Biglan Model Test Based on Institutional Diversity.

Autor/inn/en	Roskens, Ronald W.; Creswell, John W.
Titel	Biglan Model Test Based on Institutional Diversity.
Quelle	(1981), (39 Seiten) PDF als Volltext kostenfreie Datei Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Monographie
Schlagwörter	Classification; College Faculty; College Students; Colleges; Department Heads; Departments; Higher Education; Institutional Characteristics; Intellectual Disciplines; Models; National Surveys; Teacher Characteristics + Suchen Sie Ihr Suchwort? Classification system; Klassifikation; Klassifikationssystem; Fakultät; Collegestudent; College; Hochschule; Fachhochschule; Department; Abteilung; Hochschulbildung; Hochschulsystem; Hochschulwesen; Geisteswissenschaften; Analogiemodell
Abstract	The Biglan model, a theoretical framework for empirically examining the differences among subject areas, classifies according to three dimensions: adherence to common set of paradigms (hard or soft), application orientation (pure or applied), and emphasis on living systems (life or nonlife). Tests of the model are reviewed, and a further test is applied that addresses a noted deficiency in the model: its applicability to postsecondary education institutions other than research or doctorate-granting schools, specifically the comprehensive colleges. In the latter study, almost 9,000 faculty in 158 institutions were surveyed; equal proportions of respondents represented each of the five major institution types in the Carnegie classification. Response rate was 51.7 percent. The survey consisted of 128 questions coded into 781 variables. The study used the respondents' primary fields of research, scholarship, and creativity as the dependent variable. The results indicate that the model can be generalized to the comprehensive colleges and research-doctoral institutions in a limited way. Of the three dimensions in the model, differences were found only between the hard-soft groups on both types of campuses. The research-oriented variables contributing to this difference are the number of journal articles vs. the number of books or monographs produced by the faculty members, and may be explained more by the faculty's prior research training than by institutional affiliation. Several limitations are noted: (1) independent variables other than those used in the study may discriminate between Biglan groups; (2) the small number of respondents used in each cell was relatively small; and (3) this test used the "augmented" model composed of 78 departments, yet relatively untested. Future research is recommended into the model's use with institutional types. A list of references, a table of Biglan model tests, and tables of variables and results are appended. (MSE)
Erfasst von	ERIC (Education Resources Information Center), Washington, DC