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  • 1990-1994  (297)
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  • 1980-1984  (257)
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  • 1
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    Journal for general philosophy of science 12 (1981), S. 353-363 
    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 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.
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  • 2
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    Journal for general philosophy of science 12 (1981), S. 364-400 
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    Source: Springer Online Journal Archives 1860-2000
    Topics: Philosophy , Nature of Science, Research, Systems of Higher Education, Museum Science
    Notes: 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.
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  • 3
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    Journal for general philosophy of science 12 (1981), S. 401-412 
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  • 4
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    Journal for general philosophy of science 12 (1981), S. 303-321 
    ISSN: 1572-8587
    Source: Springer Online Journal Archives 1860-2000
    Topics: Philosophy , Nature of Science, Research, Systems of Higher Education, Museum Science
    Notes: 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.
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  • 5
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    Journal for general philosophy of science 21 (1990), S. iv 
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  • 6
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    Journal for general philosophy of science 21 (1990), S. 1-23 
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  • 7
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    Journal for general philosophy of science 21 (1990), S. 25-46 
    ISSN: 1572-8587
    Keywords: absolute processes ; mind-body-problem ; qualia ; reductionism ; sensa
    Source: Springer Online Journal Archives 1860-2000
    Topics: Philosophy , Nature of Science, Research, Systems of Higher Education, Museum Science
    Notes: Summary In this paper, the development of Sellars' thoughts concerning the mind-body-problem is reconstructed. Starting from an elaborate critique of the identity theory, Sellars claims that the ultimate ‘Scientific Image’ must contain a concept ofsensa as the bearers of certain properties of manifest sense impressions. In his later work Sellars' notion ofabsolute processes leads him to a new monism and thus to an extended critique of rival theories. It is argued that these Sellarsian thoughts can be helpful in the actual discussion of the mind-body-problem.
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  • 8
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    Journal for general philosophy of science 21 (1990), S. 47-74 
    ISSN: 1572-8587
    Keywords: artificial intelligence ; knowledge-based systems ; philosophy of science ; philosophy of technology
    Source: Springer Online Journal Archives 1860-2000
    Topics: Philosophy , Nature of Science, Research, Systems of Higher Education, Museum Science
    Notes: Summary No kind of technology has had such a profound effect upon our lives and society as the new knowledge-based systems which start to overcome the traditional computer technology. Few areas of science raise such high expectations and meet with so much sceptical resistance as Artificial Intelligence (AI). So it is the task of philosophy of science and technology to analyze the factual methodological possibilities of AI-technology. After a historical sketch of AI-development (Chapter 2), the technological foundations of expert systems are described (Chapter 3). It is a surprising result of analysis that expert systems are technical realizations of well-known philosophical methodologies. In this very sense, AI is not only technology, but philosophy too (Chapter 4). On the other hand the question arises if knowledge-based systems can support the work of philosophers of science who want to explain the process of scientific research, inventions, and discoveries. This application of AI for the philosophical professionals is discussed in the 5th chapter. In the 6th chapter some scenarios of AI-technology are described which are expected in the nineties. Then, besides philosophy of science and technology, we have to consider the ethical questions which arise in evaluating the factual impact of AI-technology on our lives and society.
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  • 9
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    Journal for general philosophy of science 21 (1990), S. 105-133 
    ISSN: 1572-8587
    Keywords: language-game ; complete language ; agent's knowledge ; translatability ; communicative competence ; perspicuity ; perspicuous view ; double structure of speech ; reporting an event ; reason ; intellectual intuition
    Source: Springer Online Journal Archives 1860-2000
    Topics: Philosophy , Nature of Science, Research, Systems of Higher Education, Museum Science
    Notes: Summary The article formulates a criticism of Wittgenstein's later philosophy which, in its substance, I would like to think, is fairly the same as the (hermeneutic) criticism issued by Apel and Habermas in the sixties. Contrary to these philosophers, however, I try to make the point by focusing on the distinction between language game and language, respectively between intralanguage relations of ‘family resemblance’ (between language games) and interlanguage translation relations. The notion of a ‘complete language’ is introduced — ‘completeness’ of a language being, roughly, its possibility in principle of being translated into any (other) language — and the criticism of Wittgenstein is formulated as the allegation that he does not, or will not, acknowledge such a concept of completeness. So far the contents of the first part of the article. The rest of it assembles some hints, remarks and reminders which bear upon the question of the ‘completeness’ of a language. These considerations include comments on the conditions of translatability, on the performative (agent's) knowledge or ‘intention-in-action’ of the acting person, on Habermas' concept of communicative competence and on the notion of a responsible subject of action. It is alleged that to speak of ‘translation’ and ‘reporting an event’ as language games is misleading.
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  • 10
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    Journal for general philosophy of science 21 (1990), S. 135-156 
    ISSN: 1572-8587
    Keywords: abstraktion ; fiction ; fictionality ; fictitiousness ; imagination ; concretization ; senses ; effects of the real
    Source: Springer Online Journal Archives 1860-2000
    Topics: Philosophy , Nature of Science, Research, Systems of Higher Education, Museum Science
    Notes: Summary The theory of fiction is systematically locatedbetween different types of discourse, of which philosophy, literary criticism and psychology/psychoanalysis are perhaps the most important. Mythesis is thatempiricist, mainly British philosophical approaches provide fascinatinghistorical models for an analysis of the situation in which we seem caught today between tendencies towards panfictionalization (since Vaihinger) and towards fairly rigid distinctions between fiction and reality. In my perspective, empiricist philosophy is not so much concerned with what isgiven, but with thecontrol of distinctions between the real and the imaginary under complex social conditions. In that sense, it constitutes striking anticipations of present discussions in evolutionary epistemology, cultural anthropology and psychoanalysis. Here the question is whether we can replace the semantics of fiction and reality by a series of distinctions between the experience of what might be called concrete and what might be called abstract.
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  • 11
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    Journal for general philosophy of science 21 (1990), S. 75-104 
    ISSN: 1572-8587
    Keywords: constructivism ; object, theory, practice, empirical sciences ; substance, process, practical action,quasi-action
    Source: Springer Online Journal Archives 1860-2000
    Topics: Philosophy , Nature of Science, Research, Systems of Higher Education, Museum Science
    Notes: Summary The following considerations are guided by the assumption that the objects of any scientific empirical theory are constructs as well as the theories themselves, the construction of these object-constructs being fundamentally dependent on the theories' functioning in the provision of practically relevant empirical explanations. The relevance of these explanations consists in their contribution to the improvement of at least one practical capacity through enabling the invention of at least one improving kind of practical actions. In an excursus on the origination and the development of the notion of theory within human history the view is held, in contrast to Aristotle, that theorization has always aimed at practical relevance, however in a broader sense of “practical” than that in which Aristotle uses the term “πρακτλκóχ”, and that only the practical functions of theory-construction have changed over the times, and their object-constructs correspondingly. The latest form of theory with the above-mentioned function in the development of social practice is the scientificexplanatory empirical theory with thedescriptive empirical theory now no longer fulfilling a practical function of its own, but only a service-function of data acquisition for the explanatory theory. The object-constructs of strictly scientific empirical theories in the sense of explanatory theories for the improvement of practical capacities are here considered to be empiricalquasi-actions, those of the dependent descriptive empirical theories eitherquasi-instruments orquasi-products orquasi-materials of the respective kind ofquasi-actions of the explanatory theory. The empiricalquasi-action is here conceived as the latest in a sequence of developing object-constructs that have resulted from different and successively more effective attempts at better survival of human beings and even from prehuman stages of evolution. The author envisages a differentiation of empiricalquasi-actions into further sub-categories to provide the conceptual bases for the construction of objects of new kinds of scientific explanatory empirical theories that might become practically relevant for the improvement of new kinds of practical capacities to be preferably improved for the advancement of social practice: Beside the already relevant category ofempirical processes (as I named it) are here proposed the further categories ofempirical originations of meaning and ofempirical organizations of practical actions as conceptual bases for object-constructs of future scientific empirical theories.
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  • 12
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    Journal for general philosophy of science 21 (1990), S. 157-162 
    ISSN: 1572-8587
    Keywords: Hoyer ; incommensurability
    Source: Springer Online Journal Archives 1860-2000
    Topics: Philosophy , Nature of Science, Research, Systems of Higher Education, Museum Science
    Notes: Summary In its first part, this paper shows why a recently made attempt to reduce the special theory of relativity to Newtonian kinematics is bound to fail. In the second part, we propose a differentiated notion of incommensurability which enables us to amend the contention that the special theory of relatively and Newtonian kinematics are “incommensurable”.
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  • 13
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    Journal for general philosophy of science 21 (1990), S. 163-182 
    ISSN: 1572-8587
    Keywords: confirmation ; support ; undermining
    Source: Springer Online Journal Archives 1860-2000
    Topics: Philosophy , Nature of Science, Research, Systems of Higher Education, Museum Science
    Notes: Summary In 1975, ‘An Essay on Knowledge Formation’ by H. Törnebohm was published in this Journal. Its content in revised form was included in a work in Swedish of 1983 on knowledge development. HT defines his confirmation criterion in terms of a measure oftruth degree T, which is based on a measure ofmatching M, which is also used as a measure of the degree to which propositionp (an hypothesis) is supported or undermined by another propositionq (the evidence forp),M is defined in terms of a measure of thecontent C. Here it is argued that HT works with two measuresC: (1) a firstC, which is defined only for consistent propositions and which really is a measure of content; (2) a finalC, which is an inverted measure of probability rather than a measure of content. As an extension of HT's firstC, a new content measure, defined also for inconsistent propositions, is constructed. HT's measureM, which is based on his finalC, is replaced by one measure ofsupport and one ofundermining. Both are based on the new content measure.
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  • 14
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    Journal for general philosophy of science 21 (1990), S. 213-216 
    ISSN: 1572-8587
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  • 15
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    Journal for general philosophy of science 21 (1990), S. 205-212 
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  • 16
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    Journal for general philosophy of science 21 (1990), S. 217-219 
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  • 17
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    Journal for general philosophy of science 21 (1990), S. ii 
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  • 18
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    Journal for general philosophy of science 21 (1990), S. 183-203 
    ISSN: 1572-8587
    Keywords: anti-naturalism ; code ; deconstruction ; hermeneutics ; linguistics ; semiotics ; subject
    Source: Springer Online Journal Archives 1860-2000
    Topics: Philosophy , Nature of Science, Research, Systems of Higher Education, Museum Science
    Notes: Summary This paper is an exposition as well as a critical examination of M. Frank's response to the Derrida/Searle debate. It argues that Frank's critique of Derrida and Searle is partly justified but suffers from a number of shortcomings. The author agrees with Frank's argument that Derrida fails to explain how linguistic meaning is possible on the basis of purely differential relations between signs (différance) and supports his view that the human subject, in spite of its lack of complete self-transparency, is endowed with more autonomy and semantic creativity than Derrida is willing to grant it. The paper tries to show, however, that much of Frank's critique of linguistic theory as represented by the work of Searle is unjustified because it is informed by a questionable notion of linguistic determinism rooted in Schleiermacher and Saussurean structuralism, a notion of ineffable or non-conceptual individual meaning that remains insufficiently explicated, and a generally anti-naturalist attitude towards language which leads to a misunderstanding of the role linguistics and related cognitive sciences can (and cannot) play in the hermeneutic sciences.
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    Journal for general philosophy of science 21 (1990), S. 231-257 
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    Keywords: basic rules ; change ; discipline-neutral ; evolution ; analogy
    Source: Springer Online Journal Archives 1860-2000
    Topics: Philosophy , Nature of Science, Research, Systems of Higher Education, Museum Science
    Notes: Summary A small step is made in the direction of defining some general basic rules which can serve as a framework for research in several fields of the social sciences. The method of working with analogies asks for a more accurate approach. Starting from the concept of evolution in the form of a basic rule another basic rule is formulated. This rule shows what are the most important factors in long term developments and what types of development one can expect.
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  • 20
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    Journal for general philosophy of science 21 (1990), S. 259-273 
    ISSN: 1572-8587
    Keywords: Gestalt ; Gleichheit des Grundes ; Handlung ; Kennzeichnung ; Natur der Sache ; Naturrecht ; philosophische Geschichtsschreibung ; ratio legis ; Rechtsgeschichte ; Typus
    Source: Springer Online Journal Archives 1860-2000
    Topics: Philosophy , Nature of Science, Research, Systems of Higher Education, Museum Science
    Notes: Summary For A. F. J. Thibaut, the main concern was a “philosophical” approach to the interpretation and systematization of the positive Roman Law in his time. In his eyes, the object of a subjective right is an action, not a thing or person. Therefore he was cautious not to use abstractions, definitions, and deductions from “dreamt” postulates. Regarding the logical texture of an institute of private law as a „Gestalt“, it follows that the “equity of the reason,” of a law, for different cases, is the same thing as that „Gestalt“. The “philosophical” interpretation of a law is then an interpretation in respect to its „Gestalt“. Although Thibaut's main concern was the interpretation of the positive Roman Law in his time (the „Gemeinrecht“) he did not disregard the history of Roman Law before and especially after Justinian.
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  • 21
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    Journal for general philosophy of science 21 (1990), S. 293-308 
    ISSN: 1572-8587
    Keywords: psychology ; Külpe ; methodology ; Popper ; rationality
    Source: Springer Online Journal Archives 1860-2000
    Topics: Philosophy , Nature of Science, Research, Systems of Higher Education, Museum Science
    Notes: Summary The importance of the problem of how to integrate psychology and methodology was rediscovered by Oswald Külpe. He noted that Wundt's psychology was inadequate and that a new methodology was needed to construct an alternative. Külpe made real progress but his program turned out to be quite difficult: he had no appropriate method for integrating the two fields. August Messer tried to fill the gap but failed. The problem was largely dropped due to poor methods at hand for studying it but remained important due to Popper's methodology and de Groot's psychology at least. We may now more effectively return to it by using a bootstrap method.
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  • 22
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    Journal for general philosophy of science 21 (1990), S. 309-328 
    ISSN: 1572-8587
    Keywords: Evolution ; evolutionäre Erkenntnistheorie ; Organismus ; Autonomie ; Abbildungskritik
    Source: Springer Online Journal Archives 1860-2000
    Topics: Philosophy , Nature of Science, Research, Systems of Higher Education, Museum Science
    Notes: Summary The concept of evolutionary epistemology has been critically discussed by philosophers who have mainly pointed to unacceptable philosophical tenets (cf. Vittorio Hösle, this Journal, Vol. 19 (1988), pp. 348–377). However, as most philosophers are extremely reluctant to critically treat the biological theories on which the ideas of evolutionary epistemology are based, the invalid concepts of adaption escaped their critical scrutiny. Therefore the influence of preconceived biological theories on the biological basis of evolutionary epistemology and the distorting consequences on the philosophical level could not be elaborated. The following context sketches a new view of organismic reasoning and its impact on evolutionary aspects of epistemology. The basic theorem of adaptation is shown to be unacceptable and invalid if organisms are conceived as autonomous entities which can only evolve according to their specific internal organismic properties.
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  • 23
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    Journal for general philosophy of science 21 (1990), S. 275-292 
    ISSN: 1572-8587
    Keywords: Science ; cognitive sensory apparatus ; cultural evolution ; wealth-creating institutions ; intertheoretical competition ; free ; privatemarket order ; human capital
    Source: Springer Online Journal Archives 1860-2000
    Topics: Philosophy , Nature of Science, Research, Systems of Higher Education, Museum Science
    Notes: Summary To understand the present situation we must know something about its history. The ‘Rise of the West’, which grew out of the ‘European Miracle’, is a special case of cultural evolution. The development of science is an important element in this process. Cultural evolution went hand in hand with biological evolution. Evolutionary epistemology illuminates the achievements and the evolution of cognitive sensory apparatus of various species. Man's cognitive sensory apparatus is adapted to the ‘mesocosmos’, the world of medium-sized dimensions. The biological structures constitute the hardware of the cognitive sensory apparatus, while certain expectations and theories, which are ontogenetically apriori, constitute the corresponding system software. A distinction is introduced between ‘primary theories’ (linked to the sensory apparatus) and ‘secondary theories’. The latter are the result of attempts to meet the demand for an explanation of phenomena that cannot be explained in terms of ‘primary theories’. Two subsets of ‘secondary theories’ are compared: spiritualistic-personalized theories and scientific theories. From the historical point of view the scientific secondary theories are but a special subset of the class of secondary theories. From the systematic point of view it is instructive to focus on a comparison of the two subsets: what do they have in common? in what respects do they differ? The rise of scientific thinking is closely linked to the ‘European Miracle’. How (and when and why) did the West grow rich? To answer this question we must first produce an explanation of the principle: theories about the consequences of institutional arrangements. Then we can give a historical explanation of why this development took place in Europe and only there. It is claimed that the secret of success, economic wealth and the first approximations to relatively free societies, was the taming of the state, the taming of cleptocracy (independent of the nature of the agency having cleptocratic appetites, be it princes or parliaments). The taming of the state is a pre-democratic achievement. Finally, the consequences of institutional arrangements for scientific progress and innovation are examined. Only if the system is market-like, will it link individual effort with reward and, through the competitive process, encourage the wide dissemination and use of new ideas. There is no tradeoff between freedom on the one hand and economic success and the growth of scientific knowledge on the other. Freedom and the ensuing flexibility is the key to the past and to the future.
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    Journal for general philosophy of science 21 (1990), S. 329-346 
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    Keywords: Popper ; observation ; theory-ladenness of observation
    Source: Springer Online Journal Archives 1860-2000
    Topics: Philosophy , Nature of Science, Research, Systems of Higher Education, Museum Science
    Notes: Summary In several places Popper describes a little experiment in which an audience is given the non-specific command ‚Observe!‘ He draws a number of conclusions from this experiment, in particular that observation takes place in the presence of theoretical problems, questions, hypotheses or points of view. The paper argues that while Popper's experiment is instructive, it hardly supports the strong conclusions he draws about the theory-dominance of observation in science. In particular, it is argued that talk of principles of selection which guide us to relevant observations, rather than the host of irrelevant observations of the naive inductivist, is misleading. Rather, it is the goals, aims, motives or interests of an observer that guide observation and these need not always involve a theoretical component.
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    Journal for general philosophy of science 21 (1990), S. 359-364 
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  • 26
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    Journal for general philosophy of science 21 (1990), S. 347-358 
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    Keywords: artificial intelligence ; understanding ; representation ; meaning ; intentionality ; teleology ; subjectivity ; semiotics ; philosophical anthropology
    Source: Springer Online Journal Archives 1860-2000
    Topics: Philosophy , Nature of Science, Research, Systems of Higher Education, Museum Science
    Notes: Summary Artificial Intelligence can be considered as the so far last attempt to decode the anthropological comparison between human beings and machines. Thereby it also represents in a prominent way what can be called “systemic thought”. Searle's conclusive argument against strong AI (that is the idea of computers having intention in a literal way) refers to his precise distinction between syntax and semantics. This difference obviously opposing some of Searle's other essential ideas will only convince if it also explains the genetic-pragmatic aspect. A theory explaining the “life of mind” and the possibility of understanding needs to combine representation and intention with the subjective causation of signs. At the same time they have to be contextualized within a model of teleologically interpreted life recognized with the help of self-experience and self-reflection. This suggests that AI is a simulation which wrongly believes to be a real duplication. Actually it is a semiotic reduction (syntax and semantic surface of signs only) and a psychological compensation (Turing test) connected with a genetic or abductive fallacy. The biological decontextualization, in fact the elimination of teleology and intention, the deconstruction of subjectivity, the loss of the genetic-pragmatic dimension and the abductive fallacy induce the strong AI to confuse its surface-illusion of simulated understanding with the real process itself.
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    Journal for general philosophy of science 21 (1990), S. 365-400 
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    Journal for general philosophy of science 21 (1990), S. 401-403 
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    Journal for general philosophy of science 21 (1990), S. 405-406 
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    Journal for general philosophy of science 12 (1981), S. 1-27 
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    Journal for general philosophy of science 12 (1981), S. 28-54 
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    Notes: 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).
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    Journal for general philosophy of science 12 (1981), S. 55-74 
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    Notes: 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.
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    Journal for general philosophy of science 12 (1981), S. 110-115 
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    Notes: 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.
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    Journal for general philosophy of science 12 (1981), S. 98-109 
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    Notes: 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.
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    Journal for general philosophy of science 12 (1981), S. 135-137 
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    Notes: 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.
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    Journal for general philosophy of science 12 (1981), S. 138-162 
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    Notes: 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.
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    Journal for general philosophy of science 12 (1981), S. 188-207 
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    Journal for general philosophy of science 12 (1981), S. 163-177 
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    Notes: 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.
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    Journal for general philosophy of science 12 (1981), S. 178-187 
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    Journal for general philosophy of science 12 (1981), S. 208-208 
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    Journal for general philosophy of science 12 (1981), S. 250-262 
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    Notes: 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.
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    Journal for general philosophy of science 12 (1981), S. 285-296 
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    Notes: 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.
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    Journal for general philosophy of science 12 (1981), S. 297-302 
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    Notes: 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.
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    Journal for general philosophy of science 12 (1981), S. 322-339 
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    Notes: 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.
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    Journal for general philosophy of science 12 (1981), S. 340-352 
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    Notes: 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.
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    Journal for general philosophy of science 12 (1981), S. 75-97 
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    Notes: 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.
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    Journal for general philosophy of science 12 (1981), S. 116-134 
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    Notes: 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.
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    Journal for general philosophy of science 12 (1981), S. 209-225 
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    Notes: 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.
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    Journal for general philosophy of science 12 (1981), S. 263-284 
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    Notes: 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.”
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    Journal for general philosophy of science 12 (1981), S. 226-249 
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    Notes: 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
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    Higher education 19 (1990), S. 323-340 
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    Notes: Abstract While the adoption of resource based education (RBE) in the teaching of individual engineering subjects is not novel, the introduction of RBE throughout an entire university department is unprecedented. The purpose of this longitudinal study with second year Chemical Engineering students (n = 31) was to detect, quantify and describe the consequences for teaching and learning of some concerns that had arisen in students as a result of the introduction of RBE. These concerns appeared to pose some formidable obstacles to the successful implementation of RBE within the academic department. 62 obstacles to effective study that were rated both serious and frequently occurring (‘major problems’), were identified in conventionally taught course units and in RBE units, using personal interviews, the nominal group technique, and a modified perceived problems inventory (Cruickshank et al., 1974; Otto et al., 1979). Major study problems were isolated in each of the main learning resources provided in RBE and in conventional course units. Resource based education generated study problems for students that were quantitatively and qualitatively different from study problems encountered under conventional engineering education. Conventionally taught course units generated study problems in the lecture and student assessment components of the course, whereas RBE confronted students with new and major problems with use of the resource laboratory, with reference materials, with tutorials, and with student assessment demands.
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    Higher education 19 (1990), S. 239-257 
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    Notes: Abstract It is the U.K. Government's policy to achieve “the right number and balance of graduates in the 1990s”. According to the Government, this will require more attention being paid to “the needs of the economy” when decisions concerning the allocation of resources between subject areas are being made. In particular, the Government believes that higher education should be more vocationally-oriented and aims to influence the subject balance in this direction. The purpose of this paper is to examine the possibility of constructing a set of indicators for deciding which subjects have produced the most marketable and the most satisfied graduates. Two sets of indicators are constructed. The first is based on labour market indicators such as the earnings and unemployment rates of graduates. The second set of indicators is based upon information about the value which the graduates themselves place upon their degree qualifications. When these two sets of indicators were combined, substantial differences were found in the relative worth of graduates in different subjects (for male and female graduates separately). Graduates in some subjects achieved far higher scores than graduates in other subjects on either one or both sets of indicators.
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    Higher education 19 (1990), S. 351-375 
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    Notes: Abstract Teaching and research are the primary functions of academics in all academic disciplines in all Australian universities. Scholarship is expected of all academics whether in the university or college sector. Under a new policy Australian higher education institutions have to develop ‘educational profiles’ that will describe their strengths in teaching and research. The federal government, and indeed, institutions, are developing and using performance indicators to distribute resources. Some of these, e.g. number of publications, number of research grants, and number of Ph.D. graduates are disadvantaging the Humanities. This paper addresses differences in four disciplines, Chemistry, Engineering, English and Law as they are described by other researchers and emerge from a questionnaire study at an Australian university.
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    Higher education 19 (1990), S. 385-390 
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    Higher education 19 (1990), S. 481-495 
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    Notes: Abstract Although much has been written about the impact of funding cuts on UK universities, very little work has been carried out to estimate the effects of these cuts on the local economies in which the universities are located. This paper seeks to identify changes in the funding of three Scottish universities which can be traced directly to central government, and to quantify the wider economic effects of these changes. Significant effects are estimated, which form the unintended consequences of government policy on higher education.
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    Higher education 20 (1990), S. v 
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    Higher education 20 (1990), S. 25-45 
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    Notes: Abstract This paper is concerned with the changing pattern over time of unemployment among U.K. graduates at the outset and during the early stages of their careers. It is argued that, although the topic is highly relevant to a wide range of policy issues it has, as yet, received only limited attention from researchers. In the paper, unemployment trends in aggregate, by faculty and by subject are examined, using data from the annual First Destination Return, first compiled for the 1961/2 university graduates, and the 1970 and 1980 Graduate cohort surveys. In addition, differences related to gender and also to type of institution of study are identified, and the relationship between new graduate unemployment and unemployment in the U.K. economy as a whole is investigated. It is demonstrated that the basic trend of new graduate unemployment follows closely that of economy-wide unemployment, but that, within the graduate labour market, there is substantial, and persisting, variation across faculties and subjects. Possible explanations of this variation, arising from differing strengths of demand and supply, are suggested and the paper concludes that there is therefore scope for influence on the graduate labour market to bring about a closer correspondence of demand and supply.
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    Higher education 10 (1981), S. 25-35 
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    Notes: 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.
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    Higher education 10 (1981), S. 74-74 
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    Higher education 10 (1981), S. 37-54 
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    Notes: 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.
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    Higher education 10 (1981), S. 75-87 
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    Notes: 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.
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    Higher education 10 (1981), S. 88-88 
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    Higher education 10 (1981), S. 55-73 
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    Notes: 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.
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    Higher education 10 (1981), S. 89-101 
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    Notes: 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.
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    Higher education 10 (1981), S. 102-102 
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    Higher education 10 (1981), S. 118-118 
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    Higher education 20 (1990), S. 459-469 
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    Notes: Abstract This investigation with 342 Nepalese tertiary students indicates that current conceptions of approaches to learning are relevant to these students. Factor analysis of the Study Process Questionnaire (SPQ) also suggests that the structure of learning processes is similar for Nepalese, Australian, and Filipino students. Internal locus of control also seems to be a factor in the adoption of deep and achieving approaches to learning in each of these cultures. Evidence of differences in secondary and tertiary student approaches to learning within Nepal and comparisons between Nepalese and Australian tertiary students' approaches to learning are also presented.
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    Higher education 20 (1990), S. 506-506 
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    Higher education 10 (1981), S. 131-140 
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    Notes: 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.
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    Higher education 10 (1981), S. 141-151 
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    Notes: 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.
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    Higher education 10 (1981), S. 153-168 
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    Notes: 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.
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    Higher education 10 (1981), S. 169-179 
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    Notes: 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.
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    Higher education 10 (1981), S. 229-232 
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    Higher education 10 (1981), S. 274-274 
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    Higher education 10 (1981), S. 253-273 
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    Notes: 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.
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    Higher education 10 (1981), S. 496-496 
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    Higher education 10 (1981), S. 491-495 
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    Higher education 10 (1981), S. 496-497 
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    Higher education 10 (1981), S. 517-527 
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    Notes: 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.
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    Higher education 10 (1981), S. 529-549 
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    Notes: 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.
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    Higher education 10 (1981), S. 551-572 
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    Notes: 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.
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    Higher education 10 (1981), S. 605-612 
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    Higher education 10 (1981), S. 573-580 
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    Notes: 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.
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    Higher education 10 (1981), S. 597-603 
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    Notes: 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.
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    Higher education 10 (1981), S. 581-596 
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    Notes: 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.
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    Higher education 20 (1990), S. 11-24 
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    Notes: Abstract The starting point for this paper is a model of student progress and drop-out from distance education courses. The model includes components of background characteristics, motivation, academic environment, and the family, work and social environment. The model allows for the interaction of variables and the influence of one component of the model on another. The author then derives from the model a series of recommendations as to the ways in which distance education courses might be formatted so as to reduce student drop-out. Ways of enhancing intrinsic motivation are discussed. A case is put for focussing learning skills initiatives towards reorientating student conceptions of knowledge. Strategies for improving collective affiliation are described, and the employment of local support staff is advocated.
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    Higher education 20 (1990), S. 67-89 
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    Notes: Abstract In this study a synthesis of research into student learning at the individual level is used to derive a general categorisation rule that can be applied to individual study orchestrations. The term ‘orchestration’ is introduced in this study to indicate that the association of constructs that represent approaches to studying at an individual level is a context-specific response and is affected by the qualitative level of perception of the individual towards certain key elements of learning context. In the first part of this study the association between context-dependent study orchestrations and learning outcome, and between ‘deep’ perceptions of learning context and learning outcome, is established. In the second part of this study the general categorisation rule is empirically validated by means of an unfolding analysis that sets out to illuminate the variability of individual study orchestrations as well as the group study orchestrations of academic achievers and failures. It is concluded that learning outcome is associated with categorisations of individual study orchestrations/contextual perceptions. Furthermore, based on an unfolding analysis of academic achievers and failures, it is concluded that academic success is associated with a well defined meaning orchestration coupled with a holistic perception of learning context, while academic failure is associated with the disintegration of such an orchestration/perception.
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    Higher education 20 (1990), S. 175-196 
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    Notes: Abstract This paper addresses the question of why young people go on from school to higher education in Australia. A person-situation interactionist theory to explain decisions taken in the matter is developed, and in the light of this theory a model to predict entry to higher education is advanced. The model is tested using data from separate studies in two Australian States, Victoria and Queensland. Results of bivariate and logistic regression analyses are generally consistent with expectations from the model. Certain interactive effects of variables in the model upon entry to higher education are reported.
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    Higher education 20 (1990), S. 228-230 
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    Higher education 20 (1990), S. 271-286 
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    Notes: Abstract Policy makers often employ rate of return (RoR) information in formulating public resource allocation decisions. A noteworthy present example is the World Bank, which uses RoR to advise Third World countries (TWCs) as they set student subsidy levels, tuition levels, and allocations by level of education (i.e., elementary, secondary, higher). This paper demonstrates that in the main RoR may be inappropriate policy devices for such aims because (1) major validity problems surround RoR formulations, (2) emphasis upon average RoR may misinform policy, and (3) RoR calculations are more sensitive to cost than benefits variations. It is concluded that true RoR to education are higher than conventionally estimated and in most cases support increased public resource allocations to various levels of education. Further, RoR evidence does not support reallocations from higher to lower educational levels, and World Bank advice to TWCs, most notably sub-Saharan Africa, may be in error.
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    Higher education 20 (1990), S. 335-336 
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    Research in higher education 31 (1990), S. 327-353 
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    Notes: Abstract This study examines changes in institutional research performance over time by analyzing data from four national surveys of the American professoriate conducted between 1969 and 1988. To assess whether groups of institutions may be accumulating advantage relative to others, research activities are compared across five Carnegie institution types. Weights are created to adjust for sampling differences and research output measures are standardized to adjust for variation by discipline. Findings show an overall strengthening of research emphasis reflected by a stronger orientation toward research (more faculty holding Ph.D.'s and having a primary interest in research) and higher research output (grant and publication performance). While Research-I universities have retained their initial (1969) advantage, they have not accumulated more. Meanwhile, Doctoral-Granting-I universities have gained strength relative to Research-II institutions. Research at Comprehensive-I was also up, but at a slower rate than the other Carnegie groups.
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    Research in higher education 31 (1990), S. 443-460 
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    Notes: Abstract Since 1925, six reputational rankings of Ph.D.-granting English departments have been published. Though almost two-thirds of such departments are located at public institutions, most of the highest-ranked departments throughout these years have been at private universities. In addition, of those highly ranked English departments in the most recent (1982) ranking that ranked higher than their universities, overall, most are private; of those highly ranked English departments that ranked lower than their universities, overall, all are public. There has been great stability since 1925 in the highest-ranked English departments, with few departments entering or leaving this group.
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    Research in higher education 31 (1990), S. 495-517 
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    Notes: Abstract Using data from a nationally representative survey of faculty teaching introductory college courses, this exploratory study compares course planning procedures of full-time and part-time faculty teaching courses in eight academic fields. The choice of variables examined was guided by a general model of course design developed from earlier studies of course planning. To control for discipline-related differences in faculty planning assumptions, separate analyses were conducted for the eight fields. No key differences were found between full-time and part-time faculty on the primary factors under investigation: substantive content-related influences on courses, strength of influence within the instructional environment, and planning steps and content arrangements faculty preferred.
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    Research in higher education 31 (1990), S. 605-611 
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    Research in higher education 31 (1990), S. 539-554 
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    Notes: Abstract This study tested a structural equation model of enrollment patterns of white and Hispanic males and females in two-year institutions and the invariance of parameter estimates among the different subgroups in the study. The model represented a multiequation model with three latent endogenous variables, high school academic preparation in mathematics and science, mathematics and science attitudes, and the dependent variable, enrollment patterns in mathematics and science courses. Exogenous variables included parents' education, levels of encouragement by others, and high school grades. Structural equation modeling was used to examine the structural and measurement coefficients of the hypothesized causal model for all subgroups in the study. In summary, an examination of the direct and total effect coefficients revealed different underlying patterns of factors for white and Hispanic females. No convergence on the model was found for white and Hispanic males. Equality constraints on all structural coefficients for both white and Hispanic females were tested and results indicated that all parameter estimates in the structural models for both subgroups were significantly different from each other.
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  • 98
    ISSN: 1573-188X
    Source: Springer Online Journal Archives 1860-2000
    Topics: Nature of Science, Research, Systems of Higher Education, Museum Science
    Notes: Abstract In this study we propose using path analysis and residual plotting as methods supporting environmental scanning in strategic planning for higher education institutions. As an illustration, path models of three levels of independent variables, that is, socioeconomic background, current economic variables, and educational variables, are developed. The dependent variables measuring applications and enrollments at a research university, Virginia Tech, and enrollments at four-year institutions in Virginia are regressed on the independent variables. The residuals from the multiple regression models are plotted on the county maps of Virginia to identify the geographic regions in which the applications and enrollments at Virginia Tech and the enrollments in colleges and universities of Virginia are higher or lower than expected according to the models. The implications of the variables in the models and the geographic distributions of residuals for strategic planning decisions are discussed.
    Type of Medium: Electronic Resource
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  • 99
    Electronic Resource
    Electronic Resource
    Springer
    Research in higher education 14 (1981), S. 103-118 
    ISSN: 1573-188X
    Source: Springer Online Journal Archives 1860-2000
    Topics: Nature of Science, Research, Systems of Higher Education, Museum Science
    Notes: Abstract This study 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.
    Type of Medium: Electronic Resource
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  • 100
    Electronic Resource
    Electronic Resource
    Springer
    Research in higher education 14 (1981), S. 119-134 
    ISSN: 1573-188X
    Source: Springer Online Journal Archives 1860-2000
    Topics: Nature of Science, Research, Systems of Higher Education, Museum Science
    Notes: 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.
    Type of Medium: Electronic Resource
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