Literaturnachweis - Detailanzeige
| Autor/in | Willett, Lynn H. |
|---|---|
| Titel | A Model for Assessing Impact of Institutional Studies. |
| Quelle | (1974), (11 Seiten)
PDF als Volltext kostenfreie Datei |
| Dokumenttyp | gedruckt; online; Monographie |
| Schlagwörter | Case Studies; Community Colleges; Data Analysis; Educational Research; Evaluation Methods; Institutional Research; Models; Postsecondary Education; Research Methodology; Research Utilization; Speeches; Two Year Colleges |
| Abstract | A three-dimensional model was developed to assist researchers in conceptualizing the research-study-impact process. Drawing on communication and decision making literature, the model relates time, action, and audience dimensions. The results of these relationships is labeled "institutional study impact." Impact is viewed as the outcomes from a variety of audiences producing various actions over a longitudinal time period. A longitudinal case-study approach is the general research metodology used to implement the model. A variety of criterion measures and data collection instruments are used to insure an exhaustive and reliable assessment of the research-impact process. To provide a comprehensive analysis mechanism, a Research Impact Gram (RIG), adapted from the sociologists' sociogram, which incorporates the time, audience, and action dimensions, is used. Other quantitative measures can focus on comparing attitudinal changes over time by audience type, and communication networks can be constructed as an aid in determining dissemination time estimates and communication links. Qualitative analysis can focus on the written and verbal feedback on the report's content, format, and significance. Decision making reactions can be categorized and labeled. Data analysis limitations inherent in the model are that measures become more unobtrusive as the audience goes from primary to tertiary; data become less reliable as the time dimension lengthens; and action becomes more difficult to assess when the behavior is either nonresponsive or rejecting. (DB) |
| Erfasst von | ERIC (Education Resources Information Center), Washington, DC |
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