TECHNIQUES FOR EVALUATING THE COLLEGE ENVIRONMENT<sup>1</sup>

Menne, John W.

doi:10.1111/j.1745-3984.1967.tb00590.x

Cited by 12 publications

(6 citation statements)

References 8 publications

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“…Research for this purpose may be general in nature (Grant, 1975), may focus on institutional goals-environmental congruence (Nell, 1973;Kroeker, 1973), or to compare the real and ideal environments of the institutions (Spangler, 1972;Benn, 1975). The ultimate purpose of such studies is to alter or improve the institutional environment, and Menne (1967) has designed a paradigm for such environmental manipulation.…”

Section: Uses Of Environmental Studies 24mentioning

confidence: 99%

Institutional environments as perceived by the faculty and administrators at six small liberal arts Christian colleges

Fouts

2000

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I would like to give special thanks to the six Christian colleges that participated in this study. Their cooperation during some very difficult financial times was an example of the friendliness and caring for which their institutions are known. The assistance given by my dissertation committee was invaluable. Dr. David Willis' support and Dr. Loyde Hale's research expertise did much to relieve the anxiety and frustration that can often accompany a project such as this.

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Section: Uses Of Environmental Studies 24mentioning

confidence: 99%

Institutional environments as perceived by the faculty and administrators at six small liberal arts Christian colleges

Fouts

2000

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“…Menne (1967) reviewed techniques that were developed for assessing college environments; he classified the techniques into three categories. In one category he placed the techniques that measure the environment in terms of objective institutional characteristics.…”

Section: Measurement Techniques In Evaluaήonmentioning

confidence: 99%

6: Measurement Techniques In Evaluation

Sjogren

1970

Review of Educational Research

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The demand for sophisticated and compre hensive evaluation of educational efforts is affecting thinking about measurement techniques and strategies. Evaluation for many years has been equated with a process of determining whether specified objectives are attained, but current evaluation models focus on a larger number of phenomena. The objectives of an educational effort are still an important component of evaluation, but the current models are more inclusive.Evaluation theorists indicate that evaluation should attend to outcomes other than specified objectives, to inputs or antecedent conäitions, and to processes or transactions.The implementation of an input-process-outcome evaluation plan raises important measurement problems. The inclusion of the many variables in a comprehensive evaluation requires a massive amount of measurement and classification. There are also problems associated with obtaining valid and reliable measurement and classifications of a great many variables, including many not traditionally considered in evaluation methodology.

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“…The literature contains several techniques of attitude-scale construction (Edwards, 1957;Fishbein, 1967;Shaw and Wright, 1967) and several applications of attitude-scales to research (Culbert, et aZ., 1968;Rochester, 1968;Menne, 1967;White, 1969;York, 1969;Wilkinson, 1966;Frederickson and Magnus, 1968). While the literature contains little evidence of the availability of valid and reliable scales appropriate €or the measurement of attitudes toward water resources and related areas, there is ample evidence indicating that researchers and planners in the realm of water resources are attempting to quantify this human variable.…”

Section: Introductionmentioning

confidence: 99%

A METHODOLOGY FOR THE CONSTRUCTION OF ATTITUDE MEASURING INSTRUMENTS¹

Sawyer

Harbaugh

1970

J American Water Resour Assoc

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To the average layman, the distinction between opinion and attitude is artificial at best, and is neither consistent nor logically defensible. For many purposes one need not distinguish between the two. However, when assessing opinion and attitude the disparity becomes quite evident. Opinion surveys are characteristically concerned with replies to specific questions which need not be related. The responses are kept separately as opposed to being combined into a total score. Attitude scales, on the other hand, typically yield a total score indicating both a direction and intensity of an individual's feelings, thoughts, and predispositions to act toward a given concept. Further, in the construction of an attitude scale, the different statements are designed to measure a single attitude or unidimensional variable. The Likert method of constructing attitude measuring instruments requires a large number of judges to indicate their own attitudes by responding to statements thought to pertain to an attitude in question. Five possible responses are provided for each item. The procedure for construction of a Thurstone type scale utilizes the Law of Categorical Judgment as a basis. Statements are obtained and analyzed for the various categories and in final form, the attitude scale is presented to the respondent who indicates statements with which he agrees or disagrees.

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TECHNIQUES FOR EVALUATING THE COLLEGE ENVIRONMENT¹

Cited by 12 publications

References 8 publications

Institutional environments as perceived by the faculty and administrators at six small liberal arts Christian colleges

Institutional environments as perceived by the faculty and administrators at six small liberal arts Christian colleges

6: Measurement Techniques In Evaluation

A METHODOLOGY FOR THE CONSTRUCTION OF ATTITUDE MEASURING INSTRUMENTS¹

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TECHNIQUES FOR EVALUATING THE COLLEGE ENVIRONMENT1

Cited by 12 publications

References 8 publications

Institutional environments as perceived by the faculty and administrators at six small liberal arts Christian colleges

Institutional environments as perceived by the faculty and administrators at six small liberal arts Christian colleges

6: Measurement Techniques In Evaluation

A METHODOLOGY FOR THE CONSTRUCTION OF ATTITUDE MEASURING INSTRUMENTS1

Contact Info

Product

Resources

About

TECHNIQUES FOR EVALUATING THE COLLEGE ENVIRONMENT¹

A METHODOLOGY FOR THE CONSTRUCTION OF ATTITUDE MEASURING INSTRUMENTS¹