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Faculty Emphases on Alternative Course-Specific Learning Outcomes in Holland's Model Environments: The Role of Environmental Consistency
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Smart, John C.; Ethington, Corinna A.; Umbach, Paul D.; Rocconi, Louis M. – Research in Higher Education, 2009
This study examines variability in the extent to which faculty members in the disciplinary-based academic environments of Holland's theory emphasize different student learning outcomes in their classes and whether such differences are comparable for those in "consistent" versus "inconsistent" environments. The findings show wide variation in the…
Descriptors: College Faculty, Intellectual Disciplines, Outcomes of Education, Teacher Attitudes
Faculty and Administrator Perceptions of Their Environments: Different Views or Different Models of Organization?
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Peterson, Marvin W.; White, Theodore H. – Research in Higher Education, 1992
Using a theoretical model of institutional culture, organizational climate, and faculty motivation, a study examined how faculty (n=1,123) and administrators (n=381) in 10 colleges differed in their perceptions, whether differences were affected by institution type, and to what extent faculty and administrators had different implicit models of…
Descriptors: Administrator Attitudes, College Environment, Higher Education, Institutional Characteristics
Holland Environments as Reinforcement Systems.
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Smart, John C. – Research in Higher Education, 1985
A longitudinal study of over 2,000 graduates from eight college types generally supports the validity of Holland's premise: that model environments reinforce the characteristic predispositions and attitudes of their corresponding personality types. There are implications for the study of inter- and intra-institutional diversity. (MSE)
Descriptors: College Environment, College Graduates, Comparative Analysis, Educational Research
Revising Tinto's Interactionalist Theory of Student Departure Through Theory Elaboration: Examining the Role of Organizational Attributes in the Persistence Process.
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Berger, Joseph B.; Braxton, John M. – Research in Higher Education, 1998
A study used theory elaboration to help revise Tinto's interactionalist theory of individual student departure from college to include the effects of organizational attributes on student withdrawal. Results provide strong support for including concepts from organizational theory and suggest future research should use theory elaboration to look for…
Descriptors: Academic Persistence, College Environment, College Students, Decision Making
Organizational Culture and Effectiveness in Two-Year Colleges.
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Smart, John C.; Hamm, Russell E. – Research in Higher Education, 1993
The extent to which a two-year college's effectiveness is linked to dominant organizational culture type (clan, adhocracy, hierarchy, or market) was examined. A survey of faculty and administrators in 30 representative colleges found that perceived effectiveness is strongly related to culture type, with adhocracy (characterized by employment of…
Descriptors: Administrator Attitudes, College Administration, College Environment, College Faculty
The Development and Validation of the Ethical Climate Index for Graduate and Professional School Programs.
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Schulte, Laura E.; And Others – Research in Higher Education, 1991
Development and validation of the Ethical Climate Index, designed to measure perceived ethical climate of an institution's graduate and professional school programs, is described. The instrument was found to be valid and reliable, and variability was found in student perceptions of ethical climate across major academic areas. Research needs are…
Descriptors: College Environment, Ethical Instruction, Evaluation Criteria, Evaluation Methods
The Construct Validity of Institutional Commitment: A Confirmatory Factor Analysis.
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Nora, Amaury; Cabrera, Alberto F. – Research in Higher Education, 1993
A study with 2,453 college students investigated the construct validity of the student commitment to institution as a factor in academic persistence. Results suggest factors such as institutional quality, practical educational utility, student-institution fit, and loyalty to institution were more predictive of persistence than similarity of…
Descriptors: Academic Persistence, College Administration, College Environment, Construct Validity