The Surprising Persistence of Biglan's Classification Scheme

Autor/in	Simpson, Adrian
Titel	The Surprising Persistence of Biglan's Classification Scheme
Quelle	In: Studies in Higher Education, 42 (2017) 8, S.1520-1531 (12 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0307-5079
DOI	10.1080/03075079.2015.1111323
Schlagwörter	Higher Education; Classification; Intellectual Disciplines; Predictive Validity; Accuracy; Institutional Characteristics; Educational Change; Educational History; Goodness of Fit; Statistical Analysis; Academic Degrees; Undergraduate Study; Foreign Countries; United Kingdom + Suchen Sie Ihr Suchwort? Hochschulbildung; Hochschulsystem; Hochschulwesen; Classification system; Klassifikation; Klassifikationssystem; Geisteswissenschaften; Bildungsreform; History of education; Bildungsgeschichte; Statistische Analyse; Degree; Degrees; Academic level graduation; Akademischer Grad; Hochschulabschluss; Grundstudium; Ausland; Großbritannien
Abstract	Within higher education systems, different institutions deliver different patterns of disciplines. A simple analysis of the structure of that pattern of disciplines across institutions in one higher education system uncovers a surprising relationship. That is, the key dimensions which describe that structure align nearly perfectly with dimensions discovered in a very different context: the Biglan classification scheme. This paper explains correspondence analysis as a mechanism for uncovering structure in simple contingency tables, shows the accuracy of the fit with Biglan's scheme and demonstrates that the analysis also has a measure of predictive validity in its ability to classify previously unclassified disciplines. The study not only acts as a more accurate validation of Biglan's scheme than those previously undertaken, but indicates that a scheme developed in the USA in the 1970s has current validity in a very different higher education system and suggests disciplines as a core genotype of institutions. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2020/1/01