource
    Electronic Resource
    Course characteristics and college students' ratings of their teachers: What we know and what we don't (1978)
    Springer
    Research in higher education 9 (1978), S. 199-242 
    Details
    ISSN: 1573-188X
    Keywords: evaluation of college teachers ; course evaluation ; student ratings ; course characteristics ; bias in ratings
    Source: Springer Online Journal Archives 1860-2000
    Topics: Nature of Science, Research, Systems of Higher Education, Museum Science
    Notes: Abstract From showing in a general way that there is “room” for course context to influence class (average) ratings of instruction, this review proceeds to a search for specific course characteristics that are associated with these ratings. Extant research has centered around five such characteristics: class size, course level, the “electivity” of the course, the particular subject matter of the course, and the time of day that the course is held. Although statistically significant zero-order relationships do not appear in every piece of research located for review, such relationships are more likely to be found than not for the first four of these characteristics. The associations may not be particularly strong, but rather clear-cut patterns do emerge. Of the studies reporting an association between size of class and class ratings, most find it to be inverse, although several studies show a curvilinear (U-shaped) relationship. Teacher (and course) ratings tend to be somewhat higher for upper division courses and elective courses. Compared to other instructors, those teaching humanities, fine arts, and languages tend to receive somewhat higher ratings. The possible reasons for these relationships are many and complex. A precise understanding of the contribution of course characteristics to the ratings of teachers (and the courses themselves) is hampered by two circumstances. Studies in which relevant variables are controlled are far fewer in number than are the studies in which only the zero-order relationships between course characteristics and ratings are considered. More importantly, existing multivariate studies tend to underplay or ignore the exact place of course characteristics in a causal network of variables.
    Type of Medium: Electronic Resource
    URL: http://dx.doi.org/10.1007/BF00976997
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  • 5
    Electronic Resource
    Electronic Resource
    The significance of circumstances for college students' ratings of their teachers and courses (1979)
    Springer
    Research in higher education 10 (1979), S. 149-172 
    Details
    ISSN: 1573-188X
    Keywords: evaluation of college teachers ; course evaluation ; student ratings ; circumstances or ratings ; bias in ratings
    Source: Springer Online Journal Archives 1860-2000
    Topics: Nature of Science, Research, Systems of Higher Education, Museum Science
    Notes: Abstract Although firm generalizations and conclusions cannot yet be drawn from the extant research on the effects on teacher and course ratings of the circumstances surrounding these evaluations, at least some studies have shown that college students' ratings of their teachers and courses are somewhat higher when students remain anonymous rather than identifying themselves, when the purported use of the ratings is an official or administrative one for use in salary, promotion, or tenure considerations rather than otherwise, and when the instructor is present rather than absent during the rating session. (The differences between each of these contrasted circumstances are usually rather small and do not inevitably appear across studies.) Certain variations in rating format have been found to make a difference in the ratings obtained, whereas other have not. From limited evidence, the exact timing (or occasion) of evaluation appears not to be important to ratings. Variability in sampling procedures, as it affects the composition of students available to complete rating forms, may or may not turn out to be a generally important element in ratings (as directly relevant data are collected). The analysis concludes with a discussion of (1) the presumed “bias” in ratings produced in certain of the rating conditions and (2) the more general issue of the comparability of ratings made in different circumstances of evaluation.
    Type of Medium: Electronic Resource
    URL: http://dx.doi.org/10.1007/BF00976227
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  • 6
    Electronic Resource
    Electronic Resource
    Impacts on college administration: Management information systems and management by objectives systems (1979)
    Springer
    Research in higher education 10 (1979), S. 263-282 
    Details
    ISSN: 1573-188X
    Keywords: administration ; MBO ; MIS ; management
    Source: Springer Online Journal Archives 1860-2000
    Topics: Nature of Science, Research, Systems of Higher Education, Museum Science
    Notes: Abstract Forty-nine private liberal arts colleges received grants from the Exxon Education Foundation to improve their management procedures. Research was conducted to determine the success of the management innovations, and the impact of the process on the college's management. About half the colleges had innovations that completely failed because of staff turnover, inadequate administrative support, or other causes. In the other, more successful group the research showed a number of positive impacts of the projects: (1) Management Information Systems were quite useful in providing comprehensive management data, in analyzing “hot spots” of trouble, and increasing sophistication of administrators; (2) Management by Objectives projects increased administrative and faculty morale and insured more adequate planning, and (3) combinations of both MIS and MBO projects produced the strongest positive impact. Both types of projects, however, failed to link planning with budgeting, a major flaw.
    Type of Medium: Electronic Resource
    URL: http://dx.doi.org/10.1007/BF00976269
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