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  • Articles  (816)
  • Springer  (816)
  • MDPI Publishing
  • 1975-1979  (816)
  • Nature of Science, Research, Systems of Higher Education, Museum Science  (816)
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  • Articles  (816)
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  • 1
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    Springer
    Journal for general philosophy of science 10 (1979), S. 1-10 
    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 has argued that the repetition of tests yields diminishing returns. His argument has been criticised by Musgrave for involving an inductive element. This paper argues that Musgrave's solution robs the concept of corroboration of it's force. An alternative solution is suggested on the basis of a differentiation between replication and repetition. It is argued that one then does receive diminishing returns in agreement with the structure of corroboration in general.
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  • 2
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    Journal for general philosophy of science 10 (1979), S. 28-34 
    ISSN: 1572-8587
    Source: Springer Online Journal Archives 1860-2000
    Topics: Philosophy , Nature of Science, Research, Systems of Higher Education, Museum Science
    Notes: Zusammenfassung Kepler hat zwei Generationen vor Newton auf der Grundlage des Aristotelischen Bewegungsgesetzes eine Himmelsmechanik entwickelt, die eine dynamische Begründung der drei von ihm entdeckten Planetengesetze lieferte. Leibnizens Himmelsmechanik folgt zwar durch Berücksichtigung der Beschleunigung der Newtonschen Dynamik, stimmt aber andererseits in wesentlichen Zügen auch mit der Keplerschen Version überein. Die drei Himmelsmechaniken Keplers, Newtons und Leibnizens stehen gemäß der Kuhnschen Terminologie in einem revolutionären Verhältnis zueinander. Gleichwohl können Argumente angeführt werden, die die Bevorzugung der Newtonschen Himmelsmechanik gegenüber ihren Konkurrentinnen im Sinne des kritischen Rationalismus berechtigt erscheinen lassen.
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  • 3
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    Journal for general philosophy of science 10 (1979), S. 54-66 
    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 argue that the transmission of “normal science” (in Kuhn's sense) is not enough to secure high-quality research, especially in the underdeveloped parts of the world. We survey some of the problems raised by the role of science (in a wide sense including the humanities and the social sciences) in development. A simple model for “research-practice complexes” is presented. It is suggested that research-practice complexes ought to fulfil the three basic criteria of efficiency, perceptiveness, and sensitivity. The role of joint paradigm discussions in research-practice complexes is particularly emphasized.
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  • 4
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    Journal for general philosophy of science 10 (1979), S. 98-106 
    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 nature and functions of classifications are first discussed and the differences between natural and artificial classifications are explicated. It is shown that borderline-case type problems result not from classifications, but from extending them to wider domains. Some methods of solving such problems are considered. The differences between monothetic and polythetic classifications are also taken up. A new treatment of trees as relations and their levels is developed. Certain kinds of hierarchies such as the classificatory, the inclusional, and the structural are then characterized by means of the tree concept.
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  • 5
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    Journal for general philosophy of science 10 (1979), S. 35-53 
    ISSN: 1572-8587
    Source: Springer Online Journal Archives 1860-2000
    Topics: Philosophy , Nature of Science, Research, Systems of Higher Education, Museum Science
    Notes: Summary Individualism (i) and collectivism (c) serve in the field of sociological theories as complementary principles of the formation of concepts and hypotheses. This paper attempts to show that the methodological forms of i. and c., as distinguished from the more ideological traditional forms, may be differentiated, according to whether they are intended as ontological, meaning-theoretical or explanation-theoretical, as well as according to whether they are presented in a more dogmatic or more qualified form. Out of the combination of these various aspects arises a multiplicity of positions dissolving the traditionally accepted opposition between individualism and collectivism.
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  • 6
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    Journal for general philosophy of science 10 (1979), S. 67-97 
    ISSN: 1572-8587
    Source: Springer Online Journal Archives 1860-2000
    Topics: Philosophy , Nature of Science, Research, Systems of Higher Education, Museum Science
    Notes: Summary O. The idea of scientific progress in contemporary philosophy of science. Explicating the concept of cognitive progress means at the same time articulating an ideal of science. A desirable ideal: explain a lot and offer certainty. 1. Working out the ideal with the “foundationalist-positivist” approach. If the question, “When is it rational to accept a theory?” is answered, “When it has sufficient inductive support,” this leads to insoluble problems. Reactions to the collapse of this approach — especially relativism and theory instrumentalism. 2. The Popperian alternative: rational theory preference despite fallibility of methods for determining truth or greater accuracy of representations. What good reasons can there be for the conjecture that one theory is superior to a competing theory in its achievement as a description? Achievements to date as fallible but objective indicators of strength in describing. The sorts of risks for a theory differ in explanation and in prediction. Corresponding to the risks are the chances for cognitive progress. Instead of a cumulative index, itemized indication of success and failure in explanation and prediction with regard for importance of the questions at issue. On the concept of the “scientific importance” of questions.Postscript: On the political consequences of the sceptical position in philosophy of science.
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  • 7
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    Journal for general philosophy of science 10 (1979), S. 11-27 
    ISSN: 1572-8587
    Source: Springer Online Journal Archives 1860-2000
    Topics: Philosophy , Nature of Science, Research, Systems of Higher Education, Museum Science
    Notes: Abstract Die Frage: sind empirische Theorien falsifizierbar? ist natürlich trivialerweise zu verneinen, falls man Theorien nicht als Mengen von Aussagen, sonden z. B., wie Sneed/Stegmüller, als mengentheoretische Strukturen plus intendierte Anwendungsbereiche auffaßt. Daß die Antwort, zumindest dann, wenn man die Fragestellung auf bestimmte physikalische Theorien einschränkt, auch bei Zugrundelegung der sogenannten Aussagen-Konzeption (statement view) nicht anders lautet, ist hingegen schon weniger trivial — obgleich seit langem bekannt, spätestens nämlich seit Duhems berühmter Argumentation gegen die Möglichkeit eines experimentum crucis. Andererseits beruht eine der derzeit einflußreichsten methodologischen Theorien, die von Popper, gerade auf der gegenteiligen Behauptung. Erst jüngst noch hat Popper seine Falsifizierbarkeits-Annahme, vor allem gegen Kritiken von Lakatos und Putnam, zu verteidigen versucht; die gleiche Intention verfolgen auch zwei Aufsätze von Musgrave. Es erscheint mir daher angebracht, kurz auf das Problem der Falsifizierbarkeit von empirischen Theorien zurückzukommen. Vorweg noch zwei Bemerkungen zur Terminologie: 1) Ich verwende, ohne mich auf den Versuch einer genaueren Explikation einzulassen, den Begriff „(physikalische) Theorie“ in dem für den statement view geläufigen Sinne, wonach eine (deterministische) Theorie aus einer Menge von allgemeinen (deterministischen Natur-)Gesetzen besteht. Es sei ausdrücklich darauf hingewiesen, daß dies wenigstens partiell dem sonst üblichen Sprachgebrauch zuwider läuft: die „Theorie des Planetensystems“ und die „Mondtheorie“, beispielsweise, sind keine Theorien im genannten Sinne, weil sie außer auf allgemeinen Naturgesetzen noch auf spezifischen nicht-gesetzesartigen Annahmen beruhen. Andrerseits dürfte diese Deutung des Begriffs „Theorie“ zumindest mit derjenigen von Popper übereinstimmen. — 2) Daß eine Aussage bzw. Aussagenmenge T falsifizierbar ist, soll, wie bei Popper, bedeuten, daß Basissätze (wahre oder falsche) existieren, die zusammen mit T eine inkonsistente Satzmenge bilden; m.a.W.: falsifizierbar ist T „in the simple logical sense of being logically incompatible with some basic statements. It has ‘potential falsifiers’“. Basissätze sind dabei, grob gesagt, als Darstellungen von Beobachtungs-Befunden aufzufassen; Genaueres interessiert hier nur insoweit, als es sich umraum-zeitlich singuläre (Existenz-) Sätze handeln muß. Entsprechend soll schließlich T als falsifiziert gelten, wenn es wahre bzw. anerkannte oder akzeptierte Basissätze gibt, die T widersprechen. (Poppers Forderung, daß diese Basissätze ein reproduzierbares Phänomen beschreiben, also eine — allgemeine — „falsifizierende Hypothese“ bewähren müssen, kann im vorliegenden Zusammenhang außer Betracht bleiben).
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  • 8
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    Journal for general philosophy of science 10 (1979), S. 107-118 
    ISSN: 1572-8587
    Source: Springer Online Journal Archives 1860-2000
    Topics: Philosophy , Nature of Science, Research, Systems of Higher Education, Museum Science
    Notes: Summary Karl Mannheim's contribution to a conceptual framework towards establishing objective knowledge in the social sciences has been overlooked and neglected. The paper discusses and reevaluates particularly Mannheim's concept of relationism which he used for clarifying the possibility of a “dynamic synthesis of perspectives” as the task of sociology of knowledge. One of the functions of Mannheim's conceptual framework was to narrow the gap between the techno-scientific or empiricist paradigm of knowledge and the humanistic-hermeneutical paradigm by a set of mediations which shifted the emphasis from facts to the way of looking at them through concepts and terms which are never purely experiential, i. e. independent of interpretation. The author stresses the epistemological fertility of the relationist model of truth in view of recent insights of sociology of science.
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  • 9
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    Journal for general philosophy of science 10 (1979), S. 141-161 
    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 analysis of the structure of contemporary sociological knowledge in terms of a theory of scientific discourse. The concept of ‘discourse’ is introduced as a theoretical refinement of the concept of ‘paradigm’ and is applied to the classes of knowledge claims of the natural and social sciences. It is concluded that general modes of scientific discourse are definable in terms of their vertical differentiation from everyday discourse, while particular modes of sociological discourse are additionally definable in terms of their horizontal differentiation. A classification is then proposed which identifies three modes of sociological discourse: natural, technical and formal.
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  • 10
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    Journal for general philosophy of science 10 (1979), S. 162-191 
    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 Analyse der Versuche zur “Verwissenschaftlichung der Literaturwissenschaft“ stellt einige repräsentative “präskriptive” (Teil I) und „deskriptive“ (Teil II) Ansätze vor und will (Teil III) einen Diskussionsrahmen skizzieren, in dem die Vorteile beider Ansätze bewahrt, ihre Defizite vermieden werden können.
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  • 11
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    Journal for general philosophy of science 10 (1979), S. 119-140 
    ISSN: 1572-8587
    Source: Springer Online Journal Archives 1860-2000
    Topics: Philosophy , Nature of Science, Research, Systems of Higher Education, Museum Science
    Notes: Summary Scientific theories are analyzed in terms of the role that they play in science rather than in terms of their logical structure. It is maintained that theories: (1) provide descriptions of the fundamental features of their domains; (2) on the basis of 1, explain non-fundamental features of their domains; (3) provide a guide for further research in their domains. Any set of propositions that carries out these functions with respect to some domain counts as a theory. This view of theories is developed and defended, and provides the basis for reconsidering a number of issues in the philisophy of science. It is argued that theories need not be unrestrictedly universal with respect to space and time; that the distinction between observable and theoretical entities fails because observables do function as theoretical entities in scientific theories, that there is no genuine philosophical problem of reduction; that the notion of „levels“ can be replaced by the notion of „domains”; and that theories are the basic unit of scientific knowledge.
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  • 12
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    Journal for general philosophy of science 10 (1979), S. 192-201 
    ISSN: 1572-8587
    Source: Springer Online Journal Archives 1860-2000
    Topics: Philosophy , Nature of Science, Research, Systems of Higher Education, Museum Science
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  • 13
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    Journal for general philosophy of science 10 (1979), S. 202-211 
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    Source: Springer Online Journal Archives 1860-2000
    Topics: Philosophy , Nature of Science, Research, Systems of Higher Education, Museum Science
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  • 14
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    Journal for general philosophy of science 10 (1979), S. 212-212 
    ISSN: 1572-8587
    Source: Springer Online Journal Archives 1860-2000
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  • 15
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    Journal for general philosophy of science 10 (1979), S. 244-252 
    ISSN: 1572-8587
    Source: Springer Online Journal Archives 1860-2000
    Topics: Philosophy , Nature of Science, Research, Systems of Higher Education, Museum Science
    Notes: Summary Professor Goodman first presented his “new riddle of induction” in 19461 but it was mainly the more elaborated version published in hisFact, Fiction and Forecast in 1955 that has captured the attention of philosophers. Since then, numerous attempts to solve his “paradox of grue” appeared in press; none of them, however, proved to be wholly satisfactory. In this paper I want to present a solution to this 30-years old puzzle. In the first section I shall try to show that my solution, which is based on aGedankenexperiment, is immune to the objections leveled against previous attempts. In light of this solution I shall re-examine (in the second part of the paper) the status of the paradox and show that in order to preserve the meaningfulness of the paradox some type of Platonic framework for the theory of meaning should have to be assumed. In the last section I shall discuss a proposed solution to the paradox using counterfactual claims. I will show that despite the similarity between counterfactuals and thought-experiments, the counterfactual approach does not lead to a satisfactory solution.
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  • 16
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    Journal for general philosophy of science 10 (1979), S. 213-233 
    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 diesem Aufsatz soll versucht werden, die praktische Möglichkeit eines Verfahrens einer „externen“ Sicht auf die Probleme der Wissenschaftstheorie zu demonstrieren. Da es sich um ein u. W. bisher unerprobtes Verfahren handelt, könnte es nur durch eine konkret ausgewiesenereductio ad absurdum eliminiert werden. Um jedoch den Anschein eines naiven Instrumentalismus zu vermeiden, seien zwei erläuternde Bemerkungen vorangeschickt. (1) Es ist anzunehmen, daß die drei gesonderten Fachrichtungen bemüht sind, jenseits ihrer Grenzen von einem fachlich nicht spezialisierten Publikum rezipiert oder zumindest begriffen zu werden. Das heißt, jede einzelne wendet sich an den allgemeingebildeten Leser, ohne sich bewußt zu sein, daß die beiden anderen dasgleiche Ziel verfolgen. Dies impliziert die Möglichkeit, den unreflektierten Anspruch auf Gemeinverständlichkeit zu hinterfragen. Dementsprechend läßt sich vermuten, daß die wachsende Verschwommenheit des Gegenstandes der Wissenschaftsforschung die Kehrseite der erstrebten Gemeinverständlichkeit ist. (2) Ein äußerliches Merkmal unseres Verfahrens manifestiert sich in der vielfachen Verwendung des der Alltagssprache entlehnten Wortes „Vokalbular“. Darin äußert sich lediglich ein sprachlicher Kunstgriff, um eine langwierige sprachanalytische Auseinandersetzung zu vermeiden. Worauf es ankommt, ist allein die Feststellung, daß den untersuchten Vokabularen strukturelle Regelmäßigkeiten anhaften, die innerhalb der konventionellen Wissenschaftsforschung nicht erklärt werden könne. Ähnlich ist auch die statistische Darstellungsweise nur ein vorläufiges Hilfsmittel zur Veranschaulichung dieser Beobachtungen : ein Gerüst, das, im Sinne Wittgensteins (oder u. U. auch Hegels), nach dem Gebrauch nicht mehr benötigt wird.
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    Journal for general philosophy of science 10 (1979), S. 234-243 
    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 Philosophiegeschichte (als Philosophiegeschichtsschreibung) hat festen Bestand als philosophische Disziplin. Sie wird hier als eine „Nachlese“ (discours second) der authentischen Texte der Philosophen eingeführt. Der heutige wissenschaftstheoretische Reflexionsstand im allgemeinen legt auch eine Reflexion auf die Prinzipien dieses „zweiten Diskurses“ nahe. Dazu sind Vorbedingung die effektive Kenntnis der „Geschichte der Philosophiegeschichte“ selber (wozu Verf. in seiner „Histoire de l'histoire de la philosophie“ von 1973 wesentliche Vorarbeiten geleistet hat) wie auch der Prinzipien, die diese Historiographie steuern. Eine Reihe sich für eine solche „Philosophie der Philosophiegeschichte“ stellender Fragen und Problem-Topoi wird genannt, deren Existenz die heute allgemein spürbare „Prinzipienkrise“ der Philosophiegeschichtsschreibung ausmacht. Das führt zu der Frage, inwieweit die Prinzipienreflexion und das Problembewußtsein selber den Verfall einer magistralen Philosophiegeschichtsschreibung mitbedingt, der durch Kollektivarbeiten allenfalls verdeckt, nicht aber kompensiert wird.
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  • 18
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    Journal for general philosophy of science 10 (1979), S. 253-266 
    ISSN: 1572-8587
    Source: Springer Online Journal Archives 1860-2000
    Topics: Philosophy , Nature of Science, Research, Systems of Higher Education, Museum Science
    Notes: Summary What I am going to ask myself in this paper consists of two questions, which are interrelated: (1) How should the discipline “Anglistik” be reconstructed from a theoretical point of view under consideration of intellectual and social history? (2) In which way can this reconstruction have an effect on teaching English literature in universities? In answering the first question let me begin with a short outline concerning the ideological history of “Anglistik” from the 19th century to the present day. This short and rough outline shall help to explain, why there is the obvious deficiency in theory, which nobody can deny who knows German Anglistik from within (I). Then I proceed in listing the necessary elements of a rational Anglistik, which have to be integrated into the discipline of the future. This description deals with the theoretical and teleological aspects of the reconstruction (II). In the last section I try to warrant my proposition to reconstruct Anglistik by an example, which has the task to demonstrate the interrelation of literary history, intellectual and social history within the discipline (III).
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  • 19
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    Journal for general philosophy of science 10 (1979), S. 267-287 
    ISSN: 1572-8587
    Source: Springer Online Journal Archives 1860-2000
    Topics: Philosophy , Nature of Science, Research, Systems of Higher Education, Museum Science
    Notes: Zusammenfassung Dieser Beitrag behandelt das analytische und hermeneutische Problem, das der europäische Wissenschaftsbegriff, seine Freilegung in der Antike und seine Geschichte in Mittelalter und Neuzeit, für das gegenwärtige Konzept der „wissenschaftlichen Revolution“ des 17. Jahrhunderts darstellt. Es wird zu zeigen versucht, daß sie im Kern eine Begriffsrevolution impliziert. Der Beitrag untersucht die für den Aufbau der Wissenschaft konstitutive Funktion der Begriffe „Theorie“, „Lehre“ und „System“, denen ein je verschiedener Typus von Wissenschaftseinheiten entspricht, der geschichtlich dem klassisch-griechischen (a), christlich-mittelalterlichen (b) und neuzeitlichem Wissenschaftsbegriff (c) zugeordnet wird. Die Topik dieser Begriffe und ihre Verschiebungen in der Neuzeit sind der Schlüssel zu einem neuen Verständnis der Wissenschaftsgeschichte, das über die Grenzen bisheriger, an den Naturwissenschaften orientierter, Konzeptualisierungen hinausweist.
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    Journal for general philosophy of science 10 (1979), S. 320-337 
    ISSN: 1572-8587
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    Topics: Philosophy , Nature of Science, Research, Systems of Higher Education, Museum Science
    Notes: Zusammenfassung Im vorliegenden Beitrag wird versucht, bezogen auf das Beispiel Cäsars, eine wissenschaftstheoretische Kritik der Vorstellung von „historischer Größe“ und gleichzeitig eine Korrektur unseres Cäsar-Bildes durch eine historische Erklärungsskizze, wie sie Hempel und Oppenheim vorschlagen, vorzunehmen.
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    Journal for general philosophy of science 10 (1979), S. 316-319 
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    Notes: Summary First publication of a letter of Albert Einstein to Hans Vaihinger, dated May, 1919, concerning Vaihinger's concept of „Fiktionen“, the role of Geometry in Poincaré's system, and the importance of „real culture“ (wahre Kultur) in the intellectual's style of life. The letter is introduced and annotated.
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    Journal for general philosophy of science 10 (1979), S. 338-342 
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    Topics: Philosophy , Nature of Science, Research, Systems of Higher Education, Museum Science
    Notes: Summary On the basis of an analysis of different types of research, two main kinds may be distinguished: research with a general intention and research with an individual intention.
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    Journal for general philosophy of science 10 (1979), S. 288-315 
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    Notes: Zusammenfassung Ausgehend von der Schwierigkeit, den Ertrag der Hermeneutik-Diskussion des vergangenen Jahrzehnts für die i.e.S. hermeneutischen Wissenschaften methodologisch fruchtbar zu machen, wird eine Grenzziehung nach zwei Seiten vorgenommen. Gegenüber der Semiotik, die auf verschiedenen Ebenen einer Pragmatik am Modell des zeichenvermittelten Handlungserfolgs (Agendum) orientiert bleibt und Zeichen primär als Handlungsmarken versteht, wird die reflexive Struktur dertransfunktionalen Vergegenwärtigung abgeschlossener Handlungen und ihrer Handlungsspuren betont; gegenüber der philosophischen Hermeneutik Gadamers wird die Notwendigkeit des Rekurses auf das in der Dilthey-Schule herausgearbeitete Problem der lebensimmanenten Reflexivität und des Zusammenhangs von Leben und Wissen in der Schicht der Erlebnisausdrücke betont. Die Leistung der transfunktionalen Vergegenwärtigung, in der sich das nicht-reflexiveActum zumPerfectum des Handlungsmals verwandelt, wird alsepidigmatische Ausdrucksleistung verstanden, deren produktiv objektivierende Artikulation alskommunikative Synthesis bezeichnet wird. Ihr entspricht auf der Verstehensseite der ausdrucksvermittelte Nachvollzug einer (noch) nicht absehbaren Bedeutungsbeziehung, der handlungstheoretisch gesehen noch unterhalb der zeichenvermittelten, zielgerichteten Handlung liegt. Eine Funktionsbestimmung der hermeneutischen Wissenschaften hat bei einer Analyse des Kommunikationsomodells der epidigmatischen Ausdrücke einzusetzen, in der nicht nur ein neuer Aspekt ihrer Forschungsgegenstände, sondern in bestimmten Grenzen auch die Struktur ihrer eigenen Vergegenwärtigungsleistungen erkennbar wird.
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    Journal for general philosophy of science 10 (1979), S. 343-351 
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    Topics: Philosophy , Nature of Science, Research, Systems of Higher Education, Museum Science
    Notes: Zusammenfassung Die Gegner der Finalisierungsthese setzen sich in der Regel nur mit dem Projektentwurf der Starnberger Gruppe, nicht mit ihren substantiellen Forschungen, noch viel weniger mit der Sache selbst auseinander, so auch M. Tietzel in Z. f. allg. Wissenschaftstheorie IX, 2, 1978. Als Replik wird deshalb hier ein Stück dieser substantiellen Untersuchungen veröffentlicht: Es geht um die Frage, ob dem Begriff „abgeschlossene Theorie“ ein ausweisbarer Sinn gegeben werden kann. Dies wird untersucht durch Analyse der Theoriestruktur der klassischen Hydrodynamik. Hier läßt sich eine systematische Beziehung zwischen der Struktur der Theorie und der empirischen Charakterisierung der Gegenstände, auf die sie sich bezieht (Newtonsche Fluide), nachweisen. Die Theorie wird also mit Notwendigkeit gültig sein, kann also in diesem Sinne auf der entsprechenden Gegenstandsklasse als abgeschlossen angesehen werden.
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    Journal for general philosophy of science 10 (1979), S. 352-357 
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    Topics: Philosophy , Nature of Science, Research, Systems of Higher Education, Museum Science
    Notes: Summary The instrumentalistic conception of science underlying the thesis of the „finalization“ of science is shown to be at the roots of Lyssenkoism.
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    Journal for general philosophy of science 10 (1979), S. 358-362 
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    Topics: Philosophy , Nature of Science, Research, Systems of Higher Education, Museum Science
    Notes: Summary Die Kritik am Konzept „abgeschlossener“ Theorien, die im Kontext der Diskussion um die sogenannte Finalisierungs-These bisher vorgebracht wurde, erweist sich als unhaltbar. Ob die Existenz „abgeschlossener“ Theorien die Finalisierbarkeit der entsprechenden wissenschaftlichen Disziplinen zur Folge hat, ist eine andere Frage.
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    Journal for general philosophy of science 10 (1979), S. 375-393 
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    Notes: Summary The dispute about positivism in German sociology dealt basically with the question, whether we can know what we ought to do or whether we must be content to decide what we want to do. Habermas questioned the distinction which “positivists” and “decisionists” draw between science on the one hand and ethics on the other. Later he proposed his own notion of knowledge about reality and along with it a notion of normative or ethical knowledge and he claimed the two notions were comparable. He developed the first notion in the form of a consensus theory of the truth of statements and the second one in the form of a consensus theory of the rightness of norms and values. The consensus theories are examined and it is shown that both are untenable for various reasons.
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    Journal for general philosophy of science 10 (1979), S. 394-404 
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    Topics: Philosophy , Nature of Science, Research, Systems of Higher Education, Museum Science
    Notes: Zusammenfassung Anläßlich des Erscheinens eines Buches über neueste philosophische Strömungen in der Bundesrepublik Deutschland von Mitgliedern der sowjetischen Akademie in Moskau wird deren Diagnose der Lage der Wissenschaftstheorie dargestellt und ergänzt. Man sieht eine Konvergenz positivistischer und hermeneutischer Konzeptionen auf der Grundlage eines voluntaristischen Dezisionismus.
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    Journal for general philosophy of science 10 (1979), S. 363-374 
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    Notes: Summary Methodological criticism may be defined as the critique of scientific practice in the light of methodological principles, and critical methodology as the study of proper methods of criticism; the problem is that of the interaction between the scientific methods which give methodological criticism its methodological character and the critical methods which give it its character of criticism. These ideas and this problem are illustrated by an examination of Karl Popper's critique of Marxian social science. It is argued that though Popper's favorable articulations of Marx are valuable, his unfavorable criticism is invalid, the grounds of my argument being certain ideas in critical methodology relating to the distinctions between theory and practice, between inaccurate and invalid criticism, and between the justification of favorable criticism and the justification of unfavorable criticism.
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    Journal for general philosophy of science 10 (1979), S. 405-416 
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    Higher education 8 (1979), S. 3-8 
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    Higher education 8 (1979), S. 55-68 
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    Topics: Nature of Science, Research, Systems of Higher Education, Museum Science
    Notes: Abstract Flows of academic talent among nations are an important factor in the transmission of values and knowledge throughout the world. As a point of entry for a study of international networks through which these flows occur, appointments to all universities in a single society, Australia, are examined for the years 1961–1974. During this period approximately 40 percent of appointees to academic positions in Australian universities came from overseas. Although there were fluctuations around this mean value, no major overall trends were discerned. The proportion of overseas appointments, however, was inversely related to university size, but unrelated to institutional age or total appointments. There has been a decrease in the proportion of appointees coming from British universities, and an increase from American universities. However over half of the appointees from the latter in 1970 were returning Australians. Some implications of these academic flow patterns are suggested, as are directions for future research.
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    Higher education 8 (1979), S. 121-121 
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    Higher education 8 (1979), S. 141-157 
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    Notes: Abstract Critical issues arising from the evaluation of instruction in higher education are reviewed. The purposes of evaluation (for reward and accountability, for improvement of instruction) and identity of the evaluations (students, reporters, peers, administrators, consultants) are discussed and a plea made for tying evaluation to systematic training schemes.
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    Higher education 8 (1979), S. 268-268 
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    Notes: Abstract Policy papers published by the Ministry of Education and Science in the Netherlands show that the government is strongly interested in the concept of recurrent education. One possible way of implementing this idea is through university level evening programs. In the Social Science Faculty of the Erasmus University in Rotterdam the evening program in sociology (which was established through the institution's own initiative) has recently taken on an institutionalized character. This article reports the results of research on the first year's experience of the day and evening students who began their studies in 1974. Attention is devoted to evening student recruitment, motives to take up university study and sociology in particular, minimum conditions within the institution's infrastructure, the curriculum and output. University evening education in general is also discussed and some policy conclusions are formulated regarding the realization of university evening education in the Netherlands.
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    Higher education 8 (1979), S. 321-342 
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    Notes: Abstract The survey describes the information collection and dissemination facilities and activities of the twenty major regional and international organizations, both non-governmental and inter-governmental, involved in higher education. A brief description of the purpose and scope of each organization is given, its library resources are described, and its documentation and information services are characterized.
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    Higher education 8 (1979), S. 364-364 
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    Higher education 8 (1979), S. 381-394 
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    Notes: Abstract This paper is concerned with the relationship between students' study processes and the structural complexity of their learning. Study processes are conceived in terms of three independent dimensions — utilising, internalising and achieving — each of which has a cognitive (strategic) and an affective (motivational) component; these are assessed by the Study Process Questionnaire (SPQ). Learning quality is expressed in terms of the complexity of the Structure of the Observed Learning Outcome by applying the SOLO Taxonomy described below. A preliminary study involving 60 undergraduates' responses to education research abstracts is described, in which SOLO levels and short and long term retention of factual material are related to their study processes.
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    Higher education 8 (1979), S. 452-452 
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    Higher education 8 (1979), S. 470-470 
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    Higher education 8 (1979), S. 471-486 
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    Notes: Abstract Differences in approaches to research into student learning are analyzed in terms of differences in the conception of six aspects of the research process. It is argued that underlying various research strategies there is a variation in perspective (experiental or observational), description (qualitative or quantitative), conceptualization (contextual or generalized), relations of categories (internal or external), comprehension (understanding or explaining) and application of findings (technical or emancipatory). The recent quantitative increase in research on student learning is seen as being paralleled by a tendency towards a paradigmatic shift in approach.
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    Notes: Abstract An experimental study was undertaken to examine (1) effect of early course evaluation feedback to instructor on subsequent end-of-course class evaluations by students (n=1484) and instructor (n=78), and (2) stability of course evaluations by students and instructor. These voluntary class-instructor units were randomly assigned to experimental (feedback) and control (no feedback) groups. After attrition the feedback group contained 37 units and the control group 41 units. The 26 item Faculty-Course Evaluation Form (FCEF) was administered approximately three weeks into the quarter and again eight weeks later. The FCEF reflected the frequency of occurrence of certain instructor behaviors and over-all opinions of course value and teaching ability. The five-factor structure of the FCEF can be described with the following labels: Subject Organization and Competency, Motivation-Stimulation, Instructor-Student Relations, Reasonable Work Load and Tests, and Clearness of Grading Procedures.Individual class, instructor, and total score results were fed back to instructors in the experimental groups from the early FCEF administrators. Results indicated significant differences in favor of the feedback group on the Subject Organization and Competency, and Motivation-Stimulation scale. In addition moderately high stability of ratings for both classes and instructors was noted, but little agreement between classes and instructors.
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    Higher education 8 (1979), S. 443-451 
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    Notes: Abstract The aim of this study has been to explore possible developmental differences in conceptions of learning amongst a group of people with very different learning experiences. The data consist of interviews with 90 people concerning their approach to learning. The sample was selected according to two criteria: age (which ranged from 15 years 7 months up to 73 years 3 months) and level of formal education (with a minimum of 6 years and a maximum of 16/17 years). Analysis of the interviews revealed that there are distinctive differences between people in terms of their subjective conceptions of learning, the nature of which has been described elsewhere. In the present article, the focus is on describing what seems to be an important developmental process: for some people the phenomenon of learning has become thematized — it has been made an object of reflection — while for others it represents an activity the nature of which is taken for granted.
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    Higher education 8 (1979), S. 683-699 
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    Topics: Nature of Science, Research, Systems of Higher Education, Museum Science
    Notes: Abstract The main thesis of this paper is that student unrest in India is not always necessarily a manifestation of juvenile delinquency, and given certain conditions can change into an articulated movement. This is substantiated through an analysis of the nature and content of student activism in India during the seventies, covering an important phase in the history of modern India, namely, the state of “Internal” Emergency. Part One analyses the genesis and growth of the student movement in 1974–1975. Part Two discusses the suppression of student activism during the Emergency. The rise and fall of the Youth Congress during this period is outlined. Part Three presents a scenario of student unrest in the post-Emergency period and highlights the reappearance of the sixties'-type of the student agitations. The article summarizes the development of the student movement during the pre-Emergency period, accounts for the reversal in the movement since the end of Emergency, and discusses the prospects of the re-emergence of such a movement.
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    Higher education 8 (1979), S. 491-512 
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    Notes: Abstract The Australian universities have entered a “steady-state” period in which enrolments and funding are being held with limits predetermined by government instead of being allowed to expand to levels compatible with institutional goals. A model of a university system is emerging from the recommendations of the Tertiary Education Commission (TEC), and the guidelines set by the Federal Government and the proposals of the State Governments. This model aims to be equitable, accountable, efficient and well co-ordinated but it allows for Federal and State government intrusion into areas of decision-making that the universities have traditionally regarded as their preserves for autonomous action. The Tertiary Education Commission, as the Federal system-authority, has concentrated on the evidence and the need for change in four major areas: the nature of the student population; funding and, consequently, staffing, and procedures for co-ordination and rationalization. The states have shown particular interest in the fourth area and have aligned themselves with the TEC as it has devised a series of proposals, for all four areas, which have ultimately been placed upon the universities in the amended, and sometimes more restrictive form of Federal government guidelines. An examination of the “new model” of university education that is taking shape and the universities' reaction to it suggests that the universities are faced with three alternatives. They can capitulate and subscribe fully to this model being formulated beyond their campuses or they can unilaterally resist its imposition. Their third option, however, involves both compromise and initiative and it is emerging as the most effective choice for survival in the “steady state” environment. In taking the third option, the universities will have to adopt a two-pronged approach. Firstly, they will need to anticipate and to adjust to external initiatives by shortterm tactics conducted by an efficient centralized administration. Secondly, and most importantly both the administrative and academic communities will have to accommodate these adjustments to a long-term plan that will determine the role and function of their university and, ultimately, of the entire university system of education amongst the economic, political and social realities of the late 20th century.
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    Higher education 8 (1979), S. 535-552 
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    Notes: Abstract Concern about the increasing cost and questionable relevance of much overseas training, combined with the growth of home country training facilities, has in Africa raised questions about the extent to which scholarship provision has adapted to changing circumstances in recent years. It has pointed to the need for more systematic information than we now have about the pattern of scholarship provision and its relationship to training needs and job performance. At present we have a rather fragmentary basis for deciding which kinds of skills and knowledge can best be provided at home and which need to be sought elsewhere. Where overseas training seems advisable we need to know more about the kinds of training, institutions, programmes and time periods which relate to particular skill needs and how they can be integrated into national and regional programmes. As a step towards the provision of some relevant information this article examines the impact of one specific scholarship programme which has been concerned with the training of university staff for Kenya and Tanzania. The experience of this programme is used to suggest some conditions and identify some issues associated with effective overseas training. Effectiveness is examined from the standpoint of congruence between training content and occupational requirements and then in relation to features of the occupational and administrative culture which exist in the scholar's home country. Finally some suggestions are made for fruitful research areas and approaches.
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    Higher education 8 (1979), S. 657-667 
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    Notes: Abstract Since 1968, the Italian student movement has moved from a stress on a libertarian Utopia to its current emphasis on support for political terrorism. This article presents an analysis of the social and economic crisis in Italy and indicates how the crisis has stimulated this change in the student movement. The crisis affects young people directly and this has deepened its impact in the universities. The student movement has experienced a collapse of representative student institutions, the rise of dogmatism and sectarianism, and the glorification of violence as a means of social change.
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    Research in higher education 10 (1979), S. 3-9 
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    Research in higher education 10 (1979), S. 37-57 
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    Keywords: pricing policies ; student choice behavior ; admissions
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    Topics: Nature of Science, Research, Systems of Higher Education, Museum Science
    Notes: Abstract Following the presentation of a marketing management paradigm for higher educational institutions, this paper discuses some aspects of the pricing policy process in colleges and universities. A statistical model of the college choice process is developed, and some empirical results related to the effects of price, among other factors, on the collegechoice decision-making behavior process of high school seniors are presented and interpreted. The two most important factors affecting the college choice process are seen to be college quality and price-related considerations. Marketing implications of these results are discussed.
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    Research in higher education 10 (1979), S. 11-24 
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    Keywords: grade inflation ; course grades ; undergraduate curriculum ; academic major ; student course selections
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    Topics: Nature of Science, Research, Systems of Higher Education, Museum Science
    Notes: Abstract This paper describes the trends in course-by-course grading at a large public urban university over a recent six-year period. To determine if systematic grade inflation was occurring, the study analyzed 144 individual undergraduate courses. Multiple linear regressions were fitted to more than 125,000 final course grades by courses. Most course grading patterns showed little evidence of systematic and homogeneous change over time. Hence, the increasing cumulative GPA for undergraduates at the institution studied was not caused by a general relaxing of grading standards. Rather, the supposition is that more students are moving away from traditional curricula into courses and degree programs which they find have grading standards reflecting their abilities and/or interests.
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    Research in higher education 10 (1979), S. 25-35 
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    Keywords: colleague ratings ; faculty compensation ; faculty workload
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    Topics: Nature of Science, Research, Systems of Higher Education, Museum Science
    Notes: Abstract Rankings of graduate and professional programs have become commonplace since Cartter's study for the American Council on Education was published in 1966. Much of the research up to the present has focused on discovering proxy variables, such as departmental size, which correspond to departmental ratings, as well as observing how the ratings of departments change over time. This study examines the relationship between the peer ratings reported by Roose and Andersen in 1970 and resource allocation patterns, represented by average salary figures, among fifty major American universities. It also shows the relationship of these ratings and other resource allocation measures within one of the fifty institutions. Results indicate that among the fifty universities, average salaries are higher at the highly rated institutions than at the lower rated ones, with senior professors being the chief beneficiaries of the higher wage scales. Similarly, within one institution the senior professors of higher ranked departments are better paid, compared to their junior colleagues, than those of lower rated departments. The higher rated departments share commonalities as to proportion of senior professors and teaching load assignments as well. Both across and within universities, departments found to be prestigious by Roose and Andersen do tend to exhibit common characteristics concerning resource allocation procedures.
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    Research in higher education 10 (1979), S. 59-70 
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    Keywords: collegiate finance ; financial assessment
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    Topics: Nature of Science, Research, Systems of Higher Education, Museum Science
    Notes: Abstract This paper responds to the fourth annual report by W. John Minter and Howard R. Bowen on Independent Higher EducationFinancial and Educational Trends in Independent Higher Education, 1978. Primary thesis: established financial reporting does not tend to do justice to a sound assessment of the financial condition of colleges and universities. Because the latter belong to the “service” economy, we must know more than we do about changes in quality. Such studies also must say how well institutional objectives are being achieved. College presidents and deans have tended to provide researchers with overly optimistic information. When they later see that Bowen and Minter report this very fact, they complain that their conclusions are not gloomy enough. Such double standards damage realistic program assessment efforts. The blame falls on the respondents and not on the authors. Neither can the authors be blamed for shortcomings in financial accounting ignoring the total cost of institutional activity. If accounting practice were based on a total cost concept the news about higher education finance would more nearly reflect what we all know is true: colleges and universities are worse off than the statistics say.
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    Research in higher education 10 (1979), S. 95-95 
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    Research in higher education 10 (1979), S. 173-188 
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    Keywords: discrimination ; income ; faculty
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    Notes: Abstract Income levels and percentage change in 1971–1975 income were regressed on personal and institutional variables for husband and wife doctorates holding full-time academic positions. Results of the composite equation indicate a $1,254 premium associated with being male after controlling for the other variables. Composite results also indicate a negative relationship between income for one spouse and the perceived opportunities for employment of the other spouse. Separate equations for the spouses indicate that this result related only to the wives' perceived opportunities of their husbands' income. By eliminating individuals with education doctorates and substituting the husbands' weights for the wives', the $1,254 differential was partially eliminated. The remaining differential between husbands' and wives' income was due to the greater involvement of the males in consulting and administration, greater involvement of the women in education, and fewer number of years of full-time experience of the wives. Comparison of income changes in both the composite and separate equations indicate that the wives received an 8–9% greater income increase than their husbands.
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    Research in higher education 10 (1979), S. 291-303 
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    Keywords: evaluation ; administration ; faculty ratings ; academic department head
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    Topics: Nature of Science, Research, Systems of Higher Education, Museum Science
    Notes: Abstract A total of 103 academic department heads in four universities rated a set of 15 administrative activities as to their importance. Faculty members in these departments (totalN=1,333) used the same set of activities to rate both the importance they should be given by the department head and the effectiveness with which the head performed each set during the previous 12 months. Tests of reliability revealed that faculty ratings of both importance and performance were made with reasonable internal consistency. Three tests of construct validity showed that each of the three types of ratings were made with at least minimal validity. A principal components analysis of faculty ratings of performance suggested that the department head has three major types of responsibility: personnel management; departmental planning and development; and building the department's reputation.
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    Research in higher education 10 (1979), S. 305-315 
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    Keywords: student evaluation ; motivation
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    Topics: Nature of Science, Research, Systems of Higher Education, Museum Science
    Notes: Abstract Research has demonstrated that student evaluations of instruction are influenced by variables extraneous to the instructional procedures being evaluated. One of the most important of these is the student's motivation to take the course. The Instructional Development and Effectiveness Assessment (IDEA) system controls this variable by comparing a course evaluation to a norm group of courses having students with similar motivation. The present study examined the possibility that the IDEA procedure of having students rate their precourse motivation at theend of a course might be unacceptable, because the rating would be influenced by experiences within the course itself. The data indicated that postcourse ratings of precourse motivation do deviate somewhat from actual precourse ratings, but the deviation is not of an order of magnitude which would seriously distort the interpretation of the ratings.
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    Research in higher education 10 (1979), S. 317-330 
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    Keywords: higher education ; older adults ; goals
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    Topics: Nature of Science, Research, Systems of Higher Education, Museum Science
    Notes: Abstract Do persons over age 62 enroll in universities to maintain their social interaction and stay in life's mainstream? This question was researched through a university pilot project which let older persons enroll virtually free, eliminating cost from their decision to attend. Survey responses from 65 older students in the program were compared with those of 320 randomly selected students ranging in age from 18 to 30. Older students were found to have a more positive attitude toward school, were more appreciative, and generally had less difficulty than their younger counterparts. Although older students take fewer courses and are more likely to be graduate students, they return to school primarily for self-fulfillment and social interaction.
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    Research in higher education 10 (1979), S. 331-343 
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    Keywords: interpersonal relations ; small group processes ; applied social psychology
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    Notes: Abstract The effect of small interpersonal discussion groups on student interpersonal relations was examined. A Group Psychology class with small interpersonal groups was compared to two other similar-level psychology classes with more traditional formats. One of these controls (a placebo group) had small, academically oriented discussion groups, and the other (a standard control group) was a medium-sized lecture class. TotalN was 258. The quality of within-class interpersonal relations for the experimental group exceeded that of the controls on all dependent variables. These effects, however, did not extend to behavior outside the class. This finding was supported by the results of a two-year follow-up (N=74).
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    Research in higher education 10 (1979), S. 345-355 
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    Keywords: faculty ; success ; proposals ; administrative action ; extramural support
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    Notes: Abstract The study focuses on a predetermined selection of variables which are amenable to administrative control and which are frequently cited in the literature as having an impact on success probabilities, and it offers estimates of the magnitude and direction of the effect of these on the chance of obtaining an award from either of two leading sponsors of research at universities and colleges. It finds that as much as 50 percent of the variability in the probability of success is attributable to the selected variables and that individual measures of impact vary both within and between sponsoring agencies. This outcome is evidence that action taken by university administrators could improve the competitiveness of faculty in the sponsored funds market.
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    Research in higher education 10 (1979), S. 371-374 
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    Research in higher education 10 (1979), S. i 
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    Research in higher education 10 (1979), S. 357-370 
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    Keywords: adult education ; continuing education ; part-time college students
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    Topics: Nature of Science, Research, Systems of Higher Education, Museum Science
    Notes: Abstract Using the 1975 National Center for Educational Statistics/Bureau of Census “Participation in Adult Education” survey data, this paper presents an analysis of part-time students at colleges and universities—who participates and who persists. Separate analyses of public two-year colleges and noncredit activities are also presented. The analysis is followed with a discussion of the implications. A general conclusion is that adult education at colleges and universities may rest on a precariously narrow base.
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    Research in higher education 11 (1979), S. 3-11 
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    Keywords: productivity ; laboratory
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    Notes: Abstract A mathematical model is presented for calculation of productivity (student credit hours per-full-time equivalent faculty) for combined lecture-laboratory-recitation courses. Analysis of computer-generated plots of productivity versus enrollment for typical combined lecture-lab courses leads to the following conclusions: (1) Productivity levels off rather than continuously increasing as enrollment increases, suggesting that large lecture sections cannot be justified. (2) The productivity increase with enrollment is not monotonic, but has a sawtooth appearance, suggesting that forbidden intervals of enrollment would maximize productivity. (3) In lab-optional courses, productivity is maximized by discouraging lab enrollment after the first lab section is filled. The overall productivity of an instructional unit such as a department is shown to be calculable as the sum of course productivities, each multiplied by a weighting factor equal to the fraction of total teaching time devoted to that course. Potential applications of the model to course and curriculum design are discussed. The effects on productivity of varying any of the parameters in the model—for example, lecture and lab contact and credit hours, lab capacity, average lecture size, and fraction of students taking the lab—can be quantitatively predicted.
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    Research in higher education 11 (1979), S. 13-22 
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    Keywords: validity extension ; course evaluation
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    Topics: Nature of Science, Research, Systems of Higher Education, Museum Science
    Notes: Abstract The Course-Faculty Instrument (CFI) demonstrates similar measurement properties with student populations at four diverse institutions. These students agree about the nature and extent to which course and instructor attributes relate to their learning. The results suggest that: (1) a perceived learning criterion may have general relevance to students, and (2) validity extension research is an economically feasible alternative to full-scale instrument development and validation efforts. Since validity extension is practical and facilitates cross-institutional comparisons, it appears to be a more viable strategy for researching and instituting student evaluation systems than is suggested by its current usage.
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    Research in higher education 11 (1979), S. 37-44 
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    Keywords: model ; tenure ratio ; faculty flow ; retirement
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    Notes: Abstract Recently a new law was enacted that would raise the mandatory retirement age from 65 to 70 for all occupational groups except tenured faculty in higher educational institutions. The exception for faculty, which extends to 1 July 1982, was granted because tenure holding professors enjoy a measure of job security that is unknown outside the academic sphere; this uniqueness led many to feel that an extension of faculty lifetime careers could possibly have very serious effects on the fiscal and academic health of colleges and universities, and that a delay was necessary in order that the situation could be carefully researched. This paper analytically investigates these conjectures and rigorously shows that they have been greatly exaggerated. By using a four stage model of the tenure system, it is easy to show the effect of progressively later retirements on the tenure ratio, flow of new faculty, and faculty salary budget. As many researchers would intuitively feel, neither early nor late retirement has an unusually disruptive effect on any of these critical variables.
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    Research in higher education 11 (1979), S. 59-83 
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    Keywords: admissions research ; market research ; marketing ; admissions ; recruitment
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    Topics: Nature of Science, Research, Systems of Higher Education, Museum Science
    Notes: Abstract Marketing and market research have formally entered the world of college recruiting in recent years, and market structure, market segments, and institutional positioning are concepts that have gained currency among academic marketers. In this paper a variety of analytic techniques—comparisons of frequency distributions, cross-tabulations, multidimensional scaling, and regression analysis—are used to examine the structure of a college's competition and institutional market position in relation to students' market behavior—the decision to accept a college's offer of admission. The analysis focuses on how these phenomena vary between two geographic market segments. Brief mention is made of some of the marketing implications of the data.
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    Research in higher education 11 (1979), S. 111-123 
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    Keywords: student ratings ; teaching effectiveness ; bias in ratings ; evaluation
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    Notes: Abstract The relationships among several variables outside of the instructor's classroom control and student ratings of teaching effectiveness are investigated in a causal network. Student ratings are relatively independent of external variables. Students may be able to take into account more factors than generally assumed when they rate their instructors.
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    Research in higher education 11 (1979), S. 125-135 
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    Keywords: medical school organization ; contingency theory ; organization design ; perception of task characteristics
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    Topics: Nature of Science, Research, Systems of Higher Education, Museum Science
    Notes: Abstract Perceived characteristics of research, teaching, and patient care tasks of faculty members and administrators in five medical schools were found to differ significantly among departments representing different scientific and medical specialties. These differences correspond to state of development of the field and nature of the work done in the different departments. The basic science departments, which as a group represent a higher state of scientific development than the clinical departments, were more homogeneous in reported task characteristics than were the clinical departments. In light of these differences, it is argued that it is dysfunctional to apply the same set of organizational policies and practices, such as criteria for rewards and promotions, uniformly to all departments.
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    Research in higher education 11 (1979), S. 137-152 
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    Keywords: faculty ; attitudes ; student evaluation ; teacher performance
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    Topics: Nature of Science, Research, Systems of Higher Education, Museum Science
    Notes: Abstract This study dealt with university faculty attitudes toward the validity of and varying uses for student evaluations of teaching. It was hypothesized that faculty attitudes toward the potential uses of student evaluations would be systematically related to a professor's a priori frame of reference regarding the validity of these instruments. On the basis of responses to selected questionnaire items, faculty were divided into those whose frame of reference (1) opposed the idea that student evaluations could be made valid, (2) supported the idea that existing evaluation forms were valid, and (3) were uncommitted regarding this validity question. A fourth group, administrators at the university, were also surveyed. Large and consistent differences among these groups were found on policy matters such as the use of student evaluations in tenure and promotion decisions, in providing information to students to help them choose courses, and on a variety of other issues. In each case the results supported the hypothesis.
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    Higher education 8 (1979), S. 69-87 
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    Notes: Abstract The attitudes of Belgian chemistry students, who had chosen their specialist study area for their final year of chemistry studies, towards organic chemistry, physical chemistry, inorganic chemistry, biochemistry and analytical chemistry were measured using an instrument based on the Osgood Semantic Differential. Major differences between the attitudes (as a function of specialist field) were found to be in the activity attitudes rather than in the evaluative or potency attitudes. The area of specialisation does not appear to markedly correspond to differences in the students' expectations of their different courses; they expect to acquire the same skills.
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    Higher education 8 (1979), S. 1-2 
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    Higher education 8 (1979), S. 41-53 
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    Notes: Abstract This case study of three university departments was designed to generate substantive theory about decision-making in academic departments. Using Homans' social systems theory as a framework, the theory postulates that the degree of parádigm development of a discipline affects the extent of interaction in the external and internal systems of its associated departments. The rate of interaction affects the crystallization of norm structures and consequently processes of influence and decision-making.
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    Notes: Abstract This paper describes a programme of simultaneous curriculum change in ten Indonesian medical schools, involving 260 academic departments. Over the last three years nearly three-quarters of these departments have constructed sets of instructional objectives, and most of these departments are now using these sets of objectives as a basis for both their teaching and the examination of students' performance. One element contributing to the overall effectiveness of this programme of educational innovation has been the development of an “Educational Bureau” in each medical school. These Bureaux are described, their activities are indicated, and an in-depth portrait of one of them is presented. An attempt is then made to adduce some principles to explain the effectiveness of these organisations: this is done via the presentation of a “model of educational innovation” (cf. Eraut, 1975). This model is then compared with the actual developmental programme and it is concluded that the programme provides considerable empirical support for the value of the model. The concept of an “Educational Bureau” has important implications for large-scale educational change and innovation, and some of these are discussed.
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    Higher education 8 (1979), S. 111-119 
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    Higher education 8 (1979), S. 159-177 
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    Notes: Abstract This article analyses the plans of a sample of 7425 secondary school children in Greece regarding their demand for further education. A set of family, personal, geographical and school characteristics are related by means of multivariate analysis to the pupil's decision to continue or not his/her studies and to the particular institution of higher education he/she aspired entry. The maximum likelihood estimates of the “yes-no” pupil decision indicate the dominance of school grade as a key variable affecting plans for further study. An educational production function revealed in turn that it is mainly parents' education that relates to scholastic achievement. The article also contains empirical estimates of the relative strength of several family and school factors affecting self-selection which may make the results useful to policy makers who attempt to influence the social demand for post-secondary education.
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    Higher education 8 (1979), S. 249-249 
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    Higher education 8 (1979), S. 251-267 
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    Notes: Abstract Faculties, departments, chairs and other operating segments of academic systems are organized around a large number of disparate specialties. The parts are weakly interdependent, since the task structure generates systems in which operations are loosely coupled. “Coordination” then becomes an unusual problem. Order may be more emergent than planned, and stabilized by emotional and symbolic bonds as much as by administrative structure. Various groups and processes not normally studied as a part of deliberate coordination are involved in the ordering of academic activities and actions. This paper details four major pathways of coordination: by bureaucracy, profession, politics, and the market. All four are involved in all national academic systems, but in widely varying strengths and combinations. The bureaucratic means are well-known, reflected in the formal administrative structures of institutions and systems. Professional coordination is rooted in subject expertise and in the group relations and devices that allow professors to rule at various levels. Political coordination has many sub-forms, with the struggle of interest groups expressed particularly in the actions of regular officials of regimes and parties, the corporatist relations of external groups to government, and the organized efforts of strata within academic systems to act politically. Market coordination also has a variety of sub-forms, operating particularly by means of a consumer market, a labor market, and an institutional market. Various compounds of these four major types are evident, including the linkage of such opposites as bureaucracy and market. The many tasks and interests inherent in academic systems are reflected increasingly in the struggle of corresponding ministries, departments, bureaus, and divisions against one another within government itself. This struggle, too, is a form of coordination. Since each of the major pathways of coordination performs needed functions, policy becomes a matter of balance and mutual adjustment among the many ways by which academic activities are concerted.
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    Higher education 8 (1979), S. 269-277 
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    Notes: Abstract Plans for a nationwide system of education at a distance in Colombia S.A. are now under way to meet growing demands for higher education and to decentralize the current university system. Prior to this decision, a feasibility project was mounted in 1973–1976 by the University of Antioquia. Code-named El Proyecto UNIDES, its goals were: - To check whether students could learn at a distance with no lowering of standards; - To identify critical logistical conditions; - To assess whether traditional university teaching methods could be renovated with systems resting on ideas from instructional technology. UNIDES involved 70 staff of varying status and function who produced teaching materials and observed and assessed around 1500 students on and off campus under three instructional conditions covering a semester's work. D group students studied at a distance self-instructional materials in mathematics, psychology, and Spanish. S1 group students studied those materials individually on campus. S2 group students studied through conventional classes. Political confrontations with non-project students, staff anxieties, administrative, production, printing, distribution, and communication difficulties, and a 50–60 per cent dropout were unexpected events observed. This yielded valuable information about critical conditions in distance-teaching for practical decision-making in the future, but made assessment difficult. In academic performance, measured by common examinations for course credits, the groups ranked: S1, D and S2. There could be no clear-cut prediction from UNIDES. It suggested students can learn at a distance with no drop in standards, perhaps better through an autonomous system. Conventional systems might profit from adopting or adapting methods and materials developed for distance teaching.
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    Higher education 8 (1979), S. 358-358 
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    Higher education 8 (1979), S. 365-380 
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    Notes: Abstract Dimensions which have been used to describe various aspects of studying are reviewed. These draw attention to three distinctive approaches to studying which contain elements of both study processes and motivation. The development of an inventory of approaches to studying is reported which confirmed the importance of these three dimensions, but also drew attention to the importance of characteristic styles of learning in describing the processes through which students arrive at different levels of under-standing.
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    Higher education 8 (1979), S. 395-409 
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    Notes: Abstract The paper will discuss some research results on the application of recent descriptions of student learning (specifically by Pask and Marton) to students' normal academic methods of studying. The study to be discussed differs from the original studies in that it attempted to analyse a number of real working situations for a group of about 30 students, obtaining as much detail as possible on all aspects of the students' perceptions of their work in those situations. The major conclusion from the study is that students' styles and strategies of learning are context-dependent: rather than applying to individual students, dichotomised descriptions of learning are more readily applicable to students in particular learning situations. The paper will discuss some of the implications of this conclusion for further research on student learning. In particular, it may be possible to develop a hypothetical model of student learning, both to clarify existing results, and provide a framework for further research.
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    Higher education 8 (1979), S. 573-583 
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    Higher education 8 (1979), S. 603-607 
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    Higher education 8 (1979), S. 609-626 
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    Notes: Abstract The contrast between the widespread activism of the 1960s and the relative calm of the 1970s in the American universities is dramatic. In general, American students are not now politically active, although there have been a small number of demonstrations. The political traditions of American students are important to understand in order to analyze the current situation. The first period of widespread activism was during the 1930s, with the decade of the 1950s returning to political calm. The sixties was the zenith of American student activism, and the impact of the counter culture and of some of the political struggles of this period continues to influence the campus. The lack of a clearly threatening foreign policy issue, economic problems, disillusionment with past politics and other factors have all contributed to the political quiet of the seventies. The paper concludes with a description of current campus trends.
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    Higher education 8 (1979), S. 487-490 
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    Higher education 8 (1979), S. 669-681 
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    Notes: Abstract After the student turmoil of 1968–69, the seventies are characterized by an overall mood of retreat on the part of students. This can be explained by three main factors: (1) the institutionalization of politics within the university system which resulted from the 1968 Loi d'orientation which gave the minority willing to be politically active an opportunity of being so, while dissuading the majority; (2) as a consequence of the 1968 movement, universities are more diversified than they were prior to 1968 giving the students more choice. The increased diversity contributed to the substitution of the exit for the voice strategy; (3) in the seventies the returns from higher education decreased absolutely while they remained constant or increased relatively. This circumstance among others contributed to transforming the ideal-typical model of the full-time student into a new model of student economically active for a part of his time. As a result of these factors the conflicts of the seventies were of the corporalist-particularistic-materialistic type, contrasting with the cultural-universalistic conflicts which characterized the late sixties. In spite of the retreat, surveys show that a high proportion of students feel close to political ideologies weakly represented, if at all, in societal political institutions.
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    Higher education 8 (1979), S. 701-707 
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  • 91
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    Research in higher education 10 (1979), S. 253-262 
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    Keywords: faculty development ; program evaluation ; professional development ; instructional development ; survey method
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    Topics: Nature of Science, Research, Systems of Higher Education, Museum Science
    Notes: Abstract There is relatively little firm information concerning the effectiveness of faculty development programs at the present time. This condition is not likely to be alleviated by any one study, including the present one. The study does, however, offer a rationale for the faculty survey approach it uses and reports faculty responses concerning importance and performance, to each of 19 functions that make up the faculty development program at the institution involved. The study was conducted in a large urban university and involved responses from both faculty who had participated in the program during the preceding year and those who had not. It was concluded that, despite the subjective nature and other limitations of the survey approach to evaluation of faculty development programs, the information provided is useful both as a basis for decision making and program improvement.
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    Research in higher education 11 (1979), S. 189-192 
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    Research in higher education 11 (1979), S. 153-165 
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    Keywords: teacher performance ; student course evaluation
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    Topics: Nature of Science, Research, Systems of Higher Education, Museum Science
    Notes: Abstract Traditional reliability studies report the stability of teaching performance, as measured by student course/instructor evaluations, as ranging from .40 to .90, depending upon the study. Recently, generalizability theory has been applied to these rating data to more specifically pinpoint sources of error in student course evaluations. The purpose of the present study is to (1) familiarize the reader with some of the work that has been done with student rating data using generalizability theory and (2) to illustrate the use of the theory on a problem that in the past has been examined using traditional reliability estimates. Specifically, the paper addresses the stability of teacher performance across time in the same course.
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    Research in higher education 11 (1979), S. 167-177 
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    Keywords: student ratings ; teacher effectiveness ; faculty evaluation
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    Topics: Nature of Science, Research, Systems of Higher Education, Museum Science
    Notes: Abstract The relationship between class size, instructional method, course level, reason for enrollment, and student ratings of instruction was assessed from a within-instructor perspective. Two hundred fifty-four pairs of courses taught by the same instructor were correspondingly identified and subjected to a stepwise multiple regression procedure. Only class size was found to be a significant predictor of ratings once individual differences between instructors were controlled, hence underlining the importance of (1) taking cognizance of the size of the course when using student ratings of instructors as a measure of teaching effectiveness, and (2) controlling for systematic variation due to instructor idiosyncracies in instructional research.
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    Research in higher education 11 (1979), S. 179-188 
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    Keywords: time perception ; faculty behavior ; academic discipline ; professional rank
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    Topics: Nature of Science, Research, Systems of Higher Education, Museum Science
    Notes: Abstract This study is a preliminary investigation of the temporal perceptions of 100 male university faculty members grouped by professorial rank and by the three general academic areas of natural sciences, social sciences and humanities. The general hypothesis states that the temporal perceptions of these respondents relate to academic area and not to professorial rank. From the respondents' answers to an open-ended question during a taped interview session, three perceptual categories were derived and labeled ambiguous, analytical, and synoptic. Chi-square analysis confirmed the general hypothesis. This confirmation is congruent with previous research findings that academic area is a significant distinguishing variable to apply to the professoriate. Natural science respondents perceived time analytically, as increments for measurement, whereas respondents in social sciences and humanities tended to perceive time ambiguously, as having more than one meaning. Implications of this small-sample investigation at a comprehensive, state-supported university are important not for the answers provided but rather for the questions generated. These questions delineate areas for further research.
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    Research in higher education 11 (1979), S. 223-232 
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    Keywords: state-level planning ; program review
    Source: Springer Online Journal Archives 1860-2000
    Topics: Nature of Science, Research, Systems of Higher Education, Museum Science
    Notes: Abstract The purpose of this survey was to solicit from state-level agencies with a possible role in the review of existing academic programs a straightforward response to the question of program elimination and reallocation of resources. State-level agencies in 37 states were surveyed concerning their activity in program elimination and consolidation. The main finding is that although there is some activity in the area of elimination and consolidation of programs, either there have been no cost savings or reallocation or the state cannot identify the amounts. Those programs eliminated tend to be low productivity programs.
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  • 98
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    Research in higher education 11 (1979), S. 207-221 
    ISSN: 1573-188X
    Keywords: residence halls ; social environment ; student change
    Source: Springer Online Journal Archives 1860-2000
    Topics: Nature of Science, Research, Systems of Higher Education, Museum Science
    Notes: Abstract The social environments of residence halls and independent off-campus living settings (such as apartments and houses) were compared. The off-campus settings had as much emphasis on cohesion and emotional support, and had more emphasis on independence, academic achievement, and the enhancement of intellectual and cultural pursuits. Despite these differences, students who stayed in residence halls throughout their four years of college, as compared to those who moved into independent housing, had higher educational aspirations and performed better academically, although they were somewhat more conservative and traditional (higher religious concern, more participation in campus activities, less alcohol consumption and impulse expression). Additional analyses indicated that college living settings influence differential student change and that some of their “effects” occur because students tend to select and create settings which help them to maintain their preferred personal characteristics.
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  • 99
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    Springer
    Research in higher education 11 (1979), S. 353-363 
    ISSN: 1573-188X
    Keywords: teaching evaluations ; program evaluation ; student ratings ; course evaluation
    Source: Springer Online Journal Archives 1860-2000
    Topics: Nature of Science, Research, Systems of Higher Education, Museum Science
    Notes: Abstract The use of aggregated student evaluations of their courses and course elements (e.g., subject functionality, affect, difficulty, graded assignments) is suggested as an efficient and useful means of obtaining program and department assessments. Given that the instruments used to collect student evaluations are valid (if they are not, they should not be used for any purpose), then averaging class data is likely to provide a valid and reliable index of program and department effectiveness as evaluated by students. Program and department assessment data are presented and discussed for a large northeastern professional school. Large and significant differences in the ratings of program elements were found. Although many of the elements designed into the program by the administration and faculty were perceived as operational by the students, some discrepancies between the design and student perceptions existed. Substantial departmental differences were also found which indicated areas of strength and weakness both within and across departments. The potential usefulness of the assessment for internal change and development is discussed.
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  • 100
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    Springer
    Research in higher education 10 (1979), S. 83-93 
    ISSN: 1573-188X
    Keywords: marketing analysis ; market research
    Source: Springer Online Journal Archives 1860-2000
    Topics: Nature of Science, Research, Systems of Higher Education, Museum Science
    Notes: Abstract Product-market planning is an inherently difficult practice. It aims at a match between consumer preference and institutional behavior. Unfortunately, consumer reactions to changes in institutional behavior are more often than not highly uncertain. This paper assumes that institutional planners should neither ignore uncertainty nor seek to avoid all actions with uncertain outcomes. This means that institutional researchers need conceptual tools that will help them deal with situations where data are sparse and time is short—where the key question that must be faced is: how much uncertainty is too much (or, how much information is enough)? This paper describes some simple, easily understood and easily used concepts that can increase the likelihood of getting good answers to this question.
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