ALBERT

Notizen: Summary The complex of ‚lysenkoism‘ cannot satisfyingly be explained as a pure and internal marxist tradition and reception. A necessary external addition has to consider the social history of the Soviet Union, her political economy, and the development of her scientific history. Hence, a more adequate connection to the ‚stalinist‘ epoch can be drawn.

Notizen: Summary My concern in what follows is to give a comparative report on some important lectures held at the Hegel-Kongreß 1981 in Stuttgart. In discussing the views of Quine, Hacking, Davidson, Putnam and Habermas I want to confront them with some details of Rorty's recent critique of our philosophical tradition. At last I try to give a tentative answer whether there is an end or a turning-point for current analytical philosophy.

Notizen: Summary Reporting on the 7th International Congress of Logic, Methodology, and Philosophy of Science, first the main topics and some organisational aspects of the congress are presented; the main part of the report focuses on recent developments in Philosophical Logic (Section 5), in particular the theory of so-called generalized quantifiers as presented at the congress. In addition, some background information on logical language analysis, its possible applications and consequences is provided.

Notizen: Summary The purpose of this paper is to inquire whether the paradigma-approach, developed by Thomas S. Kuhn, is able to serve as a useful instrument for the analysis of the dynamics of economic theory. The first part contains a discussion of the rational reconstruction of Kuhns idea, which was formulated by Sneed and Stegmüller. This discussion centers around the question, whether rationality alone can be the only criterion for scientific work. In order to introduce the specific conditions under which economic science takes place, the paradigma-approach has to be extended. This extension has to take account of the non-scientific determination of scientific work. In this connection normal science and scientific revolutions have a concrete function in a process in the course of which non-scientific claims are transformed into scientific norms.

Notizen: Zusammenfassung Gegen den Vorwurf, die sprachanalytische Philosophie sei einzelsprachlich relativ oder provinziell, haben sich die sprachanalytischen Philosophen mit mindestens vier Argumenten erfolgreich gewehrt: (I) Den Vertretern derphilosophischen Grammatik geht es zwar um die einzelsprachliche Grammatik bestimmter Ausdrücke; aber um eben diese Grammatik muß es ihnen auch gehen, da philosophische Probleme aus dem Getäuschtsein durch die Grammatik entstehen. Nicht nur die Problemlösung, sondern auch die Problemstellung ist provinziell. (II) Den Vertretern derlinguistischen Phänomenologie geht es um die Unterscheidung und Ordnung von Phänomenen. Weil sie dabei die Sprache und ihre Distinktionen bloß als heuristisches Mittel gebrauchen, haben ihre Aussagen die gleiche Reichweite wie die Ergebnisse einer mundan-phänomenologischen Analyse. (III) Den Vertretern derinformalen Logik geht es um die Logik bestimmter Begriffe und Propositionen. Die Explikation der Logik dieser Begriffe und Propositionen hat Gültigkeit für den gesamten Bereich, in dem eben diese Begriffe und Propositionen ‘verbalisierbar’ sind. (IV) Den Vertretern derSprechakttheorie schließlich geht es um die Regeln, denen Sprechakte gehorchen. Die Analyse dieser Regeln gilt für alle diejenigen Sprachen bzw. Gesellschaften, in denen es die Institution des betreffenden Sprechakts gibt.

Notizen: Summary The philosophical implications associated with the choice of a particular geometry required for the formulation of a dynamics at subnuclear distances are discussed. A dualism between geometry and matter — the former identified with a fiber bundle of Cartan type raised over space-time, the latter represented by a generalized quantum mechanical wave function — is presented as a possible framework for the dynamics of strongly interacting particles at distances of 10−13 cm.

Notizen: Summary The idea of man imitating by his own inventions capacities, considered genuinely human, like talking, making music or thinking, has fascinated man's phantasy at all times. The present article analyzes in the light of philosophy of science some of the attempts to tackle this idea in fields as dissimilar as philosophy, mechanics (cybernetics included), and literature, and it tries to lay bare connexions existing and to describe the history of the influence of this idea. The investigation begins with the 17th century mechanistic materialism and it extends to recent research in „artifical intelligence“.

Notizen: Summary Influenced by the account of K. Popper and, moreover, of C. G. Hempel and P. Oppenheim, it is generally assumed, that a prediction can be logically deduced from hypotheses, i. e. lawlike propositions, and initial conditions. It is not clear, in which respect a prediction can correctly be supposed to be a proposition which is either true or false. From a logical point of view, serious difficulties arise in assuming that the deductive-nomological model consists of a valid argument. Further objections to this account are developed with regard to lawlike propositions. Since a lawlike proposition is — by definition — not true or definitely true, but only supposed to be true, it cannot function as a true premise among other true premises for the purpose of deduction. Special difficulties arise with regard to predictions: A predictive argument does not give any reason for the truth of the predictionK, but only — if at all — for the prediction of the truth ofK. In the latter case, the “conclusion”K clearly does not consist of a proposition (which could be either true or false) but rather of a predicting proposition.

Notizen: Summary In the first part of this contribution, the three probably most influential conceptions of evolutionary epistemology are surveyed, as they were put forward by Konrad Lorenz, Gerhard Vollmer, and Rupert Riedl, respectively. It is demonstrated that, as far as the essentials are concerned, these conceptions largely correspond with each other as well as with a further conception advanced by Karl Popper from the point of view of Critical Rationalism. It can be clearly shown, moreover, that fundamentals of the latter conception can be traced back to Popper's earliest publications (e. g., to hisLogik der Forschung [The Logic of Scientific Discovery]). By means of an examination of the language used by these authors, it is tried to elucidate the fact that, for the reasons of lacking consideration of the lingual/non-lingual distinction and of faults and inadequacies in consequence of this lack alone, the proposed conceptions can be rejected as being at least highly defective.

Notizen: Zusammenfassung Gegen das Programm einer Protophysik, wie es von der kontruktiven Wissenschaftstheorie der „Erlanger Schule“ entwickelt worden ist, wird häufig der Einwand erhoben, es unterwerfe die empirische Physik unzulässigen und forschungshemmenden normativen Restriktionen. Demgegenüber will die vorliegende Arbeit zeigen, daß die Protophysik nur eine normative Theorie der Grundgrößen und der „vollkommenen“ Meßgeräte ist, und der empirischen Physik damit ein methodisches Fundament verschafft, ansonsten aber ihr jegliche „Freiheit“ läßt.

Notizen: Summary Boltzmann's principle is part of classical physics, and one of the corner-stones of Planck's quantum theory. It is shown, why Planck's theory of radiation can be derived from this principle without abandoning classical physics, if due regard is taken of atomism. Finally, there is given an outline of a quantum theory completely based on statistical axioms without any appeal to nonclassical physical principles.

Notizen: Zusammenfassung Der Titel dieses Aufsatzes mag zunächst befremden, gar als unsachliche Bösartigkeit aufgefaßt werden, doch „Vorurteil“ und „Wahn“ sind im Rahmen von Psychologie bzw. Sozialpsychologie und Psychopathologie definierte Begriffe. Untersucht man unter diesem Aspekt den mathematischen Grundlagenstreit in diesem Jahrhundert, der richtiger „logisch-mathematischer Grundlagenstreit“ zu nennen wäre, dann wird ein Argumentationsklima deutlich, das von Vorurteils- und Wahnstrukturen geprägt ist, das sich zu Ungungsten der empirisch orientierten Begründungsposition auswirkte. Sollte sich angesichts erneuter Stimmen für die empirische Position wieder eine Grundlagendiskussion entwickeln, wäre das Argumentationsniveau zu verbessern. Hierzu gehört zunächst die Erwägung von Alternativen, besonders bezüglich möglicher Gegenstände von Logik und Mathematik. Weiterhin wären erkenntnistheoretische Konzepte zu entwickeln, die dem eigenständigen Charakter von „reiner“ Logik und Mathematik gerecht werden, aber dennoch empirische Begründung ermöglichen.

Notizen: Zusammenfassung Vor dem Hintergrund einer weitreichenden Neuorientierung, die der praktischen Vernunft in der Methodologie (N. Rescher), in der Sprachphilosophie (H. Putnam) und in der strukturalen Wissenschaftstheorie (W. Stegmüller) den Primat einräumt, werden die Aporien rationalistisch-dezisionistischer Konzeptionen deutlicher sichtbar. In diesem Papier wird der argumentative Ursprung von Feyerabends Kritik an Rationalität und Wissenschaft als auf einer — angesichts der ‚praktischen Wende‘ der neueren Wissenschaftsphilosophie — überholten Wissenschaftsauffassung basierend analysiert. Feyerabends Zurückweisung der Wissenschaft erscheint dann weder als Konsequenz seiner Vernunftkritik noch als Bruch in seiner Argumentation; er vollstreckt vielmehr die Gegenstandsverfehlung der methodologistischen Wissenschaftstheorie unverdeckt.

Notizen: Summary In hisProgress and its Problems, Laudan dismisses the problem of incommensurability in science by endorsing two general assertions. The first claims there are actually no incommensurable pairs of theories or research traditions; the second maintains that his problem-solving model of scientific progress would be able rationally to appraise even incommensurable pairs of theories or traditions (are compare them for their progressiveness). I argue here that Laudan fails to provide a plausible defence of either thesis, and that this creates some problems for his general approach.

Notizen: Summary This article compares the discoveries of the planets Neptune and Pluto and the unsuccessful search of intra-Mercurial planets. Its conclusion is, that the search of intra-Mercurial planets was started on the basis of reasonable assumptions and competently pursued, that the success in the search of Neptune and Pluto and the failure in the search of intra-Mercurial planets was not due to greater competence of the successful planet searchers, but to good luck of the successful researchers and bad luck of the unsuccessful researchers.

Notizen: Summary Ordinary language philosophers frequently draw on the fact that an appropriately selected sentential combination of the form “p but not q” can, or cannot, be uttered without absurdity; however, they do so without sufficient reflection on the methodology of such combination tests, which results in considerable shortcomings even in practical application. To improve things, I shall discuss two criteria for distinguishing ‘pragmatic’ from ‘non-pragmatic’ implications and for separating the latter into ‘linguistic’ (‘semantic’ and ‘syntactical’) and ‘non-linguistic’ ones (2–3); consider the bearing of the principle of ‘sense-constancy‘ on the applicability of combination tests (4); and call attention to the important, though merely heuristic, function of investigating pragmatic, as opposed to semantic, implications (5.1–5.2). Finally, I shall hint at a striking analogy between the linguistic (yet non-empirical) method of combination tests, the phenomenological method of ‘fictional variation’, and the empirical method of ‘conjectures and refutations’ (5.3).

Notizen: Zusammenfassung Der Begriff der axiomatischen Basis einer physikalischen Theorie wurde in [1] eingeführt. Die dort gegebene Definition ist zu eng verglichen mit dem, was in der theoretischen Physik angestrebt wird und z. B. für die Quantenmechanik in [2] und [3] durchgeführt ist. Die in dieser Arbeit angegebene, neue (erweiterte) Definition einer axiomatischen Basis beschreibt das tatsächliche Vorgehen der theoretischen Physik methodisch besser. Die neue Definition erlaubt es auch, die Untersuchungen über physikalische Begriffe insofern gegenüber [1] zu verbessern, als es möglich ist, sauber zwischen „theoretischen Hilfsbegriffen“ und „theoretischen Begriffen“ zu unterscheiden. Es läßt sich genauer definieren, was man unter „physikalisch interpretierbaren“ Gesetzen verstehen will. Entgegen mancher Meinung wird die Vermutung aufgestellt, daß man jede physikalische Theorie mit „physikalisch interpretierbaren“ Gesetzen, d. h. ohne theoretische Hilfsbegriffe formulieren kann.

Notizen: Summary This study gives an arithmetic calculus to determine tautologies, contradictions and satisfiable formulas of the first order logic. The presented calculus may easily be extended on modal and deontic logic. The mathematical foundation of this arithmetic calculus is a Boolean ring.

Notizen: Zusammenfassung Im Rahmen der Popperianischen Bewährungstheorie spielt der Begriff der Strenge eines Tests eine wichtige Rolle. Einige konkurrierende Vorschläge zur Bestimmung der Teststrenge werden vorgestellt, auf ihre Konsequenzen hin analysiert und miteinander verglichen. Gegen Vorschläge von Popper und Watkins bzw. Lakatos und Musgrave werden schwerwiegende Einwände vorgebracht; durch die Erweiterung einer Idee von Zahar lassen sich deren vertretbare Konsequenzen aber erhalten und sogar erklären. Es wird die Ansicht vertreten, daß es im Zusammenhang mit einer rationalen Theorienpräferenz mehr auf ein Optimum an empirischer Kritik als auf ein Maximum ankommt: ein Test muß zwar streng, aber auch fair sein.

Notizen: Summary In an illuminating article A. Kamlah considers philosophy of science as an activity leading step by step from neutral descriptions to rational prescriptions. What his remarks do not offer us is a way of dealing with the troublesome ambiguities we find in the analyses provided by those philosophers of science who refuse to say whether they legislate how scientists should behave or describe how they do. In this context I want to draw attention to a helpful distinction H. A. Simon has made.

Notizen: Summary Some leading ideas of the constructivist protophysics are discussed on the basis of P. Janich's Protophysik der Zeit. After having reviewed the contents of the second edition Janich's claim that analytical philosophy of science is purely affirmative and not critical towards science in its historical appearence is refuted. In the next section the principles of constructivist methodology of physics are criticised, and the claim is refuted that prescriptions for measurement cannot without circularity be shown to be invalid by experimental results. In the last section we discuss Janich's foundation of time measurement in a mathematical frame similar to that for extensive systems. Thus the relation between Janich's and the ordinary account is cleared up.

Notizen: Summary This paper discusses critically the fundamental elements of the Stegmüller/Sneed-reconstruction of Kuhn's normal science concept. It is argued that a) Kuhn himself cannot accept this reconstruction if he wants to describe theory dynamics in the past; b) the reconstruction is not based on a pure non-statement view; c) to have a theory in the sense of Kuhn, should be related to the ordered pair 〈K,Io〉 to ensure the desired constancy over time; d) the reconstruction implies, contrary to Kuhn, the ability of rejecting a theory without having an alternative one; e) the rejection of a theory can be the result of a falsifying procedure and, therefore, theories are not immune from falsification; f) the reconstruction still contains rationality gaps; g) the reconstruction shows more precisely than Kuhn's work that Popper is right when he attacks normal scientist's behaviour; h) the positions of the Kuhnians and of the criticists could be reconciled partially.

Notizen: Zusammenfassung Das Aufkommen der „klassischen Mechanik“ wird als paradigmatisch für die Entstehung des neuzeitlichen wissenschaftlichen Denkens angesehen. Geht man nun dem Beginn dieser Entwicklung nach, so stößt man sehr bald auf den Begriff der Selbsterhaltung. Das Postulat der Selbsterhaltung erweist sich als zentrale Kategorie bei der Herausbildung einer „externen“ Naturvorstellung, nach der ein sich bewegender Körper keiner zusätzlichen Kraft bedarf, um die betreffende Bewegung aufrechtzuerhalten (Trägheitsprinzip). Sie erhält sich von selbst. Das Prinzip der Selbsterhaltung taucht in dieser Epoche auch in verschiedenen anderen Disziplinen auf, beispielsweise der Staatsphilosphie (Th. Hobbes) und der Ethik (Spinoza). Ein paralleles Phänomen während dieser Zeit ist eine beginnende Emanzipation des Individuums. Der allmähliche Ausbau einer Autonomie im Denken und Fühlen findet seinen Ausdruck in einem neuen Vernunftsbegriff, der nicht mehr in Abhängigkeit von theologischen Postulaten steht. Die Autonomie des Individuums wird weitgehend als Selbsterhaltung der Vernunft verstanden. Es liegt nahe einen Zusammenhang zu vermuten zwischen der neuzeitlichen Naturerfassung auf der Grundlage des Selbsterhaltungsbegriffes und der „Entdeckung“ einer individuellen, sich selbst konstituierenden Vernunft.

Notizen: Summary It is here shown that the relativistic doctrine of the relativity of simultaneity is untenable and that both the special and general theories of relativity are inconsistent. It is also shown that the theories can perhaps be made consistent, but excessively weak, through the reintroduction of absolute space and a weakening of the Lorentz transformations. Non-relativistic hypotheses for some events thought to require relativity are suggested. Finally, some conjectures are made on how so wrong a theory could have been accepted by so many for so long.

Notizen: Summary A pattern can be found in the history of semiconductor electronics, which largely appears to coincide with that of scientific revolutions as described by Thomas Kuhn1. However, the history of semiconductor electronics has some characteristics which suggest that Kuhn's model requires correction in important respects.

Notizen: Summary In a case study Kuhn's morphology of scientific revolutions is put to the test in confronting it with the contemporary developments in physics. It is shown in detail, that Kuhn's scheme is not compatible with the situation in physics today.

Notizen: Zusammenfassung Peter Janichs konstruktiver Aufbau einer Chronometrie, wie er in der neuen Auflage seines Buches „Die Protophysik der Zeit“ beschrieben ist, wird einer detaillierten Kritik unterzogen. Dabei kristallisieren sich drei ernste Probleme heraus: Das Problem der Eindeutigkeit der Leitlinie, das Problem der Transitivität der Begleitstellungen, und das Problem der eindeutigen Bestimmtheit der Uhren. Alle drei Probleme bleiben bei Janich unbewältigt, woraus folgt, daß seine Chronometrie in der vorliegenden Form zumindest unvollständig ist.

Notizen: Zusammenfassung In Auseinandersetzung mit der Kritik A. Kamlahs an meinem Buch „Die Protophysik der Zeit“ (1980) wird zunächst der Vorwurf, die affirmative Grundhaltung der Analytischen Wissenschaftstheorie gegenüber der Physik sei nicht erwiesen worden, entkräftet. Im Hauptteil wird mit der Unterscheidung von Handlungsanweisung und Norm die Möglichkeit empirischer Einwände gegen präskriptive Prototheorien präzisiert und das Argument Kamlahs, ein Verzicht auf einen Alleinvertretungsanspruch der Protophysik auf Physikbegründung impliziere empirische Widerlegbarkeit, zurückgewiesen. Die Unterscheidung zwischen der Eindeutigkeit protophysikalischer Normen und der Auswahl von Bewegungs- bzw. Geräteklassen nach technischen Zwecken der Physik erlaubt im dritten Teil eine Antwort auf Kritiken am chronometrischen Eindeutigkeitsbeweis. Die Analytische Kritik an der konstruktiven Protophysik verkennt deren Einbindung in ein kulturalistisches Wissenschaftsverständnis.

Notizen: Summary It is shown that, besides differences in emphasis on structural and developmental aspects, there is far reaching agreement between the views of Nagel and Lakatos on structure and development of science. I argue that both views can interact very fruitfully, and by way of illustration a confrontation of Nagel's notion of a model with Lakatos' notion of a positive heuristic is pursued in some detail. The conclusion is that for microscopic theories, a Lakatosian positive heuristic is exactly the same entity as a substantive model in the sense of Nagel, but that for phenomenological theories there is (as yet) no such structural concept as a model available that can be identified with a Lakatosian positive heuristic.

Notizen: Zusammenfassung In seiner Antwort auf meinen Beitrag versucht Steinvorth, ein grundlegendes Argument von mir gegen seine im Anschluß an Lakatos vorgetragene Begründung normativer politischer Theorie als wissenschaftlicher Theorie zu widerlegen. In diesem Beitrag möchte ich kurz zeigen, daß das nicht gelungen ist. Zudem möchte ich darauf hinweisen, daß Steinvorth in seinem zweiten Beitrag neben einigen Klarstellungen in Rücksicht auf sein Anliegen weitere Formulierungen eingebracht hat, die entgegen seiner Annahme gegen den von ihm verteidigten Ansatz sprechen. Weiterhin geht es mir darum, Schlußfolgerungen, die er von meinen Ausführungen abgeleitet hat, zu korrigieren. Schließlich möchte ich mit wenigen Überlegungen begründen — und darauf kommt es mir entscheidend an —, warum für politikwissenschaftliche Theorie der herkömmliche Theorietyp nicht paßt, und insofern möchte ich einige Bemerkungen meines ersten Beitrages dazu bekräftigen und verdeutlichen.

Notizen: Summary A recurrent theme in the philosophical literature on the special theory of relativity is the question as to the “reality” of the Lorentz contraction. It is often suggested that there is a difference between the Lorentz-FitzGerald contraction in the pre-relativistic ether theory and the Lorentz contraction from special relativity in the sense that the former is a real contraction of matter conditioned by dynamical laws, whereas the latter should be compared with the apparent changes in the size of objects when the perspective of the observer changes. It is here shown, however, that the same laws of nature which are operative in the Lorentz-FitzGerald contraction also condition the relativistic Lorentz contraction. The relevant distinction therefore is not between the “reality” of the two contractions. What is at issue is the difference in explanatory structure of the pre-relativistic theory on the one hand and the special theory of relativity on the other. In the course of the argument the question of the “conventionality” of simultaneity is also discussed.

Notizen: Summary Historians of science in Britain lack a firm institutional base. They are to be found scattered around in various departments in universities, polytechnics and museums. Their history over the last thirty-five years can be seen as a series of flirtations with those in more-established disciplines. Beginning with scientists, they then turned to philosophers, moving on to historians and then to sociologists: from each of these affairs something was learned, and the current interest determined which aspects of the history of science were seen as most interesting. At first it was settling who really discovered what; then an interest in concepts, methods and case-studies; then understanding the broader historical context of science; and after that seeing science in its social context, with special emphasis on institutions and professionalization. Where we shall go next is unclear: these vagaries may be no more than examples of intellectual fashion, but we may hope that they represent a zig-zag route towards deeper understanding.

Notizen: Zusammenfassung Es wird zu zeigen versucht, daß die Unterscheidung logischer und faktischer Wahrheiten nicht gelingen kann, solange nicht zwei Arten von Existenz unterschieden werden, nämlich logische Existenz als Widerspruchsfreiheit und faktische als an Ort und Zeit gebundene Existenz. Die Vernachlässigung der Bedingungen von Ort und Zeit führt dazu, daß z. B. Leibniz, Frege und Russell die faktische Wahrheit auf die logische zurückführen, was wiederum dadurch begünstigt wird, daß die genannten Autoren Individuum und Einermenge nicht konsequent unterscheiden. Die Unterscheidung logischer und faktischer Wahrheiten ist aber zugleich wichtigster Bestandteil des empiristischen Sinnkriteriums der logischen Empiristen. Der Streit zwischen Carnap und Quine über die Unterscheidbarkeit analytischer und synthetischer Sätze war daher zugleich ein Streit um die Unterscheidbarkeit logischer und faktischer Wahreiten. Da aber weder Quine noch Carnap bereit waren, Voraussetzungen ontologischer Art zu machen, und sie daher Wahrheit auf Beweisbarkeit sowie auf den richtigen Gebrauch einer Sprache zurückführten, wurden auch für sie Individuum und Einermenge und damit auch logische und faktische Wahrheiten ununterscheidbar. Daher kommen beiden trotz ursprünglich gegensätzlicher Auffassungen zu sehr ähnlichen Ergebnissen. Während Quine nämlich die logische Wahrheit auf die faktische zurückführt und Wissenschaft für ihn nichts weiter ist als mit Erfahrung verknüpfte Gedankenkonstruktion, führt Carnap ganz im Sinne von Leibniz die faktische Wahrheit auf die logische, nämlich auf Widerspruchsfreiheit zurück, so daß die gesamte Erfahrungswelt für ihn nichts weiter ist als eine aus Grundelementen rational konstruierbare Welt des sinnlichen Scheins. Wenn faktische Wahrheit aber mehr ist als nur Widerspruchsfreiheit und Deduzierbarkeit, dann muß die Wahrheit von unabhängigen Atomsätzen anerkannt werden, deren Wahrheit nicht mit rein innersprachlichen Mitteln gesichert werden kann, sondern durch die Existenz außersprachlicher individueller Objekte abgestützt werden muß; denn Individuelles läßt sich in seiner Individualität nicht aus allgemeinen Gesetzen herleiten. Ein Wahrheitsbegriff, der dies leistet, findet sich bei Bernard Bolzano, der dafür die Annahme einer dritten Welt, einer Welt möglicher Intensionen, benötigte. Daß solch eine Annahme keine unnötige Vervielfältigung von Entitäten bedeutet, wird deutlich an den Schwierigkeiten, die für Wittgenstein dadurch entstanden, daß er einerseits mit Freges Theorie vom Sinn sprachlicher Zeichen eine semantische Grundlage sprachlicher Zeichen anerkannte, zugleich aber einen nominalistischen Standpunkt vertrat, indem er nur Namen, nicht aber Sätzen eine Bezeichnungsfunktion zuerkannte. Bolzanos Theorie von den zwei Arten der Existenz und der durch sie begründeten Arten von Wahrheiten bedarf jedoch einer Ergänzung und einer begrifflichen Analyse dessen, was unter „Sachverhalt“, „Tatsache“, „Faktum“, „Ereignis“ und „Individuum“ zu verstehen ist, was einer späteren Arbeit vorbehalten bleiben soll.

Notizen: Zusammenfassung Anknüpfend an den Beitrag von U. Steinvorth in Heft 1/1980 wird die Auffassung vertreten, daß die moderne allgemeine Wissenschaftstheorie bisher keine überzeugende Antwort auf die Frage nach dem Status der Politischen Wissenschaft und ihrer theoretischen Erzeugnisse gegeben hat. In diesem Beitrag wird in Auseinandersetzung mit Steinvorth u. a. hervorgehoben: Analog zu der These, daß in der Politik Vernünftigkeit nicht auf Rationalität reduziert werden darf, ist es weder möglich noch wünschenswert, für alle spezifischen politischen Wertungen einen Erklärungstyp zu begründen oder als verbindlich vorzuschreiben. Die Wissenschaftstheorie muß sich in bezug auf die Frage nach dem Status „politischer“ Theorien mit einem Theorietypus beschäftigen, der ein neues Abgrenzungskriterium voraussetzt, nämlich einen spezifischen Satz von Prinzipien und Regeln zur Konstruktion politikwissenschaftlicher Theorien.

Notizen: Zusammenfassung Da Goethes Farbenlehre im allgemeinen allein unter dem Blickwinkel der darin enthaltenen methodologischen Thesen untersucht wird, tritt hier die Rekonstruktion ihres physikalischen Gehalts in den Vordergrund. Es zeigt sich auf diese Weise, daß die Farbenlehre als eine Verbindung physikalischer und sinnesphysiologischer Aspekte einige der zentralen Versuche der Newtonschen Optik angemessen interpretieren kann. Die Diskussion der Methodologie zeitigt anschließend ein zukunftweisendes Element: die Erkenntnis der Bedeutung der Meßapparatur für die Konstitution der Theorie. Schließlich wird Goethes Naturbild und seine Aktualisierung in den Bestrebungen der kritischen Theorie erörtert.

Notizen: Summary Presented here is an overview from the standpoints of sociology, history of science, philosophy of science and “pure science” of the lingering question of whether sociology is a form of scientific pursuit. The conclusion is drawn that sociology barely meets any of the rigid criteria traditionally associated with the natural sciences. Sociology is viewed as having a position of theory and argument which is labeled “inconoclastic scepticism.”

Notizen: Summary Pluralism and monism are the two current views concerning scientific research and language understanding. Between them there is a third, intermediate, view. We take a “procedural methodology of science” as exemplified in the work of L. Tondl, and “procedural linguistics”, as exemplified in the work of B. Harrison, to be representative of this third possibility. Procedures are cognitive, linguistic, and physical processes which, through their hierarchical interconnections can generate fruitful “mechanisms”. These “mechanisms” are sensitive to context and operate in heuristic and algorithmic ways. Their similar logical structure points towards a profound unified basis for scientific and linguistic activities, thus providing an interesting bridge between what is achieved by a little child talking to his parents, and a creative scientist struggling to interpret the results of his experiments. “Variety of rules with unity of principles is a requirement of reason ..., such a requirement however, prescribes no law to the objects themselves. It is merely a subjective law of economy ..., namely a logical form, a faculty whereby the cognitions of the understanding are arranged among themselves only, andlower rules under higher ones.” Kant,Critique of Pure Reason “We can conceive of theinvention of new metaphors as aprocess of discovery, with definite criteria of success attached to it rather than as a matter of arbitrary caprice.” Harrison B.,Meaning and Structure

Notizen: Summary This study continues in calculating formulas of the first order logic. Whereas the preceding part delt with monadic predicates, the present part treats polyadic predicates. The presumptions were supplied analogously.

Notizen: Abstract This study reviews the literature on academic environments with particular reference to the academic department which is seen as the most important factor in the teaching and learning environment. Departmental environment characteristics as identified by faculty and by students are described. For students the most important are:- Student-Faculty Relationships; Interest and Engagement in Teaching; and Satisfaction with Instruction. Differences between teaching and between learning environments are explained, especially differences between social science and natural science departments. These differences reflect the interaction between discipline, personal styles of faculty and students, and faculty-student relationships. Student academic satisfaction seems to be heavily dependent upon the relationships between students and faculty. Student achievement in relation to students' perception of the academic department seems to be dependent on the degree of their adaptation to the department. The studies reviewed clearly show that there are differences between departments. They also show that these differences may be explained not only by differences with regard to the characteristics of the academic discipline concerned, but also by differences concerning student-faculty relationships, faculty interest in students and teaching and the interaction between these factors. Teacher and student satisfaction and student achievement are affected by these variables.

Notizen: Abstract First year student expectations of their forthcoming chemistry courses, the degree to which those expectations are realised, and their attitudes towards chemistry at the end of the year were examined by discriminant analysis. A total of 1,438 Students (Ss) drawn from three Belgian universities and taking twelve different major study subjects took part. Degree of satisfaction with the separate components of the chemistry courses, unlike the overall sense of satisfaction, does not seem to be a valid means of discriminating between their differing course needs. The same is true of their expectations. Any rejection of the development of abstract thinking in universities was found not to be the result of experience prior to university entrance. Attitudes towards chemistry alone also cannot be used as a means of discriminating between populations, although attitudes do correlate with the concordance between expectations and realisations. Evidence was also found supporting earlier work of others that negative attitudes toward science (in this case chemistry) are generated by pitching courses at too great a level of difficulty. Overlap of population interests indicates that the chemistry course needs of the students (Ss) could be met by four separate courses.

Notizen: Abstract The historical background to the emergence of the Japanese system of higher education is described, attention being drawn to the link established between national aims and those of the university and to the system of gakubatsu (a form of patronage for graduates of a particular university). Post World War II expansion brought junior colleges (tanki-daigaku) into the sphere of higher education as well as universities (daigaku). Though formally and legally these classes of institution are equal they are in fact ranked according to the old system. Within universities there is also a ranking which is reinforced by gakubatsu. This ranking limits mobility in the academic profession; academic staff are likely to spend all their careers, undergraduate, postgraduate and as faculty members, at the same university. This system prevents Japanese scholars from taking posts abroad though it must also be pointed out that many Japanese academics go to great lengths to remain fully acquainted with western scholarship.

Notizen: Abstract The term “certification”, as used in discussions concerning higher education, is clarified and a distinction made between terminal awards which do have a genuine “certifying effect” in the sense of procuring admission to a profession and those which do not. Institutions wishing to increase the value of the “certifying effect” of their awards, seek to do this by stimulating applications for entry to their institution. The longer the queue at the gate the greater the prestige of the terminal award. The ability to influence the “certifying effect” of an award does not, however, lie with the teaching institutions alone; business, the employers and the professions can, and increasingly do, determine the relative value of awards and of different ways of preparing for the exercise of a particular profession. The case of the business schools in France is described to illustrate how teaching institutions once they are established seek to increase the “certifying effect” of the diplomas they award by actually reducing the number of graduates. The numerus clausus, as applied to medical schools, provides another example of the same phenomenon. Such strategies lead to what the author describes as “consumer effect”. Once admittance to a prestige institution has been gained, entry to a position of influence and possibly affluence, is more or less assured. Students in such institutions, in both capitalist and communist countries, have exploited this by persuading teaching staff to acquiesce in a reduction of the demands made by the course, though some directors of institutions have begun to respond by failing more students, seeking to re-establish positions surrendered in the days of student unrest and by these and other means seeking to reduce “consumer effect”. Teacher training colleges provide an interesting example of institutions having a low but certain “certifying effect”, producing a high “consumer effect”. The possibility of deriving a general theory from the proposition put forward in the article is discussed.

Notizen: Abstract In the 1970's Denmark established two new institutions called “university centers” which were to differ from the traditional universities in terms of academic organization and curriculum. The first center, Roskilde, was established near the national capital while the second center, Aalborg, was established in a provincial area. The development of these two centers, though emanating from the same plan, has been strikingly different particularly in terms of institutional stability, autonomy and distinctiveness. This article presents case studies of these two institutions from their opening in 1972 and 1974 respectively to the summer of 1979 and attempts to explain the different patterns of development.

Notizen: Abstract The article describes our experience and experiments in helping to develop a training programme for academic staff at Universiti Sains Malaysia and the model of staff training associated with this programme. This is used as a basis for proposals for a more general scheme of staff training for universities in the South East Asian region, a special feature of the proposals being the use of distance teaching and of individualised learning materials in teaching and learning in higher education. The ultimate aim of the scheme is to make the region independent of outside assistance.

Notizen: Abstract The problems involved in the effective dissemination of information and ideas concerning teaching in higher education are discussed. The contribution made by the operation of the Open University is considered in this context. The results of a study investigating the influence the Open University has on teaching staff in other institutions in higher education are reported and discussed. The teacher in higher education who is also a part-time staff member of the Open University is seen to be considerably influenced by the Open University. The influence of the Open University is attributed to the accessibility of its materials and its tendency to adopt the characteristics of curriculum innovation identified by the Nuffield researchers.

Notizen: Abstract The use of planning models in higher education has been receiving increasing attention in recent years. The article summarizes the planning model literature from its earliest use to the present, emphasizing the generalized resource allocation models. An organizational chart is presented which allows a more specific categorization of models. Several examples of each category are cited from the current literature. Conceptual issues such as implementation, acceptance, suitability and effectiveness are discussed in terms applicable to models in general. The article concludes with an in-depth analysis of the six significant resource allocation models: HELP/PLANTRAN, RRPM, SEARCH, CAMPUS, TRADES, and EFPM.

Notizen: Abstract Part-time positions in academe have long been considered women's work because of the opportunities they afford for child care and household responsibilities, as well as the lower status and pay which they generally carry. Recent data indicate that men are just as likely as women to be part-timers, and that the large majority of women do not fit the stereotypical view of women part-timers. This paper uses data from a nation-wide survey of part-timers, conducted by the American Association of University Professors in 1977, to compare job-related characteristics of males and females and their motivations for working part-time. The data suggest that part-time academic employment may, in fact, be a female issue since some differences between the sexes are found to exist. In several instances women appear to be worse off than their male counterparts. The article concludes with policy recommendations to improve this situation.

Notizen: Abstract For the past two decades universities in Africa have been engaged in a re-examination of their relationship with society. In the light of this, the popular characterization of the African university as reflecting colonial, international, “stages of development”, or “levels of integration” models, appears inadequate to describe the challenge involved in creating an African identity for the university. Similarly, conceptions of the university as an instrument for creating an “educated”, “planned” or “changed” society or to think of it in terms of preserving and reflecting the dominant features of society, seem inadequate to describe fully the demands of contemporary and future society upon the university. A new framework of thought is urgently required; such a framework would encompass the desired aims of both the university and society and the relationships - dynamic and organic - between them. This article attempts to formulate such a framework and indicates its implications for the structure, content and operation of the university in Africa.

Notizen: Abstract Drawing upon recent literature on educational inflation, overeducation, and the diploma disese, this paper examines analytically both the positive and negative aspects of degreeism in developed as well as in developing nations. Some of the positive effects of degreeism found are, for example, (1) a positive employment effect, (2) a proxy information effect, and (3) ritualistic effects. Among the major negative effects of degreeism discussed are (1) economic waste, (2) imbalance between job expectations and labor market realities, and (3) consumer deceit. Finally, alternative policy suggestions are presented for addressing the problem of degreeism. Some of the policies discussed are the degree tax, incomes policy, improved labor market information services, and modified civil service procedures. The major implication of such policies is to direct attention to the real issue of competency, not diplomas.

Notizen: Abstract The validation of models of “good” teaching is discussed in terms of students' learning, and opinions of teaching are considered in this context. First-year university students were asked their opinions about good teaching and 40 items were derived from the interview data. The appropriate student population (2300) was then asked to rate the items for (a) Importance, and (b) Typicality. Discrepancies between ideal and typical teaching were derived for the whole sample and six different degree groups. Generally, the groups have similar opinions but there are significant differences depending upon the discipline studied and specific teaching experiences. Ratings were factor-analysed to reveal the underlying dimensions. The model of good teaching is characterised by two general factors — the first is learning-centred, the second associated with teaching — together with some minor specific factors. No general factors are associated with the “typical” models which tend to be more complex. Some methodological and practical implications of the results are discussed.

Notizen: Abstract The question posed in the title refers to policy for the professional development of academic staff. The answer is considered in five parts with reference to (a) staff associations; (b) university councils; (c) university departments; (d) individual staff; and (e) students. Policies and professionalism are discussed with reference to experiences in Australia, Canada, New Zealand and the U.K. A professional development policy is considered to be a prerequisite for in-service programmes for academic staff, for evaluation of academic performance and career related decisions. Members of a profession should accept responsibility for the practice of the profession. In particular, detailed reference is made in the Appendix to the history of the preparation of a policy for the professional development of academic staff by the New Zealand Association of University Teachers.

Notizen: Abstract A random sample of 93 lecturers responded to a 40-item questionnaire based on researches into explaining. The lecturers' views on the learnability of various features of explaining were not related to their years of experience of lecturing. But there were significant differences between arts-based and science lecturers on seventeen of the variables and between least and most experienced lecturers on ten of the variables concerned with assigned values. It is suggested that a lecturer's views on explaining may arise from the experience of studying a subject as an undergraduate.

Notizen: Abstract This article provides a framework for analysis of the difficulties inherent in educational change. Examples are drawn from medical education to clarify the propositions. Implications for interventions are discussed briefly.

Notizen: Abstract The typical Institution of Higher Education (IHE) is usually a large and complex organization. This article develops a framework that fits, with minor if any differences, all IHEs with the aim of improving our understanding of the IHEs functional organizational structure, administrative processes, and its information needs. This framework can be used both as a tool for research as well as for practical application. This article will focus on identifying: (1) the principal functional subsystems of the IHE; (2) their main interrelations; and (3) their interrelations with the external environment. It will be seen that the IHE's functional subsystems cluster into seven upper-level functional systems and two super-functional systems. Special attention will be given to the nature of the functional subsystem in itself.

Notizen: Abstract This study reveals and confirms earlier work regarding the positive influence of marriage on the scholastic achievement of community college students. It was found that marital status was an important predictor of community college graduating Q.P.A. in the following programs of study: Business Administration General, Business Administration Transfer, Executive Secretarial, and Nursing Education. Specifically, being a married woman appeared to place students in these programs at an academic advantage. It is suggested that researchers should look more closely at what marriage does to enhance a student's performance at the community college level.

Notizen: Abstract A state survey of all two-year colleges in New York focused on the assessment of academic advising in order to facilitate recommendations for institutional policy making. Questions were asked about pre-service training of academic advisers, in-service training of advisers, and the evaluation of advisers and the advising process. Responses were obtained to 10 literature-based statements using a six-point Likert-type scale. A zero-order correlation matrix and a common factor analysis showed relationships between and among variables. It was emphasized that there does not appear to be a single prescription for those institutions who wish to formulate policy for academic advisement.

Notizen: Abstract Filipino and American undergraduate students rated college instructor characteristics according to their perceived importance for effective teaching. Items were selected to reflect relevant value orientations in Filipino and American cultures. Factor analysis of the ratings revealed six underlying dimensions. MANOVA results showed that the group ratings on the six corresponding subscales were significantly different. Discriminant function analysis revealed that Filipino students rated items pertaining to authoritarianism and personal appearance of the instructor as significantly more important for effective teaching than did American students. This suggests that cross-cultural differences in perceptions of effective teaching may be predictable from a knowledge of both similar and conflicting value orientations in the specific cultures. Implications for the academic adjustment of students from different cultures were discussed.

Notizen: Abstract Dorfman (1980b) investigated correlates of professional activity in retirement of professors at a major state university who continued to reside in their academic community during the entire year. This follow-up study extends that research to the total population of emeriti by including emeriti who left the University community after retirement and emeriti who continued to live in the University community for part of the year. Interviews were conducted with 113 University of Iowa emeritus professors. There was consistency between level of professional activity during the preretirement career and level of professional activity in retirement for the entire group, with “stayers” more consistent than “leavers.” Significant correlates of professional activity in retirement for the entire group included rated importance of consulting and University service, strength of ties to colleagues and professional organizations outside the University, contacts with former students, and perceived rapidity of changes in knowledge in respondents' fields. Multiple regression results showed that the strongest predictors of professional activity in retirement were level of professional activity during the preretirement career and strength of ties to professional organizations outside the University.

Notizen: Abstract This research compared the effectiveness of Peer-Centered (PC) and Instructor-Centered (IC) formats for Teaching-Assistant-led discussion sections in chemistry. In addition, an Aptitude-Treatment Interaction (ATI) was hypothesized, such that self-described “collaborative” students would report more learning from the PC format and “competitive” students would benefit more from the IC format. The PC format utilized small subgroups and student presentations, while in the IC format the Teaching Assistant lectured, solved problems, and answered questions. The two sections were approximately equal in overall learning, except that more learning from fellow students occurred in the PC sections. The expected ATI effect was found. In addition, students with interpersonally oriented learning styles benefited more from interactive learning opportunities (such as sections), while those with other learning styles gained more from impersonal media (such as textbooks).

Notizen: Abstract This paper reviews the origins of institutional research and its more recent association with a separately identifiable planning function. It examines in depth the issues involved in institutional research and planning and particularly emphasizes the role of values, politics, and social pressures in regard to the planning function. Planning by single institutions is likely to be more directed to attaining administrative and faculty aspirations than to meeting educational and social needs. As a result, there is considerable doubt that the institutional research and the planning function can be successfully conjoined. To prevent one dominating the other, the best resolution is that of interacting but independent units whose analyses and recommendations are brought into accord with reality (both needs and resources) by the administrations and boards in which responsibility for institutional operations is vested. The paper also points up some of the problems generated for institutional researchers by the poor quality and unjustified claims and recommendations of much of what purports to be scholarly writing or research on higher education.

Notizen: Abstract This study assesses the effects of college social prestige and college selectivity on men's occupational status and income. The analyses are based on a national sample of men from the Panel Study of Income Dynamics. College selectivity, but not college social prestige, has a significant impact on middle-aged men's income in a single year. Neither college social prestige nor selectivity, however, affect further growth in middle-aged men's income. Nor do they affect men's occupational status.

Notizen: Abstract This study examined predictors of job change for academic staff administrators. Analyses of questionnaire data from 143 administrators who had been employed from 1971 through 1978 indicated that predictors of job mobility differ for diverse kinds of moves with two exceptions—age and gender. The four most important predictors for internal institutional change were age, mentor, president of a professional organization, and marital status (married). Planning to move, gender, and editorship, contributed most to external institutional change, whereas age, mentor, gender, and planning to move contributed most significantly to overall job change (adjustedR 2=.439).

Notizen: Abstract A number of recent studies have used generalizability theory to examine the dependability of student ratings of instruction. This study extends this line of research by examining the consistency of ratings between different sections of a course taught in a given semester by the same instructor, and by comparing the performance of global- and attribute-type instructor rating items. Five samples of physics instructors, varying in size from 5 to 12 instructors, were rated by their students on a form containing two global and eight attribute items. Each instructor taught two sections of a course. The study found that the section effect was small (ratings of instructors were consistent across different sections of the same course), and that the generalizability of ratings was substantially influenced by item specificity. For summary purposes, one global item seemed sufficient.

Notizen: Abstract Mentor professors were surveyed with respect to their most successful “protégés” regarding scholarly production, the mentorship role, and their careers. Career stage, network stratification, and weak-tie theories provided the conceptual frameworks. The 62 mentors were highly productive professors who were predominantly both graduates and employees of research universities. Mentors overwhelmingly nominated as their most successful protégés those whose careers were essentially identical to their own—i.e., their “clones.” Women mentors named as most successfully protégés more than twice as many females and males than men did. More productive mentors linked with a greater number of protégés but were less knowledgable about their personal lives, as Granovetter's theory would predict. The results also demonstrate the openness of the network within stratified levels.

Notizen: Abstract Multiple group discriminant analysis was employed to determine the utility of preenrollment traits and academic performance in identifying freshman students who persisted, stopped out, or withdrew early from an urban, nonresidential university. An equation based on nine preenrollment variables significantly discriminated among the three groups and correctly identified 48.1% of an independent validation sample (p〈.001 for the hypothesis that overall correct classification was a significant improvement on chance). The clearest separation based on preenrollment traits was between stopouts on the one hand and both persisters and withdrawals on the other. It was only after first-quarter academic performance was added to preenrollment traits that a sharp discrimination was found between persisters and early voluntary withdrawals.

Notizen: Abstract This is a comparative longitudinal analysis of the performance of minority and nonminority students in four successive entering classes at a highly selective college. Graduation rates were comparable, but the two groups were found to be as sharply differentiated with respect to cumulative grade point average (GPA) at the end of 4 years as they were at the end of the first year. Unanticipated across-class increases in mean GPA relative to ability, greater for minority than for nonminority students, were found and their implications considered. The validity of admissions tests with respect to long-term cumulative GPA was comparable to that obtained when first-year GPA was used. Questions are raised regarding the possible effect on minority students of persistent minority-nonminority differences in academic performance, especially in settings in which the two groups are sharply differentiated on academic ability measures. Findings of a similarly designed study in a less selective setting are also considered.

Notizen: Abstract This study demonstrates that the concept of paradigm development can explain differences in organizational contexts of university departments. Departments from high-paradigm fields are embedded in a context with clearly identifiable and distinguishable dimensions. In contrast, departments representing lower levels of paradigm development have unclear contexts where major dimensions like size and technology cannot be distinguished from one another. The implications of these results are discussed and elaborated.

Notizen: Abstract Tinto's model of institutional attrition was tested by comparing undergraduate students who had dropped out from Washington State University (WSU) one year prior to the study with a control sample of students who continued at WSU. Tinto's constructs of individual attributes, past educational experience, goal commitment, institutional commitment, social integration, and academic integration were operationalized using variables obtained from precollege records, academic records at the university, and a post-withdrawal survey. Setwise discriminant function analysis was used to discriminate between the attrition sample and the control sample using Tinto's constructs. Variables measuring individual attributes, past educational experience, institutional commitment, and academic integration all contributed significantly to the discriminant function when all other variables were controlled for. Tinto's model was also able to explain the differences between those attrition students who transferred to another institution and those who dropped out of higher education. Those that dropped out had a significantly lower academic ability, lower academic integration, lower goal commitment, and lower social integration.

Notizen: Abstract A review of literature dealing with the relationship between the institutional research function and the decision-making process in higher education reveals a wide range of opinion. At one extreme are those who believe that institutional researchers should be little more than purveyors of data for use by the executive decision makers. At the other extreme are the advocates of an active institutional research role in policy analysis and decision making. A recurring theme in the literature summarized here is the precarious nature of an institutional researcher's position in the unique organizational milieu of higher education. Most sources agree that an institutional research office must be perceived by all parties as completely neutral in order to maintain credibility with both faculty and administration.

Notizen: Abstract The Higher Education General Information Survey (HEGIS) is often used in higher education research. This study describes some of the errors associated with the use of HEGIS data, provides a comparison between the 1980 HEGIS and Census reports of college enrollment, and suggests a more cautious use of the HEGIS data.

Notizen: Abstract This study examines the issue as to whether U.S. educational institutions need a significant change in their policy to deal with the increasing number of foreign students on U.S. campuses. Projections for the 1980s are made using Box-Jenkins and other forecasting techniques. Factors that led to the rapid growth of foreign students in the past are reviewed. The likelihood of their continuation is examined. In the light of these factors, policy implications of the projections are discussed.

Notizen: Abstract Michael Scriven has suggested that student rating forms, for the purpose of evaluating college teaching, be designed for multiple audiences (instructor, administrator, student), and with a single global item for summative functions (determination of merit, retention, or promotion). This study reviewed approaches to rating form construction, e.g., factor analytic strategies of Marsh, and recommended the multiple audience design of Scriven. An empirical test of the representativeness of the single global item was reported from an analysis of 1,378 forms collected in a university department of education. The global item correlated most satisfactorily with other items, a computed total of items, items that represented underlying factors, and various triplets of items selected to represent all possible combinations of items. It was concluded that a multiple audience rating form showed distinct advantages in design and that the single global item most fairly and highly represented the overall teaching performance, as judged by students, for decisions about retention, promotion, and merit made by administrators.

Notizen: Abstract This study employs two-stage least squares to estimate an educational production function for university course grades. The dependent variable is grade for studenti in coursej. Explanatory variables include measures of student aptitude and ability, teacher and course characteristics, and student time allocations to academic endeavors. Results of the study suggest that (1) homework assignments, examinations, and use of a required text increase the time students allocate to a given course; (2) time allocated to a given course has a positive effect on course grade; (3) homework assignments, examinations, and required texts, while increasing time allocated to a given course, have negative effects on course grades; and (4) measures of high school performance, in the presence of controls for mathematical and verbal aptitude, are positively related to the time students allocate to university courses but have no significant independent effect on course grades.

Notizen: Abstract This brief research note addresses the issue of summer session faculty salaries. Specifically, it demonstrates that for 77 reporting institutions, only 15 indicated that they paid the standard 2/9ths, or 22.2%, of the previous academic year's salary for full-time summer session teaching. The percentages paid for full-time summer session faculty ranged from 11% to 34%, with an average rate of 17.4%.

Notizen: Abstract Recent demographic trends and growth in the public sector of higher education have created severe strains for many private liberal arts colleges. The population ecology model, which explains the survival or demise of organizations in terms of their ability to negotiate for resources in their environment, provides a framework for assessing predictors of continued success among colleges. A three-way discriminant analysis based on the population ecology framework and other empirical research led to the successful classification of almost 72% of a sample of colleges in terms of their experiences during the 1970s. Number of departments, median state income, library holdings per enrollee, sectarian affiliation, annual tuition, Roman Catholic affiliation, and SAT composite score were found to be major predictors.