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  • Articles  (232)
  • Springer  (232)
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  • 1980-1984  (232)
  • 1982  (232)
  • Nature of Science, Research, Systems of Higher Education, Museum Science  (232)
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  • Articles  (232)
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  • 1980-1984  (232)
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  • 1
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    Journal for general philosophy of science 13 (1982), S. 70-83 
    ISSN: 1572-8587
    Source: Springer Online Journal Archives 1860-2000
    Topics: Philosophy , Nature of Science, Research, Systems of Higher Education, Museum Science
    Notes: Zusammenfassung Der Geschichte des Begriffs des Naturgesetzes, besonders den Umständen seiner Durchsetzung, wird der systematische Hinweis entnommen, daß die generellen Sätze der Physik methodisch primär von Apparaten gelten. Daraus ergeben sich Gesichtspunkte für eine Hierarchisierung physikalischer Sätze. Eine technik-orientierte Deutung der Physik läßt dann auch die ökologische Dimension physikalischer Forschung in einem kritischeren Licht erscheinen.
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  • 2
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    Journal for general philosophy of science 13 (1982), S. 48-69 
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    Topics: Philosophy , Nature of Science, Research, Systems of Higher Education, Museum Science
    Notes: Summary The paper's aim is to contribute to a better understanding of Weber's methodology by clarifying the difference of Weber's concept ofVerstehen from Dilthey's concept ofVerstehen, and by answering the question of how Weber's claim to objectivity of hisVerstehende Soziologie is compatible with his claim that the specific method of hisVerstehende Soziologie, the idealtypical construction, is empirically irrefutable. My thesis is that there are three classes of ideal types in Weber: concepts of ‚historical individuals‘, concepts of ‚objective possibilities‘ and idealtypical classifying concepts. Common to them is the end to grasp the individual character of a social phenomenon. Their different functions in realizing this end justify to describe Weber'sVerstehende Soziologie as a system, in which social phenomena are presented as if they were the result of conscious human decisions.
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  • 3
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    Journal for general philosophy of science 13 (1982), S. 166-173 
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  • 4
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    Journal for general philosophy of science 13 (1982), S. 234-279 
    ISSN: 1572-8587
    Source: Springer Online Journal Archives 1860-2000
    Topics: Philosophy , Nature of Science, Research, Systems of Higher Education, Museum Science
    Notes: Zusammenfassung Die Wissenschaftstheorie hat sich in der Vergangenheit hauptsächlich mit dem Aufbau und der Analyse wissenschaftlicher Theorien und den logischen Problemen in ihrem eigenen Gebiet beschäftigt, während Probleme der Wissenschaftspraxis, hier vor allem die theoretischen Grundlagen des Messens, nur am Rande oder gar nicht behandelt wurden. Dies ist insofern bemerkenswert, weil die Messung das wichtigste erfahrungswissenschaftliche Hilfsmittel zur Gewinnung von Erkenntnis darstellt. Beim Messen erfolgt der wichtige Übergang vom Empirischen zum Formalen, indem die empirisch vorliegende Intensität einer Meßgröße durch eine mathematische Größe beschrieben und damit überhaupt erst die Voraussetzung für eine erfahrungswissenschaftliche Theorie geschaffen wird. Die vorliegende Meßtheorie ist in Meßprozeßtheorie, Metrisierungstheorie und Fehlertheorie gegliedert. Die Meßprozeßtheorie behandelt die Vorgänge zwischen Meßobjekt und Meßgerät, die Metrisierungstheorie die Darstellung der empirischen Größe als formale und die Fehlertheorie die Schätzung des gesuchten wahren Wertes aus mehreren fehlerbehafteten gleichwertigen Meßwerten. Der Schätzwert ist das Endergebnis einer Messung. Ziel der Arbeit ist es, die Meßtheorie aus dem engen Kreis der Metrisierungs- bzw. Skalentheorie herauszulösen und auf die häufig übersehenen notwendigen Bedingungen einer Messung aufmerksam zu machen.
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  • 5
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    Journal for general philosophy of science 13 (1982), S. 84-98 
    ISSN: 1572-8587
    Source: Springer Online Journal Archives 1860-2000
    Topics: Philosophy , Nature of Science, Research, Systems of Higher Education, Museum Science
    Notes: Zusammenfassung Insoweit das Humesche Induktionsproblem die Frage der Rationalität des induktiven Vorgehens aufwirft, ist es in positiver Weise lösbar. Die Lösung basiert auf der Einsicht, daß es eine fundamentale Form der Induktion gibt, ohne welche Beobachtungen und Experimente überhaupt sinnlos würden, und ein rationales Verfahren zur Bestimmung einer induktiven Voraussetzung existiert, das eine bestimmte Fassung dieser Induktion validiert.
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  • 6
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    Journal for general philosophy of science 13 (1982), S. 99-109 
    ISSN: 1572-8587
    Source: Springer Online Journal Archives 1860-2000
    Topics: Philosophy , Nature of Science, Research, Systems of Higher Education, Museum Science
    Notes: Summary This paper presents an immanent criticism of Lakatos' reconstruction of the degenerating phase of Bohr's atomic theory. That is to say, the historiographical methods used are exclusively of a Lakatosian kind. Such a closer Lakatosian look at the historical episode in question shows that Lakatos' own reconstruction is incorrect on three essential points. These are the role of the correspondence principle, the position of the hard core in Bohr's programme, and the presence of important novel predicted facts. I conclude that these defects are irreparable within the framework of Lakatos' methodology of scientific research programmes.
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  • 7
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    Journal for general philosophy of science 13 (1982), S. 110-121 
    ISSN: 1572-8587
    Source: Springer Online Journal Archives 1860-2000
    Topics: Philosophy , Nature of Science, Research, Systems of Higher Education, Museum Science
    Notes: Summary Popper's methodology does not entail any playing down of the various indispensible distinctions such as the distinction between knowing and guessing, the distinction between myth and science, the distinction between the observational and the theoretical, and between the vernacular and technical sublanguages or technical vocabulary. By avoiding both the totalization that led to the foundationalist position and the scepticist reactions to these frustrated foundationalist hopes, Popper's methodology makes it possible to combine fallibilism with a realist view of theories. It combines the perennial willingness to re-examine positions, statements, etc. with the claim that a particular theory (as an item of knowledge in the objective sense) constitutes cognitive progress over its rivals. However, some of his formulations have been deliberately provocative and in this way have given rise to certain misgivings about possible paradoxical implications, even in philosophers congenial with Popper's approach. The concept of knowledge in the objective sense is, of course, an explicatum which Popper proposes primarily for use in methodology and epistemology. The concept is an expression of the acknowledgment of fallibility in principle. The phrasing that ‘knowledge is conjectural’ or ‘knowledge is fallible’, even when it refers to knowledge in the objective sense, is but an abbreviation for: since our methods for ascertaining the truth-value of a particular statement about empirical reality are fallible in principle, there cannot be any certain knowledge about reality. In everyday life and in politics tolerance will be possible to the extent to which the recognition of this fallibility is more than a declaration.
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  • 8
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    Journal for general philosophy of science 13 (1982), S. 174-180 
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  • 9
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    Journal for general philosophy of science 13 (1982), S. 207-208 
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  • 10
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    Journal for general philosophy of science 13 (1982), S. 180-206 
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  • 11
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    Journal for general philosophy of science 13 (1982), S. 209-223 
    ISSN: 1572-8587
    Source: Springer Online Journal Archives 1860-2000
    Topics: Philosophy , Nature of Science, Research, Systems of Higher Education, Museum Science
    Notes: Summary Opinion is divided as to whether chemistry is reducible to physics. The problem can be given a satisfactory solution provided three conditions are met: that a science not be identified with its theories; that several notions of theory dependence be distinguished; and that quantum chemistry, rather than classical chemistry, be compared with physics. This paper proposes to perform all three tasks. It does so by analyzing the methodological concepts concerned as well as by examining the way a chemical rate constant is derivable with the help of the quantum atomic theory. The conclusion is that chemistry, and in particular quantum chemistry, is not a part of physics although it is certainly based on the latter.
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  • 12
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    Journal for general philosophy of science 13 (1982), S. 224-233 
    ISSN: 1572-8587
    Source: Springer Online Journal Archives 1860-2000
    Topics: Philosophy , Nature of Science, Research, Systems of Higher Education, Museum Science
    Notes: Summary We shall proceed as follows: In section ii, we shall give a brief over-view of the literature on Gilbert, more to indicate general directions of interest than to present any in-depth analysis. Then, in the main body of this presentation, section iii, we will present three ways in which we think it is accurate to claim that Gilbert influenced Descartes. These are: (1) Gilbert gave Descartes a new definition of an organ; (2) Gilbert gave Descartes a new definition of what constitutes life and animation; (3) Gilbert gave Descartes a new view of natural motion.
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  • 13
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    Journal for general philosophy of science 13 (1982), S. 280-293 
    ISSN: 1572-8587
    Source: Springer Online Journal Archives 1860-2000
    Topics: Philosophy , Nature of Science, Research, Systems of Higher Education, Museum Science
    Notes: Zusammenfassung Im Gegensatz zur verbreiteten Auffassung über die Voraussetzungen zur Ausbildung neuen Wissens entstehen wichtige Umstellungen im Denken häufignicht durch harte Konfrontationzwischen Hypothesen bzw. Theorien. Vielmehr sind oft allmähliche Deutungsverschiebungen bei der Auffassungeiner einzigen Hypothese bzw. Theorie zu beobachten. Derartige Prozesse erstrecken sich in der Regel über vergleichsweise lange Zeiträume und sind nicht wie die erstgenannten Vorgänge von eher kurzfristiger Natur. Verglichen mit dem Ausgangspunkt der jeweiligen Entwicklung tritt uns aber eine oft an ihrem Ende tiefgreifend veränderte Wissenssituation entgegen. Infolge derLangsamkeit der geschilderten Entwicklungen und der damit zugleich gegebenen Gewöhnung ihrer Vertreter an die geänderte Situation sind derartige Veränderungen des Wissens selten in einem Ausmaß vom Bewußtsein der Neuheit begleitet, wie dies bei Vorgängen der zuerst geschilderten Art der Fall ist. Trotzdem können aber gerade diese Veränderungen nachhaltiger und von grundlegenderer Art sein als jene. In der Folge sollen die beiden angedeuteten Wege der Erkenntnis hinsichtlich ihres strukturellen Unterschieds klarer erfaßt werden. Unterschiedliche Annahmen über die zugrundeliegende Ontologie sind für diese beiden Arten der Wissensbildung von besonderem Interesse. Insbesondere wird sich auch zeigen, daß die bereits in der Fristfrage berührten pragmatischen Gesichtspunkte eine wichtige Rolle spielen. Die beiden in dieser Untersuchung herauspräparierten „Wege“ sind Aspekte jeweils eines Erkenntnisprozesses. So sind sie nicht gegeneinander auszuspielen. Vielmehr weist jeder derartige Vorgang Charakteristikabeider modellhaft erfaßten Typen auf.
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  • 14
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    Journal for general philosophy of science 13 (1982), S. 294-319 
    ISSN: 1572-8587
    Source: Springer Online Journal Archives 1860-2000
    Topics: Philosophy , Nature of Science, Research, Systems of Higher Education, Museum Science
    Notes: Zusammenfassung In der vorliegenden Arbeit wird über die verschiedenen Aspekte der sogenannten FitzGerald-Lorentz-Kontraktion berichtet. Nach einem kurzen Abriß der Entwicklung der Ätherkonzeption wird eine Beschreibung des Michelson-Morley Versuchs gegeben und seine Rolle in der Entstehungsgeschichte der speziellen Relativitätstheorie diskutiert. Anschließend wird die Kontraktionshypothese vorgestellt und die Frage erörtert, ob die Kontraktion „wirklich“ oder nur „scheinbar“ ist. Einige Gedankenexperimente werden vorgestellt, die zeigen, daß die Kontraktion bewegter Körper kein bloßer Schein ist. Ferner wird die noch bei Einstein unklare Beantwortung nach der Frage der Sichtbarkeit der Längenkontraktion durch die Analyse der Begriffe „Beobachten“ und „Sehen“ aufgehellt. Abschließend wird auf die Frage nach der Falsifizierbarkeit der Kontraktionshypothese eingegangen, die von Popper aufgeworfen wurde.
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  • 15
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    Journal for general philosophy of science 13 (1982), S. 320-335 
    ISSN: 1572-8587
    Source: Springer Online Journal Archives 1860-2000
    Topics: Philosophy , Nature of Science, Research, Systems of Higher Education, Museum Science
    Notes: Zusammenfassung Für unseren Begriff der Gegenstände der Biologie ist es charakteristisch, daß diese Gegenstände eine Geschichte haben. Das unterscheidet sie von den Grundgegenständen der Physik, die wir so definieren, daß sie als Elemente in geschichtliche Abläufe zwar eingehen, ohne dabei indes selbst historischen Wandlungen unterworfen zu sein. Deswegen ist es im Rahmen biologischer Forschungen üblich, Erklärungen einmal für Veränderungen und einmal für Entstehungen eines Lebewesens (einer Art) anzustreben. Es wird zu zeigen versucht, daß die bekannten Einwände gegenüber teleologischen Erklärungen innerhalb der Biologie sich präzisieren und verschärfen lassen, wenn man jene Unterscheidung zwischen Veränderungs- und Entstehungserklärungen berücksichtigt. Darüber hinaus wird zu zeigen versucht, daß gewisse Erklärungen innerhalb der Biologie dadurch gekennzeichnet sind, daß sie, im Gewand einer Veränderungserklärung, den Entstehungszusammenhang des Schemas der Lebensäußerung, dessen Aktualisierung eigentlich zur Debatte steht, mitzureflektieren versuchen. Das Resultat einer solchen Mischung sind die quasi-teleologischen oder teleonomischen Erklärungen. Deren heuristischer Wert liegt darin, daß sie im Bezug auf das Einzelne die Entstehung des Allgemeinen, dessen Instanz jenes ist, mitaufzudecken versuchen. Ihre Problematik liegt darin, daß sie zwei verschiedene Explanandumtypen auf eine nicht unmittelbar erkennbare Weise überlappen lassen.
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    Journal for general philosophy of science 13 (1982), S. 1-21 
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    Journal for general philosophy of science 13 (1982), S. 22-39 
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    Topics: Philosophy , Nature of Science, Research, Systems of Higher Education, Museum Science
    Notes: Zusammenfassung Mit der vorliegenden Arbeit verfolgen wir drei Ziele. Erstens exemplifizieren wir einige wissenschaftstheoretische Fragen und die zugehörigen Antworten (Theoretizität, Problem der theoretischen Terme, empirische Behauptung einer Theorie, Ramsey-Eliminierbarkeit theoretischer Terme) am sehr einfachen Beispiel der klassischen Stoßmechanik. Zweitens läßt sich an diesem Beispiel besonders klar der Begriff des Meßmodells darstellen; insbesondere erhalten wir eine vollständige Übersicht über alle Meßmodelle. Und drittens erhalten wir ein schönes Beispiel für den Begriff der Reduktion einer Theorie auf eine andere, denn die Stoßmechanik läßt sich auf einfache Weise auf eine Spezialisierung der Klassischen Partikelmechanik reduzieren.
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    Journal for general philosophy of science 13 (1982), S. 40-47 
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    Topics: Philosophy , Nature of Science, Research, Systems of Higher Education, Museum Science
    Notes: Summary Teleology can be defined as goal seeking behaviour with production of negentropy, i.e. with generation of an state improbable under the given conditions. Contrary to an opinion often hold, the production of negentropy does not mean an decrease of entropy. That permits a physical and non-teleological explanation for the origin of the negentropy of the univers in its present state.
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  • 19
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    Journal for general philosophy of science 13 (1982), S. 122-165 
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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 By means of a survey of the papers given at the XIX Symposium of theSociety for History of Sciences on the „Idea of Purposiveness in the History of the Sciences“, Mai 28–30, 1981 in Bamberg, West Germany, it is demonstrated that in the course of the history of science teleological thinking in its traditional form is increasingly eliminated from the sciences. This process culminates in the attempt to rehabilitate teleological thinking by means of a reconstruction of Aristotelian philosophy using the tools of modern natural science. The question arises whether this signifies the end of teleological thinking or a new direction of genuinely teleological thought.
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    Journal for general philosophy of science 13 (1982), S. 359-369 
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    Topics: Philosophy , Nature of Science, Research, Systems of Higher Education, Museum Science
    Notes: Summary According to the so-called Starnberger Group1, the amenability of a science to science policy measures, conceptualised by the Group in terms of “finalization”, depends crucially on conditions intrinsic to the science not invariably present at every stage of its development. Finalization is possible only at junctures where the science in question faces methodologically divergent alternative lines of development. The most significant kind of case depends on the presence of “completed”, or “classical”, theories. In this paper I shall argue that the Starnbergers have failed to vindicate any interesting variety of the thesis concerning internal scientific prerequisites of finalization; and that this is due, in part, to a failure to establish the existence of interestingly completed theories.
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    Journal for general philosophy of science 13 (1982), S. 370-382 
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    Topics: Philosophy , Nature of Science, Research, Systems of Higher Education, Museum Science
    Notes: Summary In reply to H. Bußhoff's paper (this journal XII, 1981) I give another outline of Lakatos' approach to normative theories in order to reduce the misunderstandings Bußhoff seems to have fallen victim to. (1). In particular, I try to show that he is wrong in claiming there is a vicious circle in this approach or my interpretation of it (2). Finally, I expose for criticism his alternative methodology of political science which propagates a theory of a „third type“, suggesting that he takes too little seriously problems he calls academical although their importance has been shown not only by Lakatos but by political philosophers as Rawls and Nozick (3).
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    Journal for general philosophy of science 13 (1982), S. 403-412 
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    Journal for general philosophy of science 13 (1982), S. 412-414 
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    Journal for general philosophy of science 13 (1982), S. 383-402 
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    Notes: Zusammenfassung Die Forderung des Deutschen Konstruktivismus nach „Begründung der Wissenschaft“ ist weiten Kreisen geläufig; was mit dieser Forderung bezweckt, inwieweit sie gerechtfertigt und auf welche Weise sie gegebenenfalls zu erfüllen ist, scheint dagegen außerhalb des konstruktivistischen Lagers weniger klar. Im vorliegenden Beitrag soll versucht werden, unter weitgehendem Verzicht auf formale Details ein wesentliches Lehrstück des obigen Programms zu erläutern, nämlich die „Begründung von Logik“. Dazu möchte ich zunächst klären, was sich in diesem Zusammenhang unter „Begründung“ verstehen läßt. Ferner werde ich skizzieren, wie Anfangsstücke der Logik gegenwärtig außerhalb des Konstruktivismus betrieben werden, und inwiefern es hierbei zu „Begründungsdefiziten“ kommen könnte. Schließlich soll ein Überblick gegeben werden, wie sich der Deutsche Konstruktivismus Lösungen der von ihm lokalisierten Probleme vorstellt. Abschließend wird angedeutet, wie analoge Lösungen im Rahmen eines klassischen Logikaufbaus aussehen könnten.
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    Journal for general philosophy of science 13 (1982), S. 336-358 
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    Notes: Summary The need to rethink the history of ideas has led both Kuhn and Foucault to break away from the prevalent conception of knowledge as one of continuous growth, of accretion. It is surprising how little attention philosophers and historians of science have paid to Foucault's work, and how, consequently, the convergence between his and the Kuhnian approach has gone completely unnoticed. To see the parallels, however, and to relate their works, promises to give rise to a synthesis that might present a new approach to the history of ideas (going beyond the particular concerns of our two authors). The present paper attempts a first step: It relates the key concepts of Kuhn and Foucault (“revolution/rupture; normal science/épistèmé”) and discusses the possibility of clarifying Kuhn's concept of normal science in the light of Foucault's analysis of discursive structures, and of adding Kuhn's explanation of the cause of conceptual change to the range of Foucault's tools. The last section is devoted to an evaluation of the author's relativism which is seen as a fertile notion and shown to be distinct from Feyerabend's brand of relativism.
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    Higher education 11 (1982), S. 85-109 
    ISSN: 1573-174X
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    Topics: Nature of Science, Research, Systems of Higher Education, Museum Science
    Notes: Abstract This article addresses the rapidly changing situation in higher education in the People's Republic of China. Although it is impossible to predict the nature of the final product, there can be little doubt that the present vibrant period of intellectual searching and questioning in China is having beneficial effects on Chinese higher education, and on educational exchange with foreign universities. The article examines the state of higher education in China today and investigates why, rather than just the “ten bad years” of a Cultural Revolution (1966–1976) for the entire country, higher education has suffered from a full “twenty bad years.” The effects of constant changes in the Party line and the use of class struggle to achieve objectives in higher education are examined as they relate to university administration, curriculum, the university structure, faculty, and libraries. The article focuses on the issues that are now being raised, and the parameters within which future changes in higher education will occur.
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    Topics: Nature of Science, Research, Systems of Higher Education, Museum Science
    Notes: Abstract This article reviews the work of Ference Marton and his group of researchers at the University of Goteborg in Sweden. It describes and explains research into: what students learn; how students approach studying; the relationship between approach to study and learning outcomes; what students understand learning to consist of; and whether it is possible to manipulate students' approach to studying in order to influence the learning outcomes. This review is intended to build up an overall picture of learning as seen from a phenomenological research perspective.
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    Higher education 11 (1982), S. 147-154 
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    Notes: Abstract A model is presented in which the realistic preview concept is extended beyond the job and organization choice situation for which it was originally suggested. Realistic previews are suggested for two major career transitions: the entry from high school to college and university and the transition from university to the world of work. The differences between high schools, universities and workplaces are discussed to highlight the need for realistic previews which pertain to aspects of the occupational field which a student pursues, as well as aspects of college or workplace environments. It is reasoned that realistic previews will soften those entry transitions in the same way that a realistic preview for job choice has been shown to be beneficial.
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    Research in higher education 16 (1982), S. 291-302 
    ISSN: 1573-188X
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    Topics: Nature of Science, Research, Systems of Higher Education, Museum Science
    Notes: Abstract This study sets forth an eight-variable causal model describing the spread of instructional innovations among individual faculty members. The model is tested by examining the diffusion of a particular innovation—self-instructional materials—among the faculty of sixteen medical schools, with data provided by faculty survey. The causal model as initially posited is found not to fit the data well; modifications of the model are found to conform more closely. The primary measure accounting for observed variance in faculty innovation behavior is frequency of communication with colleagues about the instructional process.
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    Research in higher education 16 (1982), S. 303-322 
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    Notes: Abstract A representative sample of 379 Open University (OU) students completed a set of 8 scales measuring work-related symptoms of anxiety, depression, obsessionality, somaticism, disorganization, low motivation, work satisfaction, and “sylbism.” Similar data were available for 146 University College London (UCL) campus undergraduates. Comparison between and with university groups are made. Averaged over sex and fields of study, patterns in the two sets of data show a fairly close match: study difficulties separate into psychoneurotic and motivational components, sylbism correlates with psychoneurotic symptoms, and disorganization with low motivation. An exception is the strength of relation between work satisfaction and sylbism. Differences in performance assessment relate modestly to differences in symptoms, with somaticism confirmed as a sharp predictor of achievers and failures. Anxiety, sylbism, and work satisfaction are significantly higher in the distance learners as a whole.
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    Research in higher education 17 (1982), S. 105-113 
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    Notes: Abstract Five groups of undergraduate students, dropouts (academic dismissals), low (GPA) stopouts, high (GPA) stopouts, low (GPA) persisters, and high (GPA) persisters were compared in terms of their responses to a checklist of financial sources of support. Clear sex differences were observed in the reliance on financial sources, either singly or in terms of total sources utilized. Differences related to year in school were also observed. The most significant finding related to attrition was that persisters relied on more sources of support than did withdrawers. This outcome was interpreted in terms of differences between persisters and withdrawers in motivational and personality characteristics that promote the seeking and securing of sources of support.
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    Research in higher education 17 (1982), S. 125-137 
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    Topics: Nature of Science, Research, Systems of Higher Education, Museum Science
    Notes: Abstract Because publicized minimum criteria for graduate school admission are rarely sufficient to gain entrance to the school of one's choice, a study was undertaken to estimate the actual or “effective” admission standards to graduate school. Booklets composed of 27 hypothetical graduate school applicants conforming to a 3 (GPA) × 3 (GRE) × 3 (trait adjectives) factorial design were evaluated by graduate program chairpersons from the marginal, low, middle, and high categories of the Roose and Andersen (1970), Cox and Catt (1977), and Endler et al. (1978) ranking systems of schools in psychology. Results showed that a linear model of judgment would account for the ratings of potential for success in graduate school and the decision to accept or reject the hypothetical applicants. GRE scores accounted for about twice as much variance (30%) as GPA (16%), which accounted for about twice as much variance (7%) as trait adjectives. The Roose and Andersen listing was shown to be the most acceptable ranking system when estimating “effective” graduate admission standards.
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    Research in higher education 17 (1982), S. 155-164 
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    Notes: Abstract A five year longitudinal student flow analysis was conducted on 427 students who first enrolled in a two-year college's noncredit continuing education classes. Over half (54%) of this group reenrolled at the college at least once during the five-year period, and 49% of these persisters enrolled in a college credit course. The majority of reenrollments occurred one or two semesters after the initial college attendance. Other analyses included comparison of nonpersisters to persisters on type of initial course selection and examination of credit versus noncredit persisters. Implications of the study and future research directions are also discussed.
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    Research in higher education 17 (1982), S. 165-178 
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    Notes: Abstract This is an empirical study of early postenrollment wage determinants of white young men in the 1966 to 1971 period. Data are from the National Longitudinal Survey for young men. The focus is on student labor force status as a determinant of postenrollment wage rates. As such, the results are related to the combined employment and college enrollment goal expressed repeatedly in federal work-study programs from the 1930s to date. Results suggest that work while enrolled may not only support the student, but mitigate transition problems to full-time work after enrollment. The major result, found with OLS multiple regression techniques, is that student job holding significantly and positively increased postenrollment wage rates relative to youth who neither worked nor looked for work as students. This indirect effect implies that the social cost of the college work-study program may be less than the federal outlays if the extra work experience enables a youth to obtain a more productive and higher paying job after enrollment.
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    Research in higher education 17 (1982), S. 187-191 
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    Notes: Abstract This study compares the professional activities of retired professors from liberal arts colleges, a comprehensive university, and a major research university. Results show that a large majority of faculty continue to perform professional roles and that strength of ties to colleagues and professional organizations outside the institution are correlated with professional activity at all types of institutions. Major differences among institutions are: (1) liberal arts college and research university faculty show consistency between pre- and postretirement professional activity levels, whereas comprehensive university faculty do not; (2) university faculty show higher levels of participation in a number of professional activities than do liberal arts college faculty; (3) rated importance of “research or other creative work” is related to professional activity for comprehensive university faculty and rated importance of “consulting” and “university service” are related to professional activity for research university faculty.
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    Research in higher education 17 (1982), S. 288-288 
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    Research in higher education 17 (1982), S. 363-374 
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    Notes: Abstract To test how sex biases operate in the screening of candidates for administrative positions, an experimental study was conducted to evaluate the contribution of gender and career pattern effects on candidates' ratings. Faculty from seven universities were asked in a task that was judged to be realistic to evaluate vitae of six candidates for a deanship of a college of arts and sciences. Experimental design permitted alteration of the vitae to change gender and career patterns. No significant difference was found in the ratings assigned to male and female candidates. Career break did have a significant effect; candidates with career breaks received higher ratings on the average than those without career breaks. There was no significant interaction of gender and career break. Three different ratings systems were used, but none interacted with either gender or career break. However, closer examination of screeners' ratings did suggest that career experience was evaluated in different ways for male and female candidates.
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    Research in higher education 16 (1982), S. 3-26 
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    Topics: Nature of Science, Research, Systems of Higher Education, Museum Science
    Notes: Abstract This paper has three purposes, the first being a summary of what transpires when an institution of higher education is the defendant in a class action suit charging prejudicial treatment of some minority group. The second purpose is to demonstrate how easily the plaintiffs can use the institution's own data to establish aprima facie case for disparate treatment. The final goal is to display typical data and statistical exhibits that an institution might expect to see filed against them by the plaintiffs. Considerable attention is placed on discussing the role institutional researchers play in the defense phase, particularly with regard to strategies for defending against a multivariate regression model that the claimants' statistical expert has submitted in evidence of a classwide bias. The hoped for result of this exposition would be greater alertness to the vulnerability of any institution and an appreciation of the need for advance preparation that would ensure the availability of data and techniques required to make a strong defense against a class action suit that may be unwarranted.
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    Research in higher education 16 (1982), S. 41-53 
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    Notes: Abstract The purpose of this research is to consider the applicability of catastrophe theory to research in higher education. The review of the literature concentrates on those efforts in which the variables and their use have an analogy to higher education. Several problems which typically appear in the literature are presented in a theoretical framework, and a catastrophe theory model is attempted for each. In this way the researchers were able to consider the fundamental assumptions about a given problem and its variables and to assess, at a theoretical level, whether catastrophe theory might be an appropriate tool for analysis.
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    Notes: Abstract A sample of male and female assistant professors in land grant public institutions was mailed a questionnaire regarding their past salary negotiation activities and their perceptions of the academic reward system. The survey results indicated that male and female academicians have about the same tendency to attempt a salary negotiation both for beginning salaries and for salary increases. Females were found to be as successful as the males in negotiating initial salaries and more successful in negotiating salary increases. The females and males studied also showed marked agreement on their perceptions of the academic reward system. However, females also reported feelings of pay inequality when they compared themselves to their peers, particularly peers of the opposite sex.
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    Research in higher education 16 (1982), S. 189-192 
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    Research in higher education 16 (1982), S. 225-244 
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    Notes: Abstract This study examined differential enrollment, survival, progress, and academic success of both black and white first-time-in-college students according to three admission categories (unrestrictive, restrictive, and special) in predominantly white universities in the Florida State University System. Data were extracted from the Board of Regents' student data course files and analyzed. White students were enrolled almost exclusively in the traditional (unrestrictive) category, while black students were almost equally enrolled in all three categories. Although the overall survival rate of white students was higher than that of black students, within each admission category, the survival rate of black students was higher than that of white students.
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    Research in higher education 17 (1982), S. 33-37 
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    Notes: Abstract A methodology is presented in this paper for summarizing university tenure commitments in terms of faculty positions and unclassified dollars by department or school.
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    Research in higher education 17 (1982), S. 3-14 
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    Notes: Abstract The purpose of this study was to determine if there is any difference between the incomes of student borrowers who repay National Direct Student loans and those who do not. The incomes of 681 NDSL borrowers (564 repayers and 117 defaulters) were obtained anonymously from state income tax records. The results showed no difference in the disposable income of repayers and defaulters. A disproportion in the representation of repayers and defaulters in the income tax records, indicating a significantly greater out-migration from the state of defaulters than repayers, clouds the validity of generalization of this study. These findings indicate that student loan default is motivated by factors other than lack of financial resources and are consistent with earlier findings.
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    Research in higher education 17 (1982), S. 39-50 
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    Notes: Abstract This paper presents an assessment of the effects which a brief training program had on teaching effectiveness of graduate teaching assistants (TAs). Twenty-two inexperienced and previously untrained university TAs from economics, geography, and business administration were assigned to a training or control group by a stratified random method with stratification based on TA departmental affiliation. Teaching experts rated two videotapes of each Ta's university class, one tape made before training and one following training. Ratings were obtained on two factors: (1) planning instruction to meet clear goals and organizing meaningful content in a logical fashion, and (2) involving students in instruction. Results from analyses of covariance indicate that the training group received significantly higher final ratings than the control group on the total score and on each of the two factors when final scores were adjusted for group differences in initial ratings. Teaching experience alone did not result in significantly higher ratings for control group TAs. Participants in training evaluated most topics and the overall program favorably both immediately after training and one semester later.
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    Research in higher education 17 (1982), S. 15-32 
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    Topics: Nature of Science, Research, Systems of Higher Education, Museum Science
    Notes: Abstract One of the more astonishing characteristics of educational research is the relative lack of social organizational analyses of higher educational institutions. There is even a greater gap in the literature with regard to thechange process associated with a given university or college. The present study is an examination of one college's attempt to change from a traditional white female “finishing” college to a larger biracial and coeducational college committed to experimental and innovative educational programs. Two ideal types of educational social organizations are utilized as explicit aids for the specification of the educational change process observed for the “Becoming Place” during the time period 1969 to 1975. The major findings, which are based on several data sources, can be summarized as follows. (1) Even when a proposed educational change is characterized by ideals of maximum involvement in the decision making process for all members of a college community, resistance to the change can be very substantial. (2) Ironically, little or no involvement by the faculty, students, and alumni in the initial decision to innovate was a major factor for the resistance to educational social change. The research is concluded with a consideration of the findings in terms of possible implications for the future of small colleges.
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    Research in higher education 17 (1982), S. 51-67 
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    Notes: Abstract The financial problems of colleges under 1,000 in enrollment cannot be blamed entirely on a set of minimum, or “fixed,” costs that colleges of any size must bear. Enrollment fluctuations and lower tuitions also contribute to financial difficulties. In the past, colleges have used growth not so much to capitalize on economies of scale as to provide evidence of success to their constituents. As a result, the ranks of small colleges remain populated with those institutions experiencing financial difficulty, while more successful institutions have attained a larger size. However, in an era of limited growth potential, small colleges must not look to growth as a symbol of success. Success will be better equated with the continuation of quality academic programs in a closely knit community.
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    Research in higher education 17 (1982), S. 93-96 
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    Research in higher education 17 (1982), S. 69-80 
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    Notes: Abstract Although textbooks on educational research give only scant attention to survey research methodology, its extensive use in education provides a strong rationale for improving the preparation of educational researchers in effectively applying survey methods. This study reviews methods for dealing with nonresponse bias, the primary problem presented by survey methods. It also provides an updated review of the literature of studies investigating the effectiveness of incentives to increase survey response rates. We hypothesized that a reanalysis of reviewed studies, using a linear trend test, would resolve the inconsistencies found regarding the effectiveness of incentives to increase response rates. The results of the reanalysis and guidelines for educational researchers in systematically selecting and applying incentives to increase response rates are discussed.
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    Research in higher education 17 (1982), S. 81-91 
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    Notes: Abstract Employees of institutions of higher education are entitled to voluntarily contribute to a tax deferred annuity (TDA). Congress created this tax shelter to encourage and assist university faculty to supplement their retirement income. The TDA has been available for over 20 years, and this study measures its use by a large random sample of currently employed faculty of the State of Ohio. A major finding is that only one-half the sample participates in the TDA program. The study provides statistics on the demographic characteristics of participants and nonparticipants.
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    Research in higher education 17 (1982), S. 115-124 
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    Notes: Abstract This paper proposes a model for the verbal theory of collective bargaining. Four variables are used: trust, salary, inclination for collective bargaining, and general professional market. Postulates from the model and strategies for estimating its parameters are also discussed.
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    Research in higher education 17 (1982), S. 139-154 
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    Notes: Abstract There is much interest in the impact of college on critical thinking ability. Freshmen and seniors at a mideastern university were given either a general instruction or multiple specific instructions for critically evaluating one of two articles. All critiques were in essay form. Seniors provided more appropriate criticisms to both kinds of instructions for both articles. However, the absolute level of performance of seniors reflected major deficiencies in applying critical evaluation skills. It was concluded that while college seems to be having an impact, greater emphasis is needed on more directly teaching critical thinking skills in the classroom.
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    Research in higher education 17 (1982), S. 321-332 
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    Notes: Abstract Teaching members of two South African and two Nigerian universities were asked to rate the importance of four roles in their jobs; teaching, administration, research, and character building of students. The Nigerian lecturers rated teaching and character building as more important than did the South African lecturers, who rated research as more important than did the Nigerian lecturers. In both countries the emphasis on research was positively related to the prestige and size of the university; while that on teaching and character building was greater in both countries among lecturers in the humanities than among those in the natural sciences. The results are interpreted in the light of the growing conflict faced by lecturers between the research role (to secure promotion, tenure, and salary increments) and the teaching and character development roles (to satisfy students).
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    Research in higher education 17 (1982), S. 345-361 
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    Notes: Abstract The Educational Amendments of 1972 marked a new direction in public policy regarding the scope and purpose of financial aid to higher education. Aid became more “student-oriented,” and equality of opportunity for higher education became a goal. This empirical study with national longitudinal data has made a start in policy evaluation of the effect of the 1972 Educational Amendments on the higher education acquired by young women. The most important result of financial aid receipt for young women is that those who received aid averaged 0.64 more years completed of higher education and averaged .145 greater graduation probability than similar women who did not receive aid. These results were obtained in multiple regression models in which the effects of marital status, parental background, geographic locations and economic characteristics, and tuition level were controlled for. These results suggest that policy attempts to stimulate the higher education acquired by enrolled young women by increasing the availability of financial aid are well founded.
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    Research in higher education 17 (1982), S. 375-378 
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    Research in higher education 16 (1982), S. 175-188 
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    Notes: Abstract The correlation between grades and student satisfaction has been interpreted as providing support for belief in a grading leniency bias hypothesis. That is, easy graders are assumed to receive better evaluations than hard gradersbecause they are easy graders. Howard and Maxwell have demonstrated that the relationship between grades and satisfaction might be viewed as an expected result of important causal relationships of other variables (student motivation and progress in the course) with satisfaction and grades, rather than simply evidence of contamination due to grading leniency. Eighty-three students in a research methodology course provided data at two points in a semester. Cross-lagged panel correlation analysis was employed to ascertain the direction of casuality in the relationship between student satisfaction and grades. The findings replicate the Howard and Maxwell path analytic results in finding no evidence that a grades-influencing-satisfaction interpretation is more likely than its opposite, namely, a satisfaction-causing-grades one. The weak relationship between grades and student satisfaction, and the study's inability to find evidence to impugn a satisfaction-causing-grades interpretation of that relationship, renders the grade contamination objection to student evaluations even less poignant.
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    Research in higher education 16 (1982), S. 195-208 
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    Notes: Abstract In a time when most post-secondary educational institutions must distribute limited resources more efficiently, segmentation analysis affords a way to direct planning to yield strategic benefits. The Automatic Interaction Detector is recommended to the institutional research community as an analytical tool for effectively identifying distinctive subgroups within an educational market. In this application, AID is used to segment the Boston College applicant pool according to subgroups' relative probabilities of enrolling. The findings illustrate that AID can make a useful contribution to market research and that the technique has broader applicability—to other student groups and to other educational policy questions.
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    Research in higher education 16 (1982), S. 209-223 
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    Notes: Abstract This paper introduces a mathematical model for the time-dependent behavior of an organization such as a community college. Such an institution is enrollment-driven, thus lending itself to a feedback approach characteristic of the system dynamics studies of the M.I.T. group. Instead of using the Dynamo compiler of the Forrester group, new computer programs written in BASIC were developed. With this model, Burlington County College was used as a case study, yielding conclusions which were used in planning. The paper also discusses further work on generalizing the method for application to entire community college systems, as well as to similar institutions.
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    Research in higher education 17 (1982), S. 99-104 
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    Notes: Abstract Muffo and Coccari (1982) analyzed data pertaining to the causes of variation in the number and amount of external funds for research. Unfortunately, their analysis is methodologically flawed by the presence of multicollinearity and has led them to conclusions unsupported by their data. By using LISREL, which treats highly correlated manifest variables as indicators of underlying latent factors, this reanalysis shows that the only significant indicators of funding are past success in securing funds and an emphasis on graduate education.
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    Research in higher education 17 (1982), S. 192-192 
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    Research in higher education 17 (1982), S. 179-186 
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    Notes: Abstract Whether current policies governing external consulting during institutional time are adequate is being discussed both within and outside of academe. Many institutions are presently reviewing their consulting policy statements to determine their adequacy in light of pressures to more closely monitor outside work by their faculty. Faculty, on the other hand, are concerned with what they see as a movement to restrict consulting opportunities. A review of institutional documents shows most large universities do not address in a formal, written manner many important considerations of the consulting arrangement. As a result, confusion and confrontation over “control” of noninstitutional work for compensation is present.
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    Research in higher education 17 (1982), S. 195-206 
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    Notes: Abstract Student evaluation of course quality was examined as an intervening variable in a path model with seven input variables and the following two output variables: (1) whether students would recommend the course to others, and (2) students' plans to take more courses in the discipline. Student evaluation of the lecturer was the most powerful input variable for the intervening variable course rating. Class format, defined as lecture or lecture with small groups, did not affect course ratingper se but did relate to students' attitudes toward taking more courses in the discipline. Lecturer and textbook evaluation had significant independent effects on whether the student would recommend the course to others. The major implication for university departments is that quality of instruction in introductory courses has impact on future enrollment plans.
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    Research in higher education 17 (1982), S. 213-229 
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    Notes: Abstract The empirical validity of the Biglan model of academic disciplines is supported by the results of this study. Examples are provided to illustrate how the systematic use of this model could enhance the quality of research on university faculty members and the academic administration of institutions of higher learning.
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    Research in higher education 17 (1982), S. 207-211 
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    Notes: Abstract The effect of offering respondents feedback on questionnaire results was investigated in a national mail survey of college-bound secondary school students. It was found that offering feedback had a significant positive effect on response rate, but the magnitude of that effect was slightly less than the increase in response rate resulting from a shorter questionnaire and considerably less than a follow-up contact with nonrespondents.
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    Research in higher education 17 (1982), S. 231-240 
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    Notes: Abstract A controversial issue exists in questionnaire survey techniques as to the relationship between questionnaire length and rate of returns. Questionnaire return rates were, therefore, examined under the following six controlled methodological conditions: (1) a large random sample, 1,650; (2) no follow-up procedures; (3) same type of mailout procedures and instructions for each questionnaire length; (4) no incentives or high interest factors; (5) same type of questionnaire for each of the three questionnaire lengths; (6) questionnaires of appropriate lengths (1, 3, and 5 pages); and (7) a daily tally of returns kept for each type of questionnaire. There was a difference in the rate of return among the three types of questionnaires when other influences on rate of return were held to a minimum. The variant results between the study and previous studies referred to in the review of literature can be explained by the fact that the controlled conditions were maintained for this study and not for previous studies.
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    Research in higher education 17 (1982), S. 283-287 
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    Higher education 11 (1982), S. 1-26 
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    Topics: Nature of Science, Research, Systems of Higher Education, Museum Science
    Notes: Abstract This article addresses issues raised by the conduct of evaluative review processes in the context of public policies. Some examples and outcomes of evaluative reviewing are discussed. The first sections deal with: the necessity for evaluative reviews, their parameters (including their scope and initiation, the levels at which they are conducted, the composition of review committees, information for evaluative reviews, completion of the review process) and the implementation of review recommendations. The significance is examined of evaluative reviews in universities for public policy, inter-institutional and intra-institutional arrangements and for the activities of individual staff members. It is concluded that if universities are to avoid having dramatic change imposed on them by governments through control of finances, they should initiate a continuous review of their role, structure and function designed to maintain access to and the quality of university education.
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    Higher education 11 (1982), S. 51-65 
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    Notes: Abstract Student and non-student protest in both the Soviet Union and Japan is compared through analysis of protest demonstrations. Correlates between student dissent and a number of protest demonstration variables in the two samples are presented. Comparisons between student and non-student dissidence along several contextual, behavioral, and outcome characteristics are found similar in both countries. The uniformity in comparative structure is hypothesized to derive from similar characteristics in the two post-industrial countries. Conclusions for subsequent research and policy implications for the future stability of advanced developed societies are drawn.
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    Higher education 11 (1982), S. 27-49 
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    Notes: Abstract This is an investigation of a series of issues pertaining to higher education in Egypt based on a sample of nearly 2,000 students and 1,700 university graduates in 1978. The main theme of the article is a comparison of student expectations and actual labour market performance. The results indicate that the relative structure of economic rewards is consistent with the operation of the forces of supply and demand. In particular, students' expectations of the labour market are in tune with the actual market conditions. The social demand for different fields of specialisation is closely linked to the expected economic rewards. A strong element of self-selection is in operation, many students follow highly undesirable subjects (such as agronomy) because of the availability of places. And as already documented in other studies, expected or actual unemployment following graduation is of extremely short duration.
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    Higher education 11 (1982), S. 67-83 
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    Notes: Abstract This study presents a model of lifestyles based on the form of women's acculturation to academic life. The model rests on the assumptions of patterned behavior and values which can be termed “women's culture” and “academic culture” respectively. Since becoming academics requires women to mediate the boundary between behaviors expected of women and those expected by the overwhelmingly male academic profession, an acculturation rather than socialization model was employed. The in-depth study of the acculturative modes of professional behavior is both an exploratory and a qualitative effort to derive issues and categories from women's own perceptions. Forty-two women from diverse disciplines and institutions were interviewed. Interviewees were either advanced PhD candidates or had recently entered professional work. Three modal categories emerged from content analysis of intensive interviews. Reorientation reflected the effort of women to exemplify the norms of male academic culture. Reaffirmation required the command of both professional norms and traditional feminine roles and values. Reconstitution was an effort to reformulate professional participation into a lifestyle more compatible with women's cultural norms.
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    Higher education 11 (1982), S. 122-122 
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  • 73
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    Higher education 11 (1982), S. 177-191 
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    Notes: Abstract Institutional policies and practices aimed at developing university teaching are analysed according to various theoretical perspectives which seek to explain why some innovations are successful and others are not. Within this framework the role of academic staff employed on a full- or part-time basis to support such development is also examined. Following from this analysis a coherent strategy to facilitate the improvement of university teaching is proposed.
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    Higher education 11 (1982), S. 155-175 
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    Notes: Abstract The primary goals of this study are to determine the degree of applicability of undergraduate education in jobs and to evaluate some of the benefits accruing to a college educated person in the labor force. Closely related to this study is the question of whether a relationship exists between the usefulness of college training in jobs and the levels of job satisfaction and income. Some of the principal findings suggest that a large percentage of college graduates feel that their college major is related to their jobs and that the quality of job performance is dependent upon college training and on-the-job training. In addition, where college majors are applicable to job requirements, job satisfaction is high.
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    Higher education 11 (1982), S. 193-210 
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    Notes: Abstract The change from a period of expansion with recurrent grant linked to student number targets to a period when Government policy towards universities is “expenditureled” has meant that new approaches have to be made to university planning. The attempt by some universities to undertake major internal reviews of their activities is examined together with the criteria applicable to quality assessment. The article then outlines an alternative approach combining short term planning with longer term strategic objectives, which may be more appropriate in the 1980s.
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    Higher education 11 (1982), S. 211-220 
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    Notes: Abstract The theory of human capital has been used to account for the link between educational investment and individual earnings. The authors argue that any investigation of the relationship between these two elements must take into account the choice model used by the individual student as he enters higher education. His academic and social background influence his choice as do his estimate of the returns likely to come from investing in the study of particular disciplines and the extent to which he is prepared to risk failure, especially in highly competitive programmes of study with high rates of return. Evidence from a study made in Dijon in 1974 is summarised and offers support for the suggested choice model.
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    Higher education 11 (1982), S. 247-248 
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    Higher education 11 (1982), S. 221-235 
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    Topics: Nature of Science, Research, Systems of Higher Education, Museum Science
    Notes: Abstract In contrast to much of the research on contemporary university students of the post-activist generation, the study reported here rests on a model of the student as a quasi-citizen within the university political system. As a major political socialization environment for students, the university engenders feelings of academic disaffection among students. This study, based on a survey of 2,122 students enrolled at three mid-western universities in 1974, attempts to investigate the antecedents and consequences of felt academic disaffection for students. Five major findings emerge from this research. First, feelings of academic disaffection are relatively high among the students interviewed. Second, when the dimensionality of academic disaffection is investigated, these students typically express disaffection concerning the university and university administrators, with the latter group fostering most of the disaffection. Third, the students at the three universities surveyed generally differ regarding their evaluations of university functioning, their feelings of academic disaffection, and their desires for university reform, in each case with Southern Illinois University-Carbondale (SIU-C) students being significantly distinct from students at Northern Illinois University (NIU) and University of Kentucky (UK). Fourth, students' perceptions of authoritarian governance and an unsatisfactory academic environment at their universities tend to generate both university and administrative disaffection. Last, university and administrative disaffection result in a predilection among students for reform in the university, preferably devoid of administrative intervention.
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    Research in higher education 16 (1982), S. 27-40 
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    Notes: Abstract The evaluation of administrators is still in a primitive stage, despite the fact that many recent publications have addressed the topic. Two aspects of the evaluation process—internal institutional politics and quality, not quantity, as a dimension of both the evaluation process itself and the performance of administrators—have not received the attention they must if administrator evaluation is to be effective. A case study of administrator evaluation at The University of Toledo, a process grounded in an awareness of internal political realities and an understanding of the need to incorporate qualitative dimensions, has important implications for practitioners and theoreticians.
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    Research in higher education 16 (1982), S. 55-69 
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    Notes: Abstract This paper discusses several hierarchical and sequential reduction options, including Balderston's budgetary strategies and this author's curricular change options. The latter are based on data gathered in a 1979-80 survey of 46 states on patterns of program reduction. Having introduced various reduction categories, the paper then focuses on the institutional shrinkage process currently being implemented at the University of Michigan. Four specific strategies are being discussed: (1) across-the-board cuts, (2) reduction of nonacademic programs; (3) long-range faculty reduction procedures, and (4) program discontinuance. A host of potential problems regarding the elimination of academic programs is described. The paper concludes by providing several general recommendations for institutional shrinkage procedures.
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    Research in higher education 16 (1982), S. 71-80 
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    Notes: Abstract A summary of a survey concerning external funding for research of the 338 member institutions of the American Association of State Colleges and Universities (AASCU) is presented. Results indicate that AASCU institutions which have been successful in obtaining outside funds for research purposes tend to place more emphasis, in both policy and resource allocation, on graduate teaching and internally and externally funded research. This information might prove useful to AASCU or similar institutions examining policies aimed at increasing the amount of external funding for research.
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    Research in higher education 16 (1982), S. 95-95 
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    Research in higher education 16 (1982), S. 81-93 
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    Notes: Abstract Information about personal background, professional activities, job satisfactions and dissatisfactions, and career appraisal was gathered by means of a questionnaire administered to a 25 percent random sample, stratified by rank, of full-time faculty in Minnesota's accredited, nontheological colleges and universities. Results of the survey are compared to results of earlier surveys in 1956 and 1968 using the same instrument with similar samples. Preliminary analysis suggests that the professoriate has remained relatively unchanged across the two and a half decades of the surveys, that the educational level of the faculties has risen sharply over the years, that Minnesota college teachers find their careers satisfying, and that most of them would make the same career selection again if given the opportunity.
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    Research in higher education 16 (1982), S. 99-114 
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    Topics: Nature of Science, Research, Systems of Higher Education, Museum Science
    Notes: Abstract Many approaches are used to measure quality in graduate education. In this study, the literature related to four approaches is reviewed: the reputational approach, the productivity approach, the correlational approach, and the multidimensional approach. This investigation examined one quality indicator that can be incorporated into the multidimensional approach. In this paper, we describe and analyze faculty judgments of doctoral examinations in the Graduate School at The Ohio State University. Graduate School representatives judge doctoral examinations and report their judgments to the dean of the Graduate School. The judgments are tabulated and presented as quantitative and qualitative indicators of quality. How these judgments are converted to useful data and illustrations of how these data are used and presented are discussed.
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    Research in higher education 16 (1982), S. 115-138 
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    Notes: Abstract This study examined the effects of four aspects of student-faculty interaction (frequency of formal interaction, frequency of informal interaction, quality of faculty advising, and helpfulness of faculty) on a variety of student outcomes after four years. These effects were examined within a context of a causal model adapted from Astin's general college impact model. Outcomes data were gathered from a 1975 Freshman Questionnaire and a 1979 Graduating Students Survey. The results provided support for the importance of student-faculty interaction on the intellectual and personal/social outcomes of college and students' satisfaction with their educational experience.
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    Research in higher education 16 (1982), S. 155-173 
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    Notes: Abstract Identifying decision processes which academic managers prefer was the focus of this study. Sixty-eight division chairpersons in a community college system, 10 in a 4-year college, and 29 in a university were questioned about 30 problem situations. Chairpersons usually selected consultative decision-process styles which encourage faculty participation. These consultative decision styles are protective of the quality of decision outcomes. However, faculty acceptance and commitment to decision alternatives often was a threat. Participation was not used in problem situations as a means to resolving conflicts. The Vroom-Yetton decision model was helpful in identifying strengths and weaknesses of decision behaviors of chairpersons.
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    Research in higher education 16 (1982), S. 245-263 
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    Notes: Abstract A cognitive processing capacity model of teaching and studying improved immediate posttest and delayed posttest performances of low-ability students, while it reduced performance differences between the low- and high-ability students. A skeletal study outline and a restudy and retest provision also made positive contributions to performance.
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    Research in higher education 16 (1982), S. 283-286 
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    Research in higher education 16 (1982), S. 288-288 
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    Notes: Abstract The purposes of this study are: (1) to differentiate scholarly effort from research activity, and (2) to test the notion that publications are a discrete measure of scholarly performance. Validity was established for 71 scholarly activities apart from publications; these were classified into two domains: the external-disciplinary colleague (EDC) and the institutional local-community (ILC). A mailed survey of a sample of PhD recipients in chemistry and psychology at 44 liberal arts colleges—Selectivity I yielded a 63% useable return on 186 respondents. High and low publishers (career and current) were compared on both EDC and ILC Domain performance. Findings were that high publishers (career and current) have higher levels of performance in both Domains than do low publishers (career and current).
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    Research in higher education 16 (1982), S. 353-372 
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    Notes: Abstract This study presents empirical data suggesting that middle-level university administrators tend to oppose faculty bargaining, especially by an “aggressive” union. Findings cover administrators' perceptions of and attitudes toward faculty bargaining, prebargaining conditions in their work milieu, and expectations as to potential outcomes of bargaining under alternative agents. Factor analysis is used to identify underlying perceptual structures for which specific expectations may serve as indicators. Multivariate analysis suggests that perceptual-attitudinal variables related to prebargaining conditions explain little of the variance in support for bargaining. Most of the variance explained by the model derives from expectations concerning outcomes, perceptions of how well bargaining is working in higher education, and personal political orientation. Policy and research implications are suggested.
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    Notes: Abstract This paper presents results of a National Science Foundation sponsored study to examine the financing of the leading 100 research universities. The study examines the changing dependence of these institutions on the federal government for overall financial support, the shifts in the concentration of federal funding to and within higher education, and the various programmatic and resource characteristics of these leading research institutions. The study covers five fiscal periods, 1975 through 1979.
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    Research in higher education 16 (1982), S. 373-376 
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    Research in higher education 17 (1982), S. 241-248 
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    Notes: Abstract Financial problems at colleges and universities have led many institutions to initiate extra efforts to obtain extramural funds. One such effort has been the establishment of formula-based research incentive plans. These plans generally utilize the recovery of indirect costs as the basis for allocating additional incentive funds to various areas as an encouragement to obtain additional extramural funds. Data from surveys conducted by the University of Missouri-Kansas City and Ohio University were combined with National Science Foundation reports to provide information about this relatively recent phenomena. The increasing popularity of these plans was shown in that a majority of institutions had such plans in effect during FY 1979. Analyses of the effectiveness of these plans showed no statistically significant differences between institutions with incentive plans and those without such plans, although mean federal research expenditures were approximately 20% greater at those institutions without these incentive plans. The evidence presented indicates that the receipt of federal research funds is not associated with the use of a formula-based research incentive plan.
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    Research in higher education 17 (1982), S. 267-281 
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    Notes: Abstract Samples of undergraduates from 30 colleges and universities responded in two ways to statements about how often they had engaged in various activities: first by indicating “never,” “occasionally,” “often,” or “very often,” and second by indicating the number of times they had engaged in the activity. Comparisons of the two sets of responses indicates that: (1) there are wide individual differences in the meaning attributed to each response category; (2) despite individual differences, the group data show clear modal differences between occasionally and often and between often and very often; (3) the median difference in the meaning of each of the response categories is very small between one institution and the next and between types of institutions; and (4) based on the present data, there is no compelling need to develop separate norms for different types of institutions.
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    Research in higher education 17 (1982), S. 291-320 
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    Notes: Abstract A causal model of student attrition developed by the author (Bean, 1981) was reduced to 10 independent variables. Background variables were excluded from the analysis. The sample was partitioned into high- and low-confidence men and women based on interaction effects. The model was estimated using a sample of 1,574 college freshmen. TheR 2 for dropout ranged from .42 to .50. Based on the effects coefficients, the overall ranking of the independent variables in influencing dropout in descending order of importance was as follows: intent to leave; grades; opportunity to transfer; practical value; certainty of choice; loyalty; family approval; courses; student goals; and major and job certainty.
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    Research in higher education 17 (1982), S. 333-343 
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    Notes: Abstract This study examines an emerging trend in state higher education finance policy: the use of an index to establish tuition and fee levels at public institutions. Based on a national survey of tuition-setting policies, this study documents the increasing use of an indexing formula to determine tuition levels. Factors encouraging this trend are examined, and questions that must be addressed by state and institutional policymakers in adopting such a formula are discussed. Policy implications for states and institutions are also considered.
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    Higher education 11 (1982), S. 269-271 
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    Notes: Abstract Small group learning monitored by tutors is an essential ingredient of medical education at Limburg State University (The Netherlands). Tutor functioning was assessed by students by means of a questionnaire. Tutor functioning was found to be related to tutor expertise on subject matter discussed by the group, but not to tutor age or tutor experience.
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