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  • 1980-1984  (260)
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  • 1980  (260)
  • Nature of Science, Research, Systems of Higher Education, Museum Science  (260)
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  • Articles  (260)
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  • 1
    Electronic Resource
    Electronic Resource
    Ist Eckard Königs „Theorie der Erziehungswissenschaft“ eine „Kritik der pädagogischen Vernunft“? (1980)
    Springer
    Journal for general philosophy of science 11 (1980), S. 302-320 
    Details
    ISSN: 1572-8587
    Source: Springer Online Journal Archives 1860-2000
    Topics: Philosophy , Nature of Science, Research, Systems of Higher Education, Museum Science
    Notes: Zusammenfassung Der Argumentationszusammenhang der im Titel genannten Schrift von König, welche Erziehungswissenschaft als praktische Disziplin von Grund auf revidieren und neu aufbauen soll, wird dargestellt, das Gesamtwerk dann aber einer eingehenden Kritik unterzogen. Dabei wird nachgewiesen, daß die Begründung oberster Normen bei König zirkelhaft ist. Außerdem wird auf eine Reihe von Unklarheiten und Verwechslungen begrifflicher Art, sowie auf Unkorrektheiten formaler Art hingewiesen. Vor allem aber wird deutlich gemacht, daß König sich viele Schwierigkeiten und Unklarheiten durch die kritiklose Übernahme der Lehren der Erlanger Schule eingehandelt hat.
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    URL: http://dx.doi.org/10.1007/BF01800912
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  • 2
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    Zur Forderung nach theoretischem Pluralismus in Permanenz (1980)
    Springer
    Journal for general philosophy of science 11 (1980), S. 321-331 
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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
    Notes: Zusammenfassung Verfasser behandelt die Frage, ob die Naturwissenschaften ihre gegenwärtige Hauptfunktion, die Lieferung technikrelevanter Erkenntnisse, wirksamer als bisher erfüllen könnten, wenn sie sich nicht nur während revolutionärer Perioden, sondern ununterbrochen theoretisch pluralistisch entwickeln würden. Zuerst wird gezeigt, warum die Naturwissenschaften unter der Forderung nach maximaler Effektivität stehen, anschließend, daß diese Forderung durch einander abwechselnde pluralistische und nichtpluralistische Entwicklungsphasen in höherem Grade erfüllt wird als durch eine permanent pluralistische Entwicklung. Daraus wird geschlossen, daß eine Ersetzung der bisherigen Entwicklungsdynamik in den Naturwissenschaften durch eine permanent pluralistische wenig Realisierungschancen hat. Mit Hilfe der Effektivitätsforderung wird ferner erklärt, warum auch während evolutionärer Perioden in einem gewissen Ausmaß theoretischer Pluralismus besteht, insbesondere, warum in der Praxis neue Theorien bei Mißerfolgen nicht strikt eliminiert werden, sondern Bewährungsfristen erhalten.
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    URL: http://dx.doi.org/10.1007/BF01800913
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  • 3
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    Black and Hempel on vagueness (1980)
    Springer
    Journal for general philosophy of science 11 (1980), S. 332-346 
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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
    Notes: Summary A. Vagueness is not definable in terms of behaviour (Section 4). B. Variations in the application of a term T is neither sufficient nor necessary conditions for T to be vague. Nor are such variations an indication — a loose criterion — for vagueness (Section 3). C. That Black's and Hempel's theories contain negations of A and B as central theses. They are therefore irredeemably false.
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    URL: http://dx.doi.org/10.1007/BF01800914
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  • 4
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    Hackings law of likelihood und das Kartenparadoxon von Kerridge (1980)
    Springer
    Journal for general philosophy of science 11 (1980), S. 354-356 
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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
    Notes: Zusammenfassung Es wird begründet, daß die Konstruktion des Kartenparadoxons von Kerridge auf einer fehlerhaften Betrachtungsweise beruht. Eine genauere Analyse zeigt, daß das Kerridge-Argument mit dem Hackingschen Likelihood-Stützungsargument im Einklang steht.
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    URL: http://dx.doi.org/10.1007/BF01800916
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  • 5
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    Is there research policy making vis-à-vis the Geisteswissenschaften? (1980)
    Springer
    Journal for general philosophy of science 11 (1980), S. 164-193 
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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
    Notes: Zusammenfassung In den letzten anderthalb Jahrhunderten ist die bedeutende Entfaltung der Geistewissenschaften in den deutschsprechenden Ländern maßgeblich durch jene Universitätsreform ermöglicht worden, die mit dem Namen Humboldts verknüpft wird. Seit den sechziger Jahren nimmt man auch in der Bundesrepublik von dieser Universität Abschied; die jetzige Hochschulgesetzgebung setzt auch eine äußerliche Zäsur. Zugleich setzt sich auch im Bereich geisteswissenschaftlicher Arbeit bei Basisaufgaben wie der Materialsammlung und der Edition die „Forschung“ durch, das heißt die langfristig organisierte und institutionell abgesicherte wissenschaftliche Tätigkeit. Im politischen wie im kirchlichen Bereich wird die unmittelbare Weitergabe und Darstellung von Tradition immer stärker entmächtigt, und so können wissenschaftlich distanzierte, kompensatorische Hinweise auf Tradition — etwa in den großen kulturhistorischen Ausstellungen — Bedeutung bekommen. Eine Forschungspolitik wird auch gegenüber den Geisteswissenschaften nötig, die ihre Grenzen kennt und die geisteswissenschaftliche Arbeit, die in ihrem Kern Individualforschung war und bleiben muß, nicht durch Übertragung unangemessener forschungspolitischer Direktiven aus anderen wissenschaftlichen Bereichen stört.
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    URL: http://dx.doi.org/10.1007/BF01801290
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  • 6
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    Sympathy for the devil (1980)
    Springer
    Journal for general philosophy of science 11 (1980), S. 254-275 
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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
    Notes: Summary In this article three dramas, quite subjectively picked out of the extensive literature, in which scientists play an important part and science constitutes a main subject, are analysed to find out, what are the underlying and implicit epistemological ideas.
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    URL: http://dx.doi.org/10.1007/BF01800909
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  • 7
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    A modification of Popper's tetradic schema and the special relativity theory (1980)
    Springer
    Journal for general philosophy of science 11 (1980), S. 213-237 
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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
    Notes: Summary The present paper constitutes an elaboration of a previous work by one of us which, among other things, proposed some modifications of Popper's tetradic schema. Here, in the first part, we consider critically and develop further these modifications and elaborate on methods which prove more satisfactory for the mapping of the problem solving processes in Physics. We also find the opportunity to make some comments on Physics and on its relation to Mathematics. In the second part, there is an attempt to test the above ideas on the genesis and development of the Special Relativity Theory. In doing this, we concentrate mainly on Einstein's 1905 paper and try to explicitate its relation with the situation Physics found itself in that period as well as to clarify the epistemological status of Einstein's two postulates.
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    URL: http://dx.doi.org/10.1007/BF01800907
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  • 8
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    Analogy and distance (1980)
    Springer
    Journal for general philosophy of science 11 (1980), S. 276-291 
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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
    Notes: Summary The paper presents a technical analysis of the notion of analogy by means of the notion of conceptual similarity (the inverse of distance). The main idea is to elucidate the analogy (similarity) between predicates (properties) in terms of the higher-order predicates they share or fail to share. The notions of predicate-similarity and theory-similarity (defined as the inverse of theory-distance) are then combined to give an analysis of the analogy between conceptual systems.
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    URL: http://dx.doi.org/10.1007/BF01800910
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  • 9
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    Buffon's gnoseological principle (1980)
    Springer
    Journal for general philosophy of science 11 (1980), S. 238-253 
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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
    Notes: Summary In establishing what he called the “metaphysics of science”, the French naturalist Buffon was confronted with the problem of situating the place occupied by man in the natural world, a problem which ultimately depended on discerning his true nature. The paradox of Descartes' dualism offered various solutions — the extremes being, either to condemn man's material nature as corrupted in order to exalt his spiritual nature as a moral being, as Pascal had done, or to reduce man's pretended spiritual nature to nothing more than a manifestation of his material organization, the solution of La Mettrie. Buffon could accept neither, proves man's duality, and proceeds to establish his gnoseological principle on his critique of these two radical solutions.
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    URL: http://dx.doi.org/10.1007/BF01800908
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  • 10
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    Rezensionen (1980)
    Springer
    Journal for general philosophy of science 11 (1980), S. 385-418 
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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/BF01800919
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  • 11
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    Philosophische Analyse der Sprache sprachanalytischer Philosophen (1980)
    Springer
    Journal for general philosophy of science 11 (1980), S. 69-79 
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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
    Notes: Zusammenfassung Sprachanalytische Philosophen tun, wenn sie Sätze formulieren, vielerlei: Sie beschreiben, charakterisieren, erläutern, stellen fest, sprechen Empfehlungen aus. Diese Äußerungen sind keine „empirischen Aussagen“ (Aussagen etwa von Art der Aussagen des deskriptiven Linguisten). Sie sind dementsprechend nicht „empirisch wahr“, sondern — im günstigen Falle — hinlänglich detailliert, plausibel usf. Von ihnen eine empirische Verifikation zu verlangen ist verfehlt.
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    URL: http://dx.doi.org/10.1007/BF01801280
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  • 12
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    Perspektiven einer Wissenschaftsethik im Dialog mit Francis Bacon (1980)
    Springer
    Journal for general philosophy of science 11 (1980), S. 1-15 
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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
    Notes: Zusammenfassung Während „Logik der Forschung“ als Wissenschaftstheorie sich längst etabliert hat, steht eine ebenso notwendige „Ethik der Forschung“ als Wissenschaftsmoral noch aus. Dazu liefert die kritische Auseinandersetzung mit Francis Bacon wichtige Bausteine: Allgemeines Menschheitswohl als letztes Ziel aller Forschung; Betonung des unabhängigen Selbstdenkens; Forschertugenden wie Wahrhaftigkeit, Hoffnung, Demut, Menschenliebe; Anerkennung von sittlichen Grenzen des Wissens. Hingegen ist zugunsten einer engagierten Eigenverantwortlichkeit der Wissenschaftler vor Bacons Unterwürfigkeit gegenüber der Staatsgewalt zu warnen.
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    URL: http://dx.doi.org/10.1007/BF01801275
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  • 13
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    Ceteris paribus clauses, closure clauses and falsifiability (1980)
    Springer
    Journal for general philosophy of science 11 (1980), S. 16-22 
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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
    Notes: Summary The article argues thatceteris paribus clauses have to be separated from another type of clauses called closure clauses. The former are associated with laws and theories, the latter with test situations of a particular kind. It is also argued that closure clauses, but notceteris paribus clauses, make Popper's falsifiability principle untenable. In that way, it also resolves the quarrel between Popper and Lakatos aboutceteris paribus clauses and falsifiability by saying that both are partly wrong and partly right.
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    URL: http://dx.doi.org/10.1007/BF01801276
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  • 14
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    The quest for humanism in a scientific society (1980)
    Springer
    Journal for general philosophy of science 11 (1980), S. 45-52 
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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
    Notes: Summary Zur Frage des Verhältnisses von Wissenschaft und Gesellschaft werden drei Thesen formuliert: (1) Auf hochentwickelte Wissenschaft und Technologie gegründete Gesellschaften bewältigen ihre spezifischen Probleme nicht durch Wissenschaftsgläubigkeit oder Rousseauismus, sondern nur durch denrechten Gebrauch von Technik und Wissenschaft. — (2) Weil es keine allgemeine Wissenschaft gibt, sondern nur einzelne Wissenschaften, die in methodischer Eingrenzung einzelne Fragen beantworten, gibt es auch keine wissenschaftliche Weltanschauung und keine wissenschaftliche Begründung von kulturellen oder ethischen Normen. — (3) Die kulturellen und moralischen Zwecke, für die Wissenschaft und Technik die Mittel bereitstellen, können nur in einer Gesellschaft formuliert und tradiert werden, die den Geisteswissenschaften, der Kunst und der Philosophie einen sehr hohen Stellenwert im Bildungswesen (vor allem in der beruflichen Bildung) einräumt. Die Modelle einer strikten Trennung von Wissenschaft und Politik (Max Weber) oder einer universalen Planifikation sind nicht geeignet, die Zielkonflikte wissenschaftlicher Zivilisationen zu lösen.
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    URL: http://dx.doi.org/10.1007/BF01801278
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  • 15
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    Der Modellbegriff in der Erkenntnistheorie (1980)
    Springer
    Journal for general philosophy of science 11 (1980), S. 53-68 
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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
    Notes: Zusammenfassung Erkenntnis hängt, wie schon E. Topitsch gezeigt hat, einerseits mit Entlastung vom „Druck der Realität“, andererseits mit analogisierender Merkmalsübertragung zusammen. Aus dieser Sicht werden die Erkenntnismodelle im Eleatismus und besonders in der Ideenlehre Platons unbeschadet ihres werthaft-spekulativen Charakters als im doppelten Sinne lebensdienlich betrachtet: sie sind Seinsdeutung und Handlungsorientierung. Der nachplatonische epistemologische „Sündenfall“, eingeleitet durch den Proto-Empirismus der Aristotelischen Wissenschaftslehre, führte in einigen großen Entwicklungsschritten in die Laisser-faire-Freiheit sich allein der Wahrheitsidee verpflichtender wissenschaftlicher Forschung. Bis zum Aufkommen des Konventionalismus verstehen sich die wissenschaftlichen Modelle dieses ontologisch-empiristischen „Paradigmas“ als wesentlich original-, nicht entscheidungs- und handlungsabhängig, und auch ein sich „kritisch“ nennender Rationalismus beläßt es prinzipiell bei der Zweistelligkeit der Modellrelation. Sowohl weite Bereiche der faktischen gegenwärtigen Forschung sowie der Technik- und Wissenschaftsplanung auf der einen wie epistemologische Kritik auf der anderen Seite fordern die explizite Einführung pragmatischer Variablen, insbesondere von Subjekt-, Zeit- und Zielvariablen, in die szientifischen Modellbildungsprozesse. Mit der Unabdingbarkeit einer systematischen Pragmatik besonders für die theoriendynamischen Reflexionen im Big-science-Bereich moderner Technologien finden die weitgehend intuitiven Überzeugungen des klassischen Seins-Sollens-Holismus ihre pünktliche zeitgenössische Entsprechung.
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    URL: http://dx.doi.org/10.1007/BF01801279
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  • 16
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    Sind Ludwigs Chancengewichtungen propensities im Sinne Poppers? (1980)
    Springer
    Journal for general philosophy of science 11 (1980), S. 80-85 
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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
    Notes: Zusammenfassung Eine Besonderheit der propensity-Theorie von Popper liegt darin, daß in ihr — im Gegensatz zu anderen Wahrscheinlichkeitstheorien — die Versuchsbedingungen explizit als Argument in der Wahrscheinlichkeitsfunktion erscheinen. Diese Besonderheit teilt sie mit der Ludwigschen Wahrscheinlichkeitstheorie. Diese Gemeinsamkeit legt die Frage nahe, ob sich aus dem Ludwigschen Formalismus die drei Bedingungen herleiten lassen, die nach Popper aus einer adäquaten Axiomatisierung einer propensity-Theorie folgen müssen. Diese Frage ist um so interessanter, als nach Keuth [1] zwei der Adäquatsbedingungen im Widerspruch zu Poppers eigener Axiomatisierung stehen. Die Frage der Herleitbarkeit der Adäquatheitsbedingungen im Ludwigschen Formalismus hängt selbstverständlich stark von der gewählten „Übersetzung“ der Popperschen Bedingungen ab. Das Ergebnis dieser Arbeit ist, daß es eine „Übersetzung“ gibt, in der die Adäquatheitsbedingungen herleitbar sind.
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    URL: http://dx.doi.org/10.1007/BF01801281
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  • 17
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    Wie arbeitet die analytische Wissenschaftstheorie? (1980)
    Springer
    Journal for general philosophy of science 11 (1980), S. 23-44 
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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
    Notes: Summary In the last decade analytical philosophy of science has been considered by many people as a descriptive activity. In part I of this paper we show that philosophy of science has been designed as normative “logical analysis” by Reichenbach and Carnap before world war II. Thus the identification “analytical = descriptive” is historically unjustified. In part II we discuss three tasks of analytical philosophy of science, the logical reconstruction of concepts, theories, and methods. While the first is mainly descriptive, the third mainly normative, the second may be both, depending on the intended goal.
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    URL: http://dx.doi.org/10.1007/BF01801277
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  • 18
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    Zur Kritik einer neuen Definition von „Wahrscheinlichkeit“ (1980)
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    Journal for general philosophy of science 11 (1980), S. 103-107 
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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
    Notes: Zusammenfassung P. Lorenzen hat unlängst eine neue Definition von „Wahrscheinlichkeit“ vorgeschlagen. Es soll gezeigt werden, daß sich zumindest die in diesem Zusammenhang erhobenen Ansprüche auf „Rechtfertigung“ der Normierung und der endlichen Additivität von Wahrscheinlichkeitsmaßen sowie auf „Begründung“ der Anwendbarkeit in den empirischen Wissenschaften nicht aufrecht erhalten lassen.
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    URL: http://dx.doi.org/10.1007/BF01801284
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  • 19
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    Konstruktivistische Erklärungstheorie als Grundlage einer methodisch verfahrenden Philologie? (1980)
    Springer
    Journal for general philosophy of science 11 (1980), S. 95-102 
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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
    Notes: Summary It is well known that Hempels ‘classical’ approach to scientific explanation leads to a lot of difficulties with regard to the real world of inquiry, especially to that of the humanities. Seen against this background alternative views on explanation have become more and more attractive during the last years. The present paper deals with a recent contribution made by O. Schwemmer (a representative of the ‘Erlanger Schule’). His conception of explanation is explicitly meant to apply to the actual practice of the humanities. Contradicting Schwemmer's own claim it is argued that his logic of explanation is not applicable and not relevant to the work of the humanities. The examples are taken from philology.
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  • 20
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    Zu „Methode und Erkenntnisfortschritt“ von Wolfgang Detel (1980)
    Springer
    Journal for general philosophy of science 11 (1980), S. 108-114 
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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
    Notes: Zusammenfassung Läßt sich Wissenschaftstheorie mittels Wissenschaftsgeschichte überprüfen? Die Vorschläge und Ansätze Wolfgang Detels hierzu* werden einer kritischen Prüfung unterzogen. Es wird gezeigt, daß seine Darstellungen der normenlogischen Struktur solcher Überprüfungsversuche ihren Gegenstand nicht treffen: sie geben die angesprochenen Ansätze, etwa von Kuhn oder Lakatos, nicht mehr wieder.
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  • 21
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    Stegmüller squared (1980)
    Springer
    Journal for general philosophy of science 11 (1980), S. 86-94 
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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
    Notes: Summary Wolfgang Stegmüller, the leading German philosopher of science, considers the status of scientific revolutions the central issue in the field ever since “the famous Popper-Lakatos-Kuhn discussion” of a decade and a half ago, comments on “almost all contributions to this problem”, and offers his alternative solutions in a series of papers culminating with, and summarized in, his recent “A Combined Approach to Dynamics of Theories. How To Improve Historical Interpretations of Theory Change By Applying Set Theoretical Structures”, published in Gerard Radnitzky and Gunnar Andersson, editors,The Structure and Development of Science, issued in theBoston Studies in the Philosophy of Science series, volume 59, 1979, pp. 151–86. (The above quote is from p. 186.) Popper views scientific revolutions as rational and due to empirical refutations, but there are no refutations in science. Lakatos agrees and assumes that research programs are refutable and their replacements to be revolutions, but the same arguments he launches against Popper apply to him; moreover, applying his philosophy to itself makes it collapse anyway (p. 170). Kuhn's view was interpreted to be one of scientific revolutions as quite irrational and as arbitrary as mob action. Stegmüller presents revolution in another interpretation of Kuhn — as non-rational, as based on hopes and value judgment but not on facts. He thinks there are big and small revolutions. And he uses his own modifications of J. D. Sneed's famous formal analysis of scientific theory to make his point. After presenting a summary of Stegmüller's ideas in our own way, which seems to us a clarification of presentation with no change of content, especially due to our stressing all differences of opinion, we apply Stegmüller's idea to itself, the way Stegmüller has done with the view of Lakatos, and with similar results.
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  • 22
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    Lakatos und politische Theorie (1980)
    Springer
    Journal for general philosophy of science 11 (1980), S. 135-146 
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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
    Notes: Summary I try to apply Lakatos's metacriterion of the rationality of normative philosophies of science to normative political theories, stressing that Lakatos's metacriterion is not only an extension of Popper's idea of tests by potentially falsifyingdescriptive basic judgments to tests by potentially falsifyingnormative judgments. Rather, its application is a test by demonstrating the tested theory's capability of reconstructing its own history as rational. Finally I argue that the tradition of utilitarian political theories is fittest to be confirmed by a Lakatosian test.
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    Bemerkung zur Popper-Diskussion (1980)
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    Journal for general philosophy of science 11 (1980), S. 162-163 
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    Notes: Zusammenfassung Poppers doppelter Falsifikationismus führt dazu, daß der Kritische Rationalismus nicht als die Metatheorie der empirischen Sozialwissenschaften angesehen werden kann. Außerdem ist in diesem Ansatz die logische Asymmetrie von Verifikation und Falsifikation nicht realisiert.
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    Der Drache und das Miezekätzchen (1980)
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    Journal for general philosophy of science 11 (1980), S. 115-134 
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    Topics: Philosophy , Nature of Science, Research, Systems of Higher Education, Museum Science
    Notes: Zusammenfassung Als die zwei auch für die Wissenschaftstheorie relevantesten Konversionen der letzten Jahre gelten die von Holzkamp hin zum Marxismus sowie die von Feyerabend hin zum Anarchismus oder Dadaismus. Beide Forscher haben autobiographische Notizen publiziert, die ihre Konversion plausibel machen sollen. Darüberhinaus liegt durch jüngste Publikationen auch bei Feyerabend inzwischen genügend theoretisches Material vor, aufgrund dessen eine erste Bilanz gewagt werden kann. Mit dem Schwerpunkt auf Feyerabend lautet die Hauptfrage, warum er „nur“ zum Anarchismus konvertierte, nicht aber zum Marxismus. Bezogen auf die Auseinandersetzung zwischen emanzipatorischer Anthropologie und nomothetischer Methodologie wird zunächst die Kritik der Forschungspraxis aufgezeigt, wie sie vom frühen (konstruktivistischen) Holzkamp und von Feyerabend geübt wurde. Spätestens bei dem seit den Analysen von Kuhn aktuellem Bruch zwischen Wissenschaftstheorie und -praxis ist Feyerabend im Unterschied zu Holzkamp nicht mehr motiviert, diesen Bruch rational zu rekonstruieren. Vielmehr tut Feyerabend alles dafür, die Autorität der Wissenschaft zu erschüttern. Die Überführung seines durchaus teilbaren Kampfes gegen ein (naiv gehandhabtes) Falsifikationsprinzip in einen Kampf für pluralistische Methodologie ist letztlich ein Zeichen der Hilflosigkeit einer idealistischen und voluntaristischen Philosophie. Seine radikaldemokratische Konzeption der Wissenschaft als Abstimmungsgeschäft etabliert jene ‘Mob‘-Herrschaft, die er in seiner Auseinandersetzung mit Lakatos' Basisurteilen noch ablehnte. Als Ursache für den Unterschied in der Konversion bei Holzkamp und Feyerabend wird herausgestellt: Das liberalistische Privatindividuum Feyerabend ist im Unterschied zu Holzkamp nie in der Lage, seine Interessen an Wissenschaft von der Praxis her disziplinieren zu lassen und die positiven Ansätze zu einer „kosmologischen“ Analyse in einer umfassenden Reflektion des Zusammenhangs von Wissenschaft und Gesellschaft aufzuheben.
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    Zeitschriftenschau (1980)
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    Journal for general philosophy of science 11 (1980), S. 200-212 
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    Wissenschaftstheoretische Anmerkungen zu Konrad Lorenz' „Vergleichende Verhaltensforschung“ (1980)
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    Journal for general philosophy of science 11 (1980), S. 147-161 
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    Notes: Zusammenfassung Vier von Lorenz aufgeworfene Problemkreise sollen im folgenden diskutiert werden: 1. Die Lorenzsche Auffassung bezüglich der Eigenständigkeit der biologischen Explikation. 2. Biologische Explikation und Finalität. 3. ‚Ganzheit‘ und ‚Gestalt‘ in der biologischen Forschung. 4. Stammesgeschichtliche Verhaltensbetrachtung. Für eine philosophische Analyse bietet sich vor allem der erste Teil dieses Buches an, der den Titel „Methodenlehre“ trägt, und der eine ausgereifte Darlegung der wissenschaftstheoretischen Konzeption und der methodologischen Basis der Lorenzschen Ethologie darstellt. Ich werde mich daher in diesem Aufsatz — auch aus Gründen des Platzmangels — im wesentlichen auf die in diesem Abschnitt aufgeworfenen Fragen beschränken.
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    Rezensionen (1980)
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    Journal for general philosophy of science 11 (1980), S. 194-199 
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    Positivismus und Konventionalismus (1980)
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    Journal for general philosophy of science 11 (1980), S. 292-301 
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    Notes: Summary Es wird die Frage nach dem Ursprung des Konventionalismus aufgeworfen und ein Versuch ihrer Beantwortung unternommen. Die Entstehung des Konventionalismus wird auf das Versagen der philosophischen Grundlegung befremdender, aber auch empirisch erfolgreicher wissenschaftlicher Hypothesen zurückgeführt. Auch verdankt der moderne Positivismus seinen Aufschwung zum Teil der Unvereinbarkeit solcher Hypothesen mit herrschenden metaphysischen, bzw. religiösen, Weltanschauungen. Dies führt zum (vergeblichen) Versuch, die ontologischen Voraussetzungen wissenschaftlicher Theorien auszuklammern, ohne dadurch ihren empirischen Gehalt zu verringern. Im letzten Abschnitt wird dargetan, daß sowohl der moderne Positivismus wie auch der Realismus in verschiedenen Aspekten der Kantschen Transzendentalphilosophie wurzeln.
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    Finalization and functionalization (1980)
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    Journal for general philosophy of science 11 (1980), S. 347-353 
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    Notes: Summary A group of scientists at the Max Planck Institut at Starnberg have recently been studying the interrelation between science and society in the context of science policy. They have advanced the thesis that there is a connection between: (1) the level of cognitive development of any given science and (2) the ability of that science to be directed towards externally set goals. In this paper I will analyse the concepts of finalization and functionalization, which are crucial for their theory.
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    Ein Vergleich der von Ludwig bzw. Popper vorgeschlagenen Interpretationen der Quantenmechanik (1980)
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    Journal for general philosophy of science 11 (1980), S. 357-366 
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    Notes: Zusammenfassung Gemeinsamkeiten und Unterschiede in den Interpretationen von Ludwig und Popper werden aufgezeigt. Daß überhaupt Unterschiede festzustellen sind, erscheint zunächst verwunderlich, da zum einen von verschiedenen Autoren eine enge Korrelation zwischen Interpretationen der Quantenmechanik und Wahrscheinlichkeitsinterpretationen behauptet wird, zum anderen aber Ludwigs Chancengewichtungen als propensities im Sinne Poppers interpretiert werden können. Es zeigt sich, daß die Unterschiede in den Interpretationen der Quantenmechanik auf Unterschieden in dem jeweils verwendeten wahrscheinlichkeitstheoretischen Formalismus beruhen, die jedoch für die Möglichkeit, Chancengewichtungen als propensities zu interpretieren, ohne Bedeutung sind.
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    Sozialforschung und Quantifizierung (1980)
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    Journal for general philosophy of science 11 (1980), S. 367-384 
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    Notes: Zusammenfassung Ausgehend von der Tatsache, daß der den historischen Zusammenhang zwischen Empirie und Theorie ignorierende Minimalkonsens über den klassischen Methodenkanon der empirischen Sozialforschung das einheitsstiftende Moment innerhalb der Soziologie darstellt, wird programmatisch versucht, die Wissenschaftsgeschichte der Disziplin neu zu überdenken. Zunächst werden einige Ansätze der bisherigen Geschichtsschreibung der empirischen Sozialforschung kritisch diskutiert. Danach wird ein neuer Ansatz unter Betonung wissenschaftstheoretischer, -historischer und -soziologischer Aspekte forschungsstrategisch umrissen, wobei verdeutlicht werden soll, daß die Soziologie ihren Auftrag, zur gesellschaftlichen Rationalität beizutragen, nur erfüllen kann, indem sie — ihre eigene Geschichte reflektierend — das Problem der Methodenadäquanz selbst löst, anstatt dies spezialisierten Formalwissenschaften zu übertragen.
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    The British universities and the state: A comment (1980)
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    Higher education 9 (1980), S. 1-5 
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    Topics: Nature of Science, Research, Systems of Higher Education, Museum Science
    Notes: Abstract This article comments on the relationship between British universities and government departments with special reference to the work of the University Grants Committee and the role of its Chairman. The extent to which universities are free to exercise discretion is delineated and the place of lay (i.e., non-academic) people in university government is described. The future would seem to call for increased political adroitness on the part of those who govern universities if the unusual freedom at present possessed by British universities is to be retained.
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    Upward academic mobility for the non-secondary school graduate: Some avenues open to young adults in West Germany (1980)
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    Higher education 9 (1980), S. 7-20 
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    Notes: Abstract In many nations, adults without a secondary school diploma have, in increasing numbers, returned to formal education in order to qualify for admission to higher institutions. The Federal Republic of Germany has been among the leaders in efforts to facilitate such upward academic mobility. Therefore, this article deals with some of the most important developing or newly-created institutions or practices aimed at encouraging those young West German adults most likely to succeed. Status elevation of non-academic schools, e.g., largely in engineering, to “Fachhochschulen”, as well as creation of in part vocationally-oriented, yet higher education-preparatory secondary schools, are discussed. The article stresses the role of adult education and especially those day and evening institutions (“Kollegs” and “Abendgymnasien”) specifically designed to qualify young adults for academic studies. While these schools take into account the relative maturity of their students and the recently-initiated course electivity of West German secondary schools, they have not as yet attracted, in sufficient numbers, such previously disadvantaged groups as workers, women, and rural residents. Other measures in the direction of upward educational mobility are extensive regional television-based programs (“Telekollegs”), recently-enacted official regulations governing correspondence education, and external school-leaving examinations varying from state to state. Finally, attention is given to a number of current issues pertaining to upward academic mobility. Among them is the fact that the growing tendency of young people to attend a secondary school, instead of merely completing the upper elementary school, increases the number of students interrupting their school attendance. That fact, in turn, compounds both the difficulties resulting from admission restrictions in many academic fields and the unemployment picture for university graduates. There is doubt as to whether added centralized efforts can offer solutions to these problems.
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    Access to higher education (1980)
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    Higher education 9 (1980), S. 101-103 
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    Book reviews (1980)
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    Higher education 9 (1980), S. 227-237 
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    The susceptibility of student evaluation of lecturers to situational variables (1980)
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    Higher education 9 (1980), S. 293-306 
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    Notes: Abstract To investigate the effect of a number of situational factors on student evaluations of lecturers, a teacher rating form (TRF) was administered to 326 first-year students taking an Introduction to Economics course. A comparison was made of the responses of the following subgroups among the students: full-time versus part-time students; students asked to sign their responses versus those whose responses were left anonymous; students told that their responses were just for feedback to the lecturer versus those told that their responses would be used for promotion, tenure, and salary decisions about the lecturer; students told that the TRFs were sponsored by the student association versus those told that the TRFs were sponsored by the staff association. The factors of sponsor identity (staff or student association) and use of ratings (feedback or decisional) had significant effects on TRF scores; but the effects of the factors of anonymity and full- versus part-time were insignificant. These results are taken as suggestive evidence that conditions of administration can modify student responses to TRFs and that they should be as uniform as possible if TRFs are to be used to compare lecturers.
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    The changing demand for higher education in the seventies: Adaptations within three national systems (1980)
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    Higher education 9 (1980), S. 255-276 
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    Topics: Nature of Science, Research, Systems of Higher Education, Museum Science
    Notes: Abstract Aspects of decline in the demand for higher education have become apparent in most Western systems of higher education in the mid-seventies. Although these are usually associated with deteriorating labor markets and falling relative earnings of university graduates, analyses of enrollment trends in Belgium, the United States and France reveal that other factors have an important influence upon enrollment levels. In the comparatively elite Belgian university system the maintenance of rigorous academic standards in secondary schools and the universities appears to be responsible for the stagnation in enrollments since 1971. The surprising decline in the enrollment rates of white males in the United States seems to be due to both worsening labor markets and declining academic achievement levels. French university students have responded to the devaluation of university degrees by decreasing the time and effort applied to university study; but even under these circumstances the traumas of the 1976 confrontation have apparently discouraged potential students from enrolling. These developments suggest that the expansion of higher education has reached a set of inherent limitations created by social conditions and educational organization; and that inducing further expansion would do little to raise real educational levels or further social advancement.
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    Higher education as a political issue area: A comparative view of France, Sweden and the United Kingdom (1980)
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    Higher education 9 (1980), S. 325-344 
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    Topics: Nature of Science, Research, Systems of Higher Education, Museum Science
    Notes: Abstract The common view in the literature on higher education in Western Europe is that the issue area has increasingly become enmeshed with national politics in recent decades. This article examines the extent to which this is true of France, Sweden and the United Kingdom. Six indicators of “issueness,” corresponding to important political actors/arenas, are used to identify temporal and cross-national patterns. It is argued that although it is evidently true that a “politicization” has occurred it may easily be overstated. Higher education remains a relatively minor concern in the national politics of the three countries. Only in exceptional circumstances, such as in France in 1968, is this pattern of “subsystem politics” replaced by a pattern of “macropolitics”. The analysis furthermore suggests the considerable variation in patterns of “issueness” which may exist between different national contexts.
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    Lords, squires, and yeomen: Collegiate middle-managers in the U.S. (1980)
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    Higher education 9 (1980), S. 385-398 
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    Topics: Nature of Science, Research, Systems of Higher Education, Museum Science
    Notes: Abstract This essay examines (a) the causes of growth, elaboration and differentiation in middle-level collegiate administration; (b) the roles and status of mid-level administrators; and (c) the functions of national occupational associations in the professional lives of these campus officials. It is based on data gathered in an extensive search and analysis of the literature, a survey research questionnaire, and structured interviews with more than two hundred administrators, faculty, and search committee chairpersons at twenty colleges and universities of different sizes and types. The metaphor “lords, squires, and yeomen” represents a conceptual model for understanding the roles and prospects of mid-level collegiate administrators: they are in the center of a status hierarchy that permits only limited mobility. The effects of organizational size and complexity on middle-management functions, the way these functions are organized, and their specialized nature have much to do with the value dilemma of service for others versus control of activities which confronts collegiate administrators in both U.S. and European institutions.
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    An estimate of departmental cost functions (1980)
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    Higher education 9 (1980), S. 453-468 
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    Notes: Abstract This study presents an estimate of departmental cost functions at selected private liberal arts colleges. Longitudinal data for seven academic departments at 31 institutions were analyzed separately by a multiple regression data analytic procedure. The general least squares estimates are then used to calculate average and marginal costs at the average value for each department. These latter estimates indicate that departmental costs are relatively inelastic, a finding that indicates that the financial problems will be compounded by increases in average departmental costs in an era of enrollment decline.
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    Causal attribution of performance in university examinations: A Filipino investigation (1980)
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    Higher education 9 (1980), S. 443-451 
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    Topics: Nature of Science, Research, Systems of Higher Education, Museum Science
    Notes: Abstract Causal attributions for success and failure at a forthcoming examination by 246 Filipino college freshmen, 64 male and 182 female, are examined. Although there is no data with which to compare the results of this study, it would appear that these young Filipinos generally possessed adaptive patterns of attribution. They ascribed possible success somewhat more to internal rather than external sources but attributed possible failure almost equally to these factors. Luck was perceived as being only of relatively minor importance. Internal success attribution was found to correlate significantly with satisfaction with success in three out of four cases. Effort attribution correlated significantly with the students' ratings of how hard they had tried. Contrary to U.S. research, the female respondents if anything possessed more adaptive patterns of attribution than their male peers. It is suggested that this has been a neglected area of cross-cultural research but one that should be of concern to all developing countries.
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    Aid policy for universities in developing countries: A British view (1980)
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    Higher education 9 (1980), S. 693-705 
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    Topics: Nature of Science, Research, Systems of Higher Education, Museum Science
    Notes: Abstract This article draws attention to the implications of recent British government policy decisions for cooperation with universities in developing countries. The writer, the former head of the Inter-University Council for Higher Education Overseas, suggests that the increasing amount of central government control has led to a deterioration. Traditional governmental methods of organising technical assistance are unduly expensive in terms of cost and staff time and are unsuited to the type of institution-to-institution collaboration which is essential if aid programmes are to he effectively focussed upon key universities in the Third World. There has been an unnecessary proliferation of “in-house” expertise in various government or semi-government agencies. The author calls for a return to the de-centralised policy of the late 1960s when the government helped British universities to reconstitute the Inter-University Council for Higher Education Overseas. The present policy of merging the activities of organisations such as the British Council and the Inter-University Council under the Overseas Development Administration is criticised and a case made for recognising that higher education should be a separate and distinct element in the programme for each country. Such activities are best handled by a single specialist agency which uses the method of facilitating direct collaboration between identified institutions.[/p]
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    Faculty and student orientations to tertiary education: A case study of a filipino university (1980)
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    Higher education 9 (1980), S. 707-720 
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    Topics: Nature of Science, Research, Systems of Higher Education, Museum Science
    Notes: Abstract This paper compares the attitudes towards the methods and purposes of tertiary education of 104 faculty and 240 students at a Filipino university. Some major areas of disagreement were found but the degree of congruence showed little relationship to performance in tertiary examinations. The implications of these findings are discussed and the Filipino results are contrasted with the results of US and Australian investigations.
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    Short reviews (1980)
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    Higher education 9 (1980), S. 656-656 
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    The university and high level manpower (1980)
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    Higher education 9 (1980), S. 643-655 
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    Topics: Nature of Science, Research, Systems of Higher Education, Museum Science
    Notes: Abstract In developing countries, universities have been criticised on many grounds: excessive capital and recurrent costs, grave social opportunity costs, forms of regressive taxation, social divisiveness, failure to produce the right kind of manpower to promote social and economic development, failure to advance science and technology. Despite these charges, university enrolments continue to expand. The main explanation seems to be the assumption that there is no alternative to the university as the sole effective producer of high level manpower, whether through directly professional studies or through courses in the social sciences and humanities. This article questions the pedagogical bases of both forms of study as preparations of manpower for employment. Pre-career professional studies appear to be an unsatisfactory compromise between the traditional idea of a university and the particular needs of professional apprenticeship. With the social sciences and humanities, the transferability of disciplinary skills to forms of employment only tangentially related to them appears uncertain. Although the function of manpower development may be inappropriate to the universities, it in fact dominates their existence and underdevelops their other roles as centres of research, scholarship and cultural development. Indeed, universities seem to be losing these distinguishing characteristics to special institutes, which devote themselves primarily to research and only at will to teaching. By undertaking to do what they can only do badly and consequently failing to do what they might do well, universities in developing countries may constitute frauds upon their peoples.
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    The university and the technical revolution in Japan: A model for developing countries? (1980)
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    Higher education 9 (1980), S. 681-692 
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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 article discusses the role of the university in Japan's technological and industrial development. In the first part the historical development of the university in terms of technological and industrial development is treated in four sections, as follows: (1) 1868–1886 - higher education and Westernization; (2) 1886–1914 - Japan's industrial revolution and the university; (3) 1914–1945 - industrial development between the wars and the expansion of the university; (4) 1945-the present - the new university system and post-war industrial progress. In the second part of the article some of the problems observed in the above historical treatment are discussed under the following headings: Westernization of a non-Western society, coordination between education and industry, the government and freedom of the university, and nationalism and internationalism. Throughout the whole period of development, the university in Japan has played a crucial role in introducing Western science and technology into Japan and in training the personnel necessary for technological and industrial progress. While the university has to be given credit for this important contribution it has to be noted that the state itself made an equally important contribution by ensuring that industry was coordinated with the university. Such initiatives on the part of the state did, however, raise questions about the academic freedom of the university. The Japanese university thus played an important part in terms of the development of the national interest; it has, however, been criticised recently for being less ready to develop that spirit of internationalism which the modern world requires.
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    The development ideal in higher education: The experience of Kenya and Tanzania (1980)
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    Higher education 9 (1980), S. 657-680 
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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 During the 1970s African universities were subject to powerful external expectations about what their role in national development ought to be. These stressed the need for universities to serve national policy and public welfare in direct, immediate and practical ways. The varied response of the Fast African universities provides sonic instructive experience about the potential and limits of a meaningful role for African universities in the 1980s. Although several of the chosen university innovations, especially at Dar es Salaam, were significant in their own right, they have not yet demonstrated a comprehensive or convincing model for emulation on the continent. An explanation for this mixed record suggests that the developmental expectations were partly premature and inflated and partly misconceived. In the first place, for most of the 1970s the universities were preoccupied with the internal task of institution-building and were in no position to expand their social responsibilities into an effective extension role. Secondly, the East African experience suggests that universities are not the most appropriate institutions for providing practical leadership in development projects or in policy-making which goes beyond pedagogic purposes. Thirdly, the varied experience of the three universities of Makerere, Dar es Salaam and Nairobi has shown the extent to which the character of the political regime circumscribes the assertion of an autonomous role. Finally, the public emphasis upon an external contribution to development has distracted attention from the real internal achievement of the universities during the 1970s which was to build up an indigenous teaching and research capacity. The challenge of the 1980s is to convince their governments and national populations that their contribution to national development lies not in the extent to which they can conform to certain material and intellectual prescriptions, but in their ability to demonstrate that above all the process of development requires the kind of trained minds and thinking society that universities are uniquely equipped to promote.
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    Teaching technology in the oil rich countries (1980)
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    Higher education 9 (1980), S. 743-748 
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    Source: Springer Online Journal Archives 1860-2000
    Topics: Nature of Science, Research, Systems of Higher Education, Museum Science
    Notes: Abstract As a result of the desire for development, there has been a sudden influx of modern technology in oil rich but tradition steeped countries. This influx has prompted the teaching of modern technology similar to that of industrialized countries of the west. However, problems have arisen due to the already existing level of technological knowledge and vastly different social patterns in these societies. These problems which can impede the teaching of technology and affect development are illustrated and analysed. Practical suggestions to improve the teaching of technology to suit the needs of students and their societies are also offered.
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    A faculty views its retirement benefit plan: An empirical observation and analysis (1980)
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    Research in higher education 13 (1980), S. 49-60 
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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 What is the level of a faculty's knowledge of its pension plan, and what are its attitudes toward and opinions of its benefit plan? A questionnaire solicited data from one faculty in order to investigate these questions, as well as to measure the effect of marital status, the number of years employed, and proximity to retirement on the responses.
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    Forthcoming articles (1980)
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    Research in higher education 13 (1980), S. 96-96 
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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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    Expectancy theory prediction of students' choice of graduate studies (1980)
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    Research in higher education 13 (1980), S. 213-223 
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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 attempts to apply the expectancy model of work motivation to the prediction of students' choice between seeking graduate-level training in their home country and traveling overseas for that purpose. The expectancy model was adjusted to accommodate the path goal instrumentalities of the two mutually exclusive choices. Prediction of choice was based on the difference between the subjective perceptions of the two alternatives. Senior undergraduate students (450) completed the study questionnaire a few weeks before graduation. The questionnaire assessed the instrumentality (I) of the two alternatives for the attainment of 11 life outcomes and the valence (V) of the outcomes. The actual choice of graduate school location was also reported by the students. As predicted, significant differences between the subjects who decided to stay in their home country and those who decided to travel were found in terms of theirI ×V only when the instrumentality of both alternatives was accounted for. Intrinsic outcomes were found to be better related to criterion than extrinsic ones. There were no differences between the groups in terms of theV component of the model. The results are discussed in terms of their implications for the structure of the decision making process regarding alternative choices for career development.
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    Performance appraisal format: Role clarity and evaluation criteria (1980)
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    Research in higher education 13 (1980), S. 225-232 
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    Source: Springer Online Journal Archives 1860-2000
    Topics: Nature of Science, Research, Systems of Higher Education, Museum Science
    Notes: Abstract The effectiveness of alternative performance appraisal formats is evaluated in terms of their contribution to selected dimensions of role clarity, and their focusing the evaluation on primary criteria as opposed to secondary criteria. The formats studied are: simple graphic rating scales, more complete graphic rating scales, and behaviorally anchored rating scales. From the viewpoint of the person being rated, the dimensions of role clarity investigated are: understanding of the performance dimension being rated, understanding of where the faculty member stands on each performance dimension, and understanding of the behavioral changes that would improve ratings on each performance dimension. Behaviorally anchored rating scales are observed to be superior to the other rating scale formats on each dimension of evaluation.
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    Student and faculty perceptions of teaching effectiveness (1980)
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    Research in higher education 13 (1980), S. 233-242 
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    Topics: Nature of Science, Research, Systems of Higher Education, Museum Science
    Notes: Abstract Omnibus measures of teaching effectiveness can be viewed as weighted combinations of more narrowly defined traits describing the teaching process. Our study was designed to determine whether students and faculty weight such traits differently in forming their respective perceptions of effective teaching. Students and faculty within the School of Business and Economics at CSUN were surveyed regarding their assessment of ideal teaching effectiveness in courses where the predominant mode of presentation is lecture. Ten traits depicting various aspects of teaching were selected and each respondent was asked to distribute 100 points across the 10 according to their view of each trait's relative importance in determining effectiveness. The results indicate that there are, indeed, significant differences in student and faculty assessments. Regression analysis of individual trait weighting on demographic variables such as age, sex, field of specialization, etc., produced generally low, insignificant coefficients of determination for both students and faculty. This observed invariance of the respective perceptions of each group across differing combinations of demographic characteristics provides evidence that students and faculty adopt fundamentally different criteria in evaluating teaching effectiveness.
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    Departmental organization, legitimacy, and faculty militancy: Structural sources of pro union sentiment in a public university (1980)
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    Research in higher education 13 (1980), S. 243-259 
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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 the influence of departmental organization on faculty sentiments for social change via unionization. Two structural sources (inequalities of resources between departments; goal-rewarded discontinuities within departments) and one individual source (discontent with departmental governance) of attitudinal militancy are specified in path models and empirically examined using a sample of 338 faculty in 38 departments in a large, public university. Results lend limited support for inequalities of resources between departments as a source of militancy. Departmental discontinuities have important effects on the legitimacy of rewards, but only a weak indirect effect on militancy. Governance discontent has a strong impact on the legitimacy of rewards and an interesting indirect effect on militancy.
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    Measuring higher education quality (1980)
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    Research in higher education 13 (1980), S. 283-287 
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    Source: Springer Online Journal Archives 1860-2000
    Topics: Nature of Science, Research, Systems of Higher Education, Museum Science
    Notes: Conclusion The panelists indicated that considerable progress is being made by such organizations as ACT and NCHEMS in identifying the domains of quality to be measured and particularly in devising unidimensional indicators of student progress. Few were able to cite comparable advancements in the development of multivariate techniques to assess the relation of student growth to other variables. Notable progress in achieving consensus on appropriate standards for measuring quality institutions or curricular programs within comparable institutions remains as a future task.
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    The relationship between departmental power and faculty careers on two campuses: The case for structural effects on faculty salaries (1980)
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    Research in higher education 13 (1980), S. 291-306 
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    Source: Springer Online Journal Archives 1860-2000
    Topics: Nature of Science, Research, Systems of Higher Education, Museum Science
    Notes: Abstract The correlates of the rate of faculty advancement through steps within ranks were examined in a sample of 40 departments on two campuses of a large state university system. The proportion of departmental faculty moving through steps at faster than normal speed was positively correlated with the political power of the department on the campus and, in some cases, with the proportion of the faculty in the department who were at more senior ranks. The rate of departmental growth, the level of the department's scientific paradigm, or departmental national prestige had no effect on faculty career speed. The evidence suggests that it is important to broaden the study of faculty salary and other rewards to include structural as well as individual variables, including departmental affiliation and characteristics of the department.
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    The curriculum change process: Participants, strategies, and tactics (1980)
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    Research in higher education 13 (1980), S. 307-319 
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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 investigation focuses on the participants, strategies, and tactics involved in the curriculum change process in higher education. Using the exploratory case study approach in three accredited graduate schools of business, the study identifies and describes the roles of two groups of participants: internals, (faculty, administration, students), and externals (trustees, alumni, community leaders, unions). Two basic strategies, the empirical rational and the power coercive, are found to be important approaches to curriculum change. A typology of factors is used to describe the specific methods used to implement (or resist) curriculum change. It was expected that the participants, strategies, and tactics involved in the curriculum change process in graduate schools of business would be unique. The findings suggest that strategies and tactics employed in higher education are quite similar to those employed in other organizations with respect to the process of change.
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    Effectiveness of student-rating feedback for improving college instruction: A meta-analysis of findings (1980)
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    Research in higher education 13 (1980), S. 321-341 
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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 article applied meta-analytic methodology to integrate findings from 22 comparisons of the effectiveness of student-rating feedback at the college level. On the average, feedback had a modest but significant effect on improving instruction. Instructors receiving mid-semester feedback averaged. 16 of a rating point higher on end-of-semester overall ratings than did instructors receiving no mid-semester feedback. This corresponded to a gain of over one-third of a standard-deviation unit, or a percentile gain of 15 points. The effects of student-rating feedback were accentuated when augmentation or consultation accompanied the ratings. Other study features, such as the length of time available to implement changes and the use of normative data, did not produce different effect sizes.
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    Quality of graduate productivity in sociology as measured by the citation index: A longitudinal overview (1980)
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    Research in higher education 13 (1980), S. 343-352 
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    Source: Springer Online Journal Archives 1860-2000
    Topics: Nature of Science, Research, Systems of Higher Education, Museum Science
    Notes: Abstract The discipline of sociology generally has not analyzed the differential productivity among graduates of doctoral programs. When such productivity has been assessed, quantity rather than quality of publications has been the basis for comparisons. The present study uses data compiled from the Social Science Citation Index to measure the differential contributions to sociology by the graduates of a number of long established and prestigious doctoral programs in the field. Based on these data, a number of interesting patterns emerge concerning the quality of graduates' productivity, both across departments and within various alumni cohorts of the same department.
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    Title III and the HBI's (1980)
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    Research in higher education 13 (1980), S. 371-375 
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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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    Organizational climate and faculty attitudes toward collective bargaining: A university in a major labor dispute (1980)
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    Research in higher education 13 (1980), S. 353-369 
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    Source: Springer Online Journal Archives 1860-2000
    Topics: Nature of Science, Research, Systems of Higher Education, Museum Science
    Notes: Abstract The present study attempts to broaden Neumann's (1979) original study, which included only universities with favorable labor relations, and to assess the role of organizational climate in predicting and explaining faculty attitudes toward collective bargaining at a college facing severe labor problems. The major findings of this study are the following. First, the perceived power structure is the dominant predictor of attitudes toward unionization at the university in a labor dispute. The magnitude of relationships between perceived power and collective bargaining attitudes is noticeably stronger at the university with unfavorable labor relations than at universities with favorable labor relations. Second, inequity is related to some aspects of collective bargaining and is not related to others. Third, perceived goals do not effect faculty attitudes toward unionization. The implications of these findings are discussed and elaborated.
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    Psychosocial stress, performance, and affective and somatic responses in college students (1980)
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    Research in higher education 12 (1980), S. 139-153 
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    Source: Springer Online Journal Archives 1860-2000
    Topics: Nature of Science, Research, Systems of Higher Education, Museum Science
    Notes: Abstract A survey of 164 college students assessed their aptitudes, performance, outside work commitments, as well as their perception of their environment, satisfaction, and affective and somatic complaints. Several “causal themes” linking environment perceptions, performance, and affective and somatic complaints were apparent.
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    Academic stratification and functional theory (1980)
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    Research in higher education 12 (1980), S. 121-138 
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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 empirically a set of propositions on organizational stratification drawn from functional theory. The data consist of 38 departments of a large university which are treated as contextual units, as well as the responses of individual faculty to a survey. The findings present an interesting theoretical paradox: (1) functional arguments do not appear adequate to account for differences in income stratification among departments, but (2) they do explain participants' beliefs and judgments about the legitimacy of organizational reward systems. The implications are discussed, and a line of inquiry is suggested that would focus on the problem of establishing legitimacy with the environment(s) as a major source of organizational structure. It is suggested that organizational features act as symbolic devices that inform others that a given organization is a competent member of its set. In short, it is conforming to agreed upon definitions of the appropriate—most “rational”—structure for thattype of organization.
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    Sins and absolution in institutional research (1980)
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    Research in higher education 12 (1980), S. 189-192 
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    Topics: Nature of Science, Research, Systems of Higher Education, Museum Science
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    Dropouts and turnover: The synthesis and test of a causal model of student attrition (1980)
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    Research in higher education 12 (1980), S. 155-187 
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    Source: Springer Online Journal Archives 1860-2000
    Topics: Nature of Science, Research, Systems of Higher Education, Museum Science
    Notes: Abstract The purpose of this research is to investigate the determinants of student attrition in institutions of higher education. A causal model was developed which synthesized research findings on turnover in work organizations and on student attrition. Questionnaires were distributed to university freshmen (N = 1,171). The data was analyzed using multiple regression and path analysis. The regressions produced anR 2 = .36 for females and .27 for males. Findings indicate that three surrogate measures for pay were significantly related to intent to leave for both sexes and that the theories and determinants developed in research on turnover are useful in studies of student attrition.
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    Management priorities of college presidents (1980)
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    Research in higher education 12 (1980), S. 195-214 
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    Source: Springer Online Journal Archives 1860-2000
    Topics: Nature of Science, Research, Systems of Higher Education, Museum Science
    Notes: Abstract All U.S. college and university presidents were recently surveyed to determine their priorities among potential planning and management improvements at their institutions. Based on 900 returned questionnaires, the highest priority areas were: (1) communicating institutional strengths to potential students, their parents, and the general public; (2) communicating institutional strengths to the state legislature and state budget officials (for public institutions); (3) integrating program-review results in program-planning and budget processes; (4) resource allocation and reallocation; (5) faculty vitality and renewal; (6) implementing institutional goals and objectives through the planning and budgeting process; and (7) forecasting institutional revenue needs more accurately. Most of these high priority areas were interpreted as reflecting the current invironment of retrenchment and the need to prepare for a noor slow-growth era.
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    Selection of course evaluation items by high and low rated faculty of varying academic rank (1980)
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    Research in higher education 12 (1980), S. 245-253 
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    Source: Springer Online Journal Archives 1860-2000
    Topics: Nature of Science, Research, Systems of Higher Education, Museum Science
    Notes: Abstract The intent of the study was to identify attitudinal and behavioral instructor characteristics considered important by instructors selecting Cafeteria evaluation items. Also investigated were item selection differences between instructors rated as above and below average by their students and between instructors of varying academic rank. Item-content selection differences were reported for high and low rated faculty and for faculty of varying academic rank.
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    A conceptual and methodological approach to the identification of peer institutions (1980)
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    Research in higher education 12 (1980), S. 347-364 
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    Source: Springer Online Journal Archives 1860-2000
    Topics: Nature of Science, Research, Systems of Higher Education, Museum Science
    Notes: Abstract In recent years, planners, administrators, and researchers have increasingly sought ways to classify higher educational institutions for descriptive, comparative, and analytical purposes. This paper describes a methodology developed as an alternative to conventional institutional classification structures, intended to reduce (if not eliminate) the limitations of those models: arbitrariness, a priori specification of the classification structure, and the inability to accommodate more than a limited number of classification criteria. Using a combination of factor analysis and cluster analysis, eight homogeneous groups of institutions were developed from the population of all doctoral degree-granting institutions in the AAUP's “Category I.” A discriminant function analysis indicates that the eight groups are each different from the others at statistically significant levels. Ways in which the methodology can be used for planning, administrative, and research purposes are discussed, as are the dangers in using “peer groups” for institutional planning and analysis.
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    The nonretention of capable women engineering students (1980)
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    Research in higher education 13 (1980), S. 61-71 
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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 investigated aptitude, achievement, and retention patterns among 273 women and 1,953 male students who entered engineering at The University of Texas at Austin as freshmen in the fall semesters of 1974–1977. Academic and attrition records were maintained through the fall of 1978 for the sample. Multiple regression techniques were used to predict both academic achievement and retention on the basis of college entrance scores and high school rank. In addition, first-year grade-point average was included as a predictor of retention. The Mathematics Achievement Test, Level I, emerged as primary predictor of cumulative grade-point average for both men and women, and first year grade-point average the best single predictor of retention for men, but combined with entrance scores for retention prediction among women. Academic performance was more easily predicted for women than men, but retention was more easily predicted for men. Female nonretainees in engineering score higher on all variables than male nonretainees, and female retainees make similar grades to male retainees. More capable women than men are transferring to other majors within the University, especially to the natural sciences. Unlike men, women leaving engineering and the University did not do so for academic failure. This study suggests that a support system developed to counsel women in engineering might contribute positively to their retention.
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    Interaction of efficacy, commitment, and expectations in the formation of faculty attitudes toward collective bargaining (1980)
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    Research in higher education 13 (1980), S. 99-114 
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    Source: Springer Online Journal Archives 1860-2000
    Topics: Nature of Science, Research, Systems of Higher Education, Museum Science
    Notes: Abstract A model of the formation of faculty attitudes toward collective bargaining is developed which reflects recent developments in theory and research in organizational behavior. The model is an alternative to those grounded in need-satisfaction theories and takes into account interaction effects among variables. Hypotheses are formulated which explore how faculty members develop: (1) beliefs about, and effective responses toward, their work environment; and (2) propensities to wish to change that environment by implementating collective bargaining. Empirical data are analyzed to assess the main effects of, and interactions among, organizational commitment, perceived personal efficacy, and expectations with respect to the impact of bargaining.
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    Students as observers of teacher techniques (1980)
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    Research in higher education 13 (1980), S. 137-146 
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    Topics: Nature of Science, Research, Systems of Higher Education, Museum Science
    Notes: Abstract Business administration students served as classroom observers of teaching models employed by their psychology instructors. As part of a larger study, five teachers (experimental) attempted to modulate from their traditional or typical style of teaching by implementing first one, and then a second, teaching model. A daily log, completed by students at the end of a class period, indicated the degree of success of model implementation. Daily logs were also completed by teachers. When compared to those logs completed by a trained observer, student logs were found to yield a reasonably accurate record of model implementation. It was recommended that student observations of teacher techniques be used more frequently for purposes of research and professional development in postsecondary education.
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    Factors affecting the performance and satisfaction of adult men and women attending college (1980)
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    Research in higher education 13 (1980), S. 115-130 
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    Source: Springer Online Journal Archives 1860-2000
    Topics: Nature of Science, Research, Systems of Higher Education, Museum Science
    Notes: Abstract Questionnaire data collected from male and female university students 25 years of age or older were used to investigate correlates of their performance, satisfaction, and adjustment in college. Men reported lower levels of performance and satisfaction. Multiple regression analyses of predictors of college grade-point average, satisfaction with college, and affective changes occurring while in college indicated that these three measures were predicted by demographic variables, by aspects of the college experience, by the external out-of-college responsibilities of these students, and by their goals. Each of the three dependent measures was predicted by a different subset of these variables.
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    Predicting federal research funding at colleges and universities (1980)
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    Research in higher education 13 (1980), S. 131-136 
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    Source: Springer Online Journal Archives 1860-2000
    Topics: Nature of Science, Research, Systems of Higher Education, Museum Science
    Notes: Abstract The relationships between federal research funding and institutional commitments and characteristics are assumed to be at certain levels, but such assumptions appear to be founded mainly upon subjective observations. This study examined the relationships between federal research funding and the following institutional characteristics: institutional research funds; doctors, masters, first professional, and bachelor's degrees awarded; and graduate, first professional, and undergraduate student headcount. Data was gathered from 60 research performing universities for fiscal year 1975. Multiple regression, simple correlation and partial correlation analyses were used to ascertain the strength of the relationships. Results showed that doctor's degrees awarded and institutional research funds possessed the strongest correlations to federal research funding, with doctorates being the strongest relationship at private institutions and institutional research funds the strongest relationship at public institutions.
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    Policies and priorities in funding research (1980)
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    Research in higher education 13 (1980), S. 189-192 
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    Topics: Nature of Science, Research, Systems of Higher Education, Museum Science
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    The productivity of U.S. higher education: 1967–1977 (1980)
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    Research in higher education 13 (1980), S. 147-187 
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    Source: Springer Online Journal Archives 1860-2000
    Topics: Nature of Science, Research, Systems of Higher Education, Museum Science
    Notes: Abstract The study examines changes in the productivity of U.S. colleges and universities in the provision of instruction from 1967–68 to 1976–77. Combining our data with that from June O'Neill's earlier study of the 1929–30 to 1966–67 period it is possible to observe productivity trends over a period of nearly fifty years. Our figures show declining output per unit of input from the late sixties to the late seventies, and we attribute the decline to an inability to adjust rapidly to changes in demand, the momemtum of the 1960s expansion programs, and a dramatic decline in external funding of research.
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    Cosmopolitian-local: A multidimensional construct (1980)
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    Research in higher education 13 (1980), S. 195-211 
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    Source: Springer Online Journal Archives 1860-2000
    Topics: Nature of Science, Research, Systems of Higher Education, Museum Science
    Notes: Abstract Cosmopolitian-local, an attitudinal construct, has been used to predict and explain the variation in the manifest professional behavior of professionals in complex organizations. Recent research on university faculty members' attitudes has demonstrated the validity of a five-dimensional model of the construct. Factor analytic studies indicate that the five-dimensional model can serve as a standardized measure of professional orientation more plausibly than either the unidimensional or the two-dimensional models. The five dimensions of the more complex model are: professional commitment, commitment to organizational goals, organizational immobility, concern for advancement, and reference group orientation. These dimensions are significantly correlated to selected biographical, behavioral, and organizational variables.
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    Differences in cost, tenure ratio, and faculty flow as a result of changed mandatory retirement ages (1980)
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    Research in higher education 13 (1980), S. 261-272 
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    Source: Springer Online Journal Archives 1860-2000
    Topics: Nature of Science, Research, Systems of Higher Education, Museum Science
    Notes: Abstract The present study uses the USC Faculty Planning Model to determine the impact of changes in the mandatory retirement age. Analysis was performed for three faculty groups, differing in age and rank distributions, and with three different policy scenarios (representing low turnover, high turnover, and retrenchment). Results indicate that the impact of changes in retirement age will vary considerably depending upon the initial faculty age and rank distributions and, to a lesser extent, upon the policy assumptions made.
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    Dimensions influencing students' judgments of classroom test items (1980)
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    Research in higher education 13 (1980), S. 273-282 
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    Source: Springer Online Journal Archives 1860-2000
    Topics: Nature of Science, Research, Systems of Higher Education, Museum Science
    Notes: Abstract Sixty-eight graduate students made general and specific ratings of the quality of 12 classroom test items, which varied in difficulty and discrimination. Four treatment combinations defined two additional factors: group discussion/no group discussion of test items and exposure/no exposure to an instructional module on test item construction. The students rated the items differentially, depending not only on item difficulty level but also on item discriminative power. The group discussion and exposure to module factors had significant effects on the general item ratings only. Implications of the research were discussed.
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    Alterations in our alternative futures (1980)
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    Research in higher education 12 (1980), S. 283-286 
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    Topics: Nature of Science, Research, Systems of Higher Education, Museum Science
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    To be published in forthcoming issues (1980)
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    Research in higher education 12 (1980), S. i 
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    Topics: Nature of Science, Research, Systems of Higher Education, Museum Science
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    How valid are scholars' departmental rating models for assessing the quality of graduate programs? (1980)
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    Research in higher education 12 (1980), S. 255-269 
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    Source: Springer Online Journal Archives 1860-2000
    Topics: Nature of Science, Research, Systems of Higher Education, Museum Science
    Notes: Abstract The validity of the scholars' departmental rating (SDR) model for determining the quality of an institution's graduate program has been the subject of intense controversy for over a half-century. This study, using the aggregated data from each of four classical rankings of graduate programs in United States universities, found that the rankings of institutions in separate studies correlate significantly with each other and that the results from the SDR model correlate significantly with the objective measures of academic honors, basic research, and research and development awards. The author concludes that the SDR model is valid for the purposes intended.
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    Toward the validation of Tinto's model of college student attrition: A review of recent studies (1980)
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    Research in higher education 12 (1980), S. 271-282 
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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 describes the salient findings of six studies undertaken to assess the construct validity of Tinto's model of college student attrition. The studies are based on three independent data collections over a three-year period and indicate that students' informal contacts with faculty members are consistently related to subsequent persistence/withdrawal decisions. Background characteristics appear not to be reliably related to attrition by themselves, but they are significantly involved in the ways they interact with the college experience. The findings suggest that Tinto's model is a conceptually useful framework for thinking about student attrition—whether by researchers for purposes of future study, or by administrators for practical action.
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    Causal modeling for indirect cost management at universities and colleges (1980)
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    Research in higher education 12 (1980), S. 291-300 
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    Source: Springer Online Journal Archives 1860-2000
    Topics: Nature of Science, Research, Systems of Higher Education, Museum Science
    Notes: Abstract Faculty applications for nonuniversity project funding, relative support requested for research, and the indirect cost rate negotiated for federal research projects are used to forecast overhead one year in advance. They are also used to project the ratio of awarded indirect cost to awarded direct cost. The role of the latter variable in mediating changes in subsequent indirect cost reimbursement is described, as well. By using multiple regression and path analysis, the study demonstrates one way of bridging the gap between theories on indirect cost recovery and statistical methodology. It should be of particular interest to the administrator who seeks to integrate variables which precede overhead reimbursement in time with the university budget process.
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    Emeritus professors: Correlates of professional activity in retirement (1980)
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    Research in higher education 12 (1980), S. 301-316 
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    Source: Springer Online Journal Archives 1860-2000
    Topics: Nature of Science, Research, Systems of Higher Education, Museum Science
    Notes: Abstract The major purpose of this study was to investigate correlates of professional activity of professors in retirement. The investigation focused on a number of variables related to the nature of academic work, including professional role orientation, professional affiliations and contacts, material supports, department, and the state of knowledge in various fields. Sixty-four University of Iowa emeritus professors who continued to reside in the Iowa City area during the entire year, and thus had opportunity to maintain University contacts and use University facilities, were interviewed. The most striking finding was the high degree of consistency between level of professional activity during the preretirement career and level of professional activity in retirement. Significant correlates of professional activity in retirement included rated importance of research or other creative work, strength of ties to colleagues and professional organizations outside the University, contacts with former students, and departmental membership in the older, traditional professions.
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    Young investigators: Concerns, options, and opportunities (1980)
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    Research in higher education 12 (1980), S. 335-345 
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    Topics: Nature of Science, Research, Systems of Higher Education, Museum Science
    Notes: Abstract This paper addresses declining opportunities for young faculty primarily due to reductions or leveling of enrollments coupled with low faculty turnover. Recently, active interest in young investigators or faculty has been expressed within the academic, science, and government communities. The objective of several alternatives discussed is to maintain or improve the nation's research efforts through greater utilization of young investigators. A concomitant feature of this objective is increased employment opportunities, mainly in academia, for young Ph.D.'s. Assumptions related to productivity of young researchers, their propensity to obtain research funds, and various forms of support are reviewed. Data collected from universities by the National Science Foundation formed the basis for the analysis.
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    Student evaluation: The faculty responds (1980)
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    Research in higher education 12 (1980), S. 317-333 
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    Topics: Nature of Science, Research, Systems of Higher Education, Museum Science
    Notes: Abstract Results are presented of a survey of faculty members concerning their observations and opinions about the effects of student evaluation of instruction in a university where this practice had been a mandatory requirement for personnel evaluation purposes for several years. The respondents reported a definite reduction in morale and job satisfaction, changes in various instructional practices—mainly reduced course work demands on students and the occurrence of counterproductive actions as a result of this policy. Only limited expectations of improved ratings were indicated. There was also a clear division of opinion about the use of SEI ratings for personnel decisions that corresponded mainly with judgments about the validity of the ratings students provide.
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    How large is the course effect? A reply to Gillmore (1980)
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    Research in higher education 12 (1980), S. 365-367 
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    Topics: Nature of Science, Research, Systems of Higher Education, Museum Science
    Notes: Summary Gillmore's criticisms of Romney's (1976) study are themselves open to criticism and should not be permitted to detract from the conclusion that there is a significant, if small, course effect which should somehow be taken into account when interpreting students' ratings of teaching competence.
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    The course effect is small: A reply to Romney (1980)
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    Research in higher education 12 (1980), S. 369-372 
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    Topics: Nature of Science, Research, Systems of Higher Education, Museum Science
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    The failures of innovation (1980)
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    Research in higher education 12 (1980), S. 373-376 
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    Topics: Nature of Science, Research, Systems of Higher Education, Museum Science
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    The hiring of academic administrators since the 1972Higher Education Guidelines (1980)
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    Research in higher education 13 (1980), S. 9-22 
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    Source: Springer Online Journal Archives 1860-2000
    Topics: Nature of Science, Research, Systems of Higher Education, Museum Science
    Notes: Abstract With the announcement of the 1972Higher Education Guidelines, colleges and universities were mandated to expand recruitment activities beyond the usual network approach. The intent of theGuidelines was to broaden the search process with the ultimate goal of placing more candidates from underrepresented populations. The purpose of this study was to determine if any change occurred in hiring practices and, particularly, if any change occurred in the hiring of candidates from underrepresented populations for select academic administrative positions in four-year colleges and universities as advertised in theChronicle of Higher Education during the period from 1972 to 1976. It was found that changes in recruitment had taken place but that changes in hiring appeared not to have occurred.
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    The performance of minority students beyond the freshman year: Testing a “late-bloomer” hypothesis in one state university setting (1980)
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    Research in higher education 13 (1980), S. 23-47 
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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 examines the validity of standard admissions variables for predicting the long-term performance of minority and nonminority students in one state university. Special attention is given to what may be termed a “late-bloomer” hypothesis, according to which minority students may be expected to show relatively greater improvement in performance following the freshman year than their nonminority classmates. This hypothesis derives from the plausible argument that minority students face unique problems of adjustment to college which adversely affect their first-year but not their long-term performance. The predictive validity of admissions variables was found to be higher for minority than for nonminority students regardless of the criterion under consideration, and somewhat higher for longer-term cumulative GPA than for shorter-term GPA. Minority and nonminority students were more sharply differentiated by overall cumulative undergraduate GPA than by first-year GPA, inconsistent with the late-bloomer hypothesis.
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    The folklore of presidential leadership (1980)
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    Research in higher education 13 (1980), S. 91-94 
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    Topics: Nature of Science, Research, Systems of Higher Education, Museum Science
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    The stability of teacher performance in the same course over time (1980)
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    Research in higher education 13 (1980), S. 95-95 
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    Topics: Nature of Science, Research, Systems of Higher Education, Museum Science
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    Speech and drama training for lectures as a means of improving university teaching (1980)
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    Research in higher education 13 (1980), S. 73-90 
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    Source: Springer Online Journal Archives 1860-2000
    Topics: Nature of Science, Research, Systems of Higher Education, Museum Science
    Notes: Abstract Although considerable resources have been invested in programs for the improvement of college and university teaching, there is little data available on the effectiveness of these programs. The present study assessed the value of speech and drama training as a method of improving lecturing skills in university teachers. It was found that teachers who received speech and drama training showed significant improvement in student ratings of classroom teaching relative to control teachers. Rival hypotheses involving greater motivation to improve in experimental teachers and generalized placebo and self-help effects were ruled out on the basis of student rating data from previous courses and differential findings for target and nontarget rating scales. It is concluded that speech and drama training can make a small but significant contribution to the improvement of university teaching.
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    Quality of education and student earnings (1980)
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    Higher education 9 (1980), S. 21-37 
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    Source: Springer Online Journal Archives 1860-2000
    Topics: Nature of Science, Research, Systems of Higher Education, Museum Science
    Notes: Abstract When a university increases expenditures in an attempt to improve quality, a natural question for social policy is raised: is the improvement worth the cost? One partial measure of “worth” in this context is given by earnings of graduates: will those earnings rise by enough to pay a reasonable return on the investment in higher quality? The question is hard to answer by statistical means: universities of higher quality have better reputations which allow them to select students who are themselves of higher quality; so in trying to measure the relation between earnings and university quality, quality of the school may be confounded with quality of the students. Recently, however, several large data sets have been made available which give sufficient information on the students' own backgrounds, and on their later earning, that we can hope to disentangle the effect on earnings of the school from that of the student himself. This article summarizes the results of several such studies, including our own work. The verdict to date is that the relation between “quality”, however measured, and earnings is significant, and that expenditures to improve quality are worth the cost, even when “worth” is measured narrowly as higher earnings for graduates.
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    Reforming education (1980)
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    Higher education 9 (1980), S. 97-99 
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    Topics: Nature of Science, Research, Systems of Higher Education, Museum Science
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    Higher education in transition - the case of Israel - a comparative study (1980)
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    Higher education 9 (1980), S. 81-95 
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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 comparative study examines the impact of the conflicting higher education traditions of Germany, Great Britain and the United States on the Hebrew University of Jerusalem in particular, and higher education in Israel in general. The basic differences of these traditions concerning the aims of higher education - research, instruction and service - and their effects on higher education in Israel are evident in major decisions made by the Hebrew University at three critical stages in its development: (1) its initial organization into research institutes rather than into teaching faculties or departments (1925); (2) its decision to undertake teacher training and the inclusion of education as a scientific discipline (1935); (3) “The Reform” - introduction of undergraduate studies and the adoption of the three level degree structure (1950). These decisions were influenced simultaneously by the changing needs of the growing Jewish community in Palestine and by major events that affected the course of the Zionist movement. This study has shown that higher education in Israel was shaped in its initial stages of development by the elitist European (especially German) tradition. Gradually, however, the American populistic tradition became the dominant influence, broadening the curriculum and the function of the university to meet the scientific developments as well as the needs of the individual and the society in a newly born country.
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    Japanese student activism in the 1970s (1980)
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    Higher education 9 (1980), S. 139-154 
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    Source: Springer Online Journal Archives 1860-2000
    Topics: Nature of Science, Research, Systems of Higher Education, Museum Science
    Notes: Abstract Student movements in Japan have, during the 1970s, tended to move from cooperation between various radical sects to bloody conflict among them, from participation by students generally to involvement by only a limited core of committed activists and from a struggle against the universityand society to one against society alone. The end of the war in Vietnam, the economic crisis, and other societal factors have contributed to these changes. The future of the student movement in Japan cannot be accurately predicted but it is unlikely that a powerful and politically effective movement, such as that of the 1960s, will re-emerge in the near future.
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    Evaluation of a comprehensive programme for the assessment of medical students (1980)
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    Higher education 9 (1980), S. 169-178 
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    Source: Springer Online Journal Archives 1860-2000
    Topics: Nature of Science, Research, Systems of Higher Education, Museum Science
    Notes: Abstract A two-stage process for the assessment of students' clinical competence at the end of each academic term has been introduced for medical undergraduates in their first year at The University of Newcastle, N.S.W. The first assessment, held in the week following the end of the learning phase for a term, enables students: to demonstrate their competence on pre-stated learning objectives; to review their peers' performance and the nature of acceptable (model) answers for each item in their written assessment; to examine their own scripts with their group tutor; and to receive early diagnostic advice and academic guidance to plan their remedial studies. The latter activity is vital for students judged “not-competent” overall at that stage, since they are given an opportunity to demonstrate their skills in a second assessment held nearer the end of term. Student evaluation of the assessment programmes after the first year of introduction has been invaluable in helping to make the system a viable process as an integral aspect of the Faculty's educational philosophy.
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    The design of evaluation for learning (1980)
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    Higher education 9 (1980), S. 69-80 
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    Source: Springer Online Journal Archives 1860-2000
    Topics: Nature of Science, Research, Systems of Higher Education, Museum Science
    Notes: Abstract The last decade has seen a major increase in the use of course evaluation in universities. Some writers, such as Goldschmid, have suggested that the encouragement of staff to evaluate their courses should be a major objective of Higher Education Units if they are to have an impact on the improvement of teaching in the universities; Unfortunately, the failure of course evaluation to affect the quality of educational courses and the continuing resistance to its use is now well documented in the literature. This paper discusses some of the possible reasons for this continuing resistance to the use of evaluation and suggests an approach that attempts to reduce the effects of these constraints. It describes a procedure which views evaluation as a learning situation in which staff and students learn how to handle and improve the contingencies of a course. The “intentional evaluation” paradigm stresses the need for a formative programme - one which recognises the importance of the interactions between teacher, student and course content. Of particular importance is the learning function of such evaluation studies in improving the professional competency of teachers.
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