Types Of Academic Institutions Research Articles

Collapse of Monopoly Privilege: From College to University

This article focuses on the erosion of the monopoly by universities of the higher education system in Israel. The hegemony of the universities, the major player in the academic field, has been shattered by the development of the regional colleges that unsettled the preconceptions concerning the higher education system in Israel, including the goals, student profiles, curricula and organizational structure of the various types of academic institutions. This article examines how colleges and universities, the two major types of higher education institutions in Israel, were affected by enhanced access to higher education in the past decade.

North Central Sociological Association 2007 Reflections on Teaching Address: Teaching and Learning across Academic Cultures

It is an honor to be recognized with the award from the NCSA, and I am very humbled to be included in the list of previous award recipients, especially since many of these recipients have played an indirect role in mentoring me as a sociologist and as an educator over the years. When I was invited to give a presentation, I spent a good number of months thinking about a topic that is hardly explored, yet crucial to our lives. As sociologists, we may have dedicated little time to reflecting on this topic and the multiple meanings attached to it. We lack the experience. The topic, seldom studied and addressed, has to do with the examination, analysis, and evaluation of and learning across academic cultures. I refer specifically to the study of commonalities and differences among academic cultures rather than to independent analyses of each type of academic institution; there is plenty of research on effective and learning on the latter. I have attended many and teaching-related sessions over the years where sociologists have addressed issues specific to their particular campuses. At the same time, it is undoubtedly difficult to compare and contrast and learning on different academic campuses; one needs to have taught and lived in different academic cultures. As I reflect on my own interest and experience in becoming a student of sociology and as a sociologist, my cultures of and learning are informed by the particular types of academic institutions. When I refer to myself as a student or learner of sociology, I do not mean simply my previous status as an undergraduate and graduate student. Rather, this is a status that I carry with me; it is a status that I consistently construct, deconstruct, and reconstruct. In the process of construction, deconstruction, and reconstruction, I am sometimes overwhelmed and confused by the complexities of the particular academic setting in which I teach and learn. Being overwhelmed and confused may not be an ideal state for a student, but it is a somewhat positive state for an educator. If and learning become too comfortable, monotonous, and repetitive in all the various social settings for me, I will be like a robot and fail to appreciate the social institution and cultural context in which I teach and my students learn. Giroux reminds us that are transformative intellectuals, not simply technocrats; otherwise, we will lose sight of our goal to educate students (1989:125). I need to make sociology equally relevant to students in all academic cultures. Calhoun (1999:22) points out that teaching skills might not be readily transferable across populations of students and types of schools or programs. What is easily understood in one cultural milieu for students within one academic institution may become totally irrelevant for students in another. Baker (1999:98) views learning as embedded in a social and cultural context. So, in addition to students about sociology that is unique within their particular academic cultures, I am also myself about sociology and learning about the students in a particular setting and the ways that they construct meanings relating to societal issues. THE STRUGGLE TO UNDERSTAND ACADEMIC CULTURES My journey as a sociology instructor has taken me to different types of academic institutions of higher learning, including a public community college, a large state university, and a small private liberal arts college. In each one, I believe that I learned just as much, if not more, from my students than they from me. Goldsmid and Wilson (1980) state that teachers both teach and learn; they learn from their students. In fact, my students are sometimes my best teachers-their knowledge and insights provide me with a base or a starting point for classroom discussions and debates. However, it is rather difficult to find colleagues who can truly understand the different challenges I face in the classrooms on different campuses. …

Undergraduate Use of Federated Searching: A Survey of Preferences and Perceptions of Value-added Functionality

Randomly selected undergraduates at Brigham Young University, Brigham Young University-Idaho, and Brigham Young University-Hawaii, all private universities sponsored by The Church of Jesus Christ of Latter-day Saints, participated in a study that investigated four questions regarding federated searching: (1) Does it save time? (2) Do undergraduates prefer it? (3) Are undergraduates satisfied with the results they get from it? (4) Does it yield higher-quality results than nonfederated searching? Federated searching was, on average, 11 percent faster than nonfederated searching. Undergraduates rated their satisfaction with the citations gathered by federated searching 17 percent higher than their satisfaction using nonfederated search methods. A majority of undergraduates, 70 percent, preferred federated searching to the alternative. This study could not ultimately determine which of the two search methods yielded higher citation quality. The study does shed light on assumptions about federated searching and will interest librarians in different types of academic institutions, given the diversity of the three institutions studied.

The Institutional Vision of Historically Black Colleges and Universities

Historically Black colleges and universities (HBCUs) have been subjected to harsh criticism within the higher education community. A common theme is that the shared and archaic mission of these institutions compromises academic standards and keeps individual schools from effective leadership and competing for financial resources and quality students. A content analysis of the mission and vision statements from HBCUs was performed, and key linguistic components found to constitute a well-conceived, viable, and easily diffused institutional vision were isolated. The prevalence of these components in comparison to other types of academic institutions is discussed, and ways in which this information can be used to address the current challenges facing HBCUs are presented.

Charting the Verbiage of Institutional Vision: Implications for Academic Advising

Whether and to what extent a college or university vision is embraced, transformed into action, and dispersed to the campus community by academic advisors is largely dependent on the rhetoric of the vision statement. Through a content analysis of a nation-wide sample of vision and mission statements from NACADA-membership institutions, we isolated key linguistic components that constitute a well-conceived, effective, and easily diffused institutional vision. The prevalence of these components and the types of academic institutions most likely to possess them are discussed. Ways in which this information can be used by advising supervisors to evaluate their own institution's vision and the vision of their advising operation are presented.Relative Emphasis: theory, research, practice

Invited Commentary: Defining Core Faculty for Physical Therapist Education

I thank Kevin E Brueilly, Elizabeth M Williamson, and G Stephen Morris for writing about this very important topic in physical therapy education and the editors for inviting me to comment on this article (see page 3). The faculty who will lead our teaching and research enterprise forward are as important to the future of physical therapy as were those faculty who resolutely started our profession almost 100 years ago. Because of the tremendous strides that we have seen in the recent past, in part due to a wonderful synchronicity of advances in science and communication, and in part to the leadership of the American Physical Therapy Association (APTA) through Vision 2020,' we have a whole new world open to us. The choices we make now in developing the scholarship and teaching that enlighten our practice will have an impact that will surely last the century. As we discuss the faculty who will be our profession's leaders, we need to keep in mind the totality of the physical therapist education enterprise. This enterprise has many complementary and completing responsibilities-to prepare graduates for entry into practice, to offer practitioners opportunities for continuing development, to prepare practitioners who will specialize in developing future knowledge, and to be the primary source of new knowledge that arises from and guides practice. Because of this breadth of mission, I fiilly support what I see as the authors' main contention-that we need a blend of well-qualified faculty to meet the breadth and depth of the complex activity known as the physical therapist education enterprise. No single degree type can possibly prepare us to meet all these needs. I also agree with comments from others that we have allowed individual institutional prerogatives to produce too much variance in many aspects of physical therapist education, including the qualifications for faculty. At the same time, we must recognize that currendy we have sanctioned physical thera pist education in a wide variety of education programs, representing the full breadth of the types of academic institutions offering graduate degrees in the United States. Therefore, education program mission must also play a role in the types of faculty qualifications used at specific institutions. The goal is to assure that these institutional differences serve to strengthen, rather than weaken, the physical therapist education enterprise. It is the profession's role to assure that these institutional standards support the breadth, depth, quality, and stability needed to move physical therapy forward. The profession asserts this role through the accreditation process, through creation and adoption of normative standards, but especially through strong leadership of its individual members. In addition to asserting the importance of a breadth of faculty, the authors have also highlighted a second important point-that of the increasing emphasis on research (as measured by publications and external funding) as the most important, if not sole, criterion for granting tenure, with the concomitant growth of the use nontenure tracks and the number of physical therapy faculty in such tracks. While it seems well and good to create tracks that support the teaching mission at research-oriented universities, there may well be serious unintended consequences. There are institutions where the tenured and tenureline faculty spend almost all of their time in the research side of the enterprise and the nontenured faculty spend almost all of their time in the teaching side of the enterprise. It is not this division of labor that is of concern; it is the consequences of not granting tenure to the teaching faculty, but maintaining them on short-term contracts, thereby threatening the stability of the teaching mission, that is worrisome. It is in the profession's best interest to assure that teaching faculty are accorded the rights, responsibilities, and stability that tenure affords. …

The impact of higher education on students' and young managers' perception of companies and CSR: an exploratory analysis

PurposeThe purpose of this article is to analyse the impact of higher education on students' and young managers' perception of companies and corporate social responsibility (CSR).Design/methodology/approachThe research is based on an electronic questionnaire for students and alumni of different institutions of higher education in Nantes (France). The textual analysis software ALCESTE enabled interpretion of the answers to the open‐ended questions. Concerning the closed questions, analyses by simple sort and the cross sort subject to chi2‐tests were used.FindingsThe main result of this exploratory study is the impact of the different types of academic institutions on the respondents' perception of companies and their attitude towards CSR concepts and tools.Research limitations/implicationsThe questionnaire should be submitted to a group of older managers and engineers in order to check whether and to what extent the impact of the academic institution is confirmed after several years of experience as managers. Furthermore, this exploratory research should be complemented by a qualitative approach to explain the link between the corporate vision and educational background.Practical implicationsHigher educational institutions have to integrate CSR in their culture, as this culture seems to have an impact on the perception of companies and CSR that is as important as the content of the education.Originality/valueThis research has been designed by a French business school and the white collar trade union CFDT‐Cadres.

Publication Rates of Male and Female Academic Clinical Psychologists in California

Compared here was the publication rate of men and women surveyed by mail (480 academic clinical psychologists in California) regarding number of publications, self-perception of their role of researcher versus teacher, variables related to research opportunity (grants, time spent in research), and type of institution in which they are employed. The men had 1.6 as many publications per year as did the women, and the semipartial correlation was -.21 for sex in the last step of a multiple regression and accounted for an additional 4% of the variance. Thus, the men published more, even when ostensible opportunities were controlled. For this sample variables of sex and self-perception of role of researcher versus teacher were more highly correlated with number of publications than were the research opportunity variables of grants, time spent in research, and type of academic institution of employment.

The Causal Effects of Participation in the American Economic Association Summer Minority Program

1. IntroductionIn 1974, the American Economic Association sponsored a Summer Minority Program (hereafter AEASMP). An impetus for the AEASMP was the underrepresentation of racial minorities among the ranks of Ph.D. economists, in addition to the possible shortfalls in academic preparation that, if not addressed, would reduce the likelihood of minorities successfully completing doctoral programs in economics. Thus, from the start and continuing up to the present, the AEASMP provides participants with a curriculum that introduces, and perhaps remediates, core quantitative skills and, in recent years, research skills, essential for completing doctoral programs in economics.1Given the severe underrepresentation of black Ph.D. economists in the profession, as an intervention, it is conceivable that the AEASMP could have an effect of increasing the likelihood of black participants earning economics doctorates and securing employment as economics faculty.2 This seems especially plausible if the AEASMP enhances the capabilities of participants and/or cultivates a serious interest in becoming a Ph.D. economist. Notwithstanding such possibilities, nothing is known on the extent to which the AEASMP has causal effects.As an intervention, it is of interest to know if the AEASMP has causal effects on outcomes deemed favorable for minority economists. Many outcomes associated with the training of Ph.D. economists are those outcomes associated with placement in tenure-track faculty positions in particular types of academic institutions. Successfully obtaining tenure is also associated with factors such as scholarly productivity, success in securing research resources, and in the prestige associated with scholarly society affiliation. If indeed the AEASMP has causal effects that enhance participants' labor market prospects as academic economists, the AEASMP can be viewed as a successful labor-market intervention.This article examines the causal effects of AEASMP participation for minority Ph.D. economists. Methodologically, the treatment effect is identified with an extension of Rubin's (1974) potential outcomes approach. In this framework, there are two outcomes: a treatment state and a control state, and the causal effect of the treatment is simply the difference between the two potential outcomes. Given the nonrandomized nature of the data, differences in attributes between AEASMP participants and nonparticipants could lead to biased estimates of the causal effect of participation.Possible bias in estimated treatment effects attributed to differing attributes is, of course, the sample-selection problem. A conventional approach assumes that selection into the treatment is conditioned on both observable and unobservable characteristics, and the treatment effect is estimated with latent variable selection models (Heckman 1979). However, the influential analysis of Lalonde (1986) has cast doubts on the accuracy of such models in estimating treatment effects. In contrast, when selection into the treatment is assumed to be conditioned only on observable characteristics, propensity scoring methods have been demonstrated to replicate experimental benchmarks reasonably well (Dehejia and Wahba, 1998). Below, we use both propensity-score weighted and Heckit estimators to identify and estimate the treatment effects of AEASMP participation. Our estimates of the treatment effects reveal that AEASMP participation has causal and positive effects on research productivity and on the ability to obtain research resources. We find similar effects for both propensity-score weighted and Heckit estimates.The remainder of this article is organized as follows. A historical overview of the AEASMP is provided in section 2. Section 3 discusses the data. In section 4, we discuss our methodology--the potential outcomes approach to identifying treatment effects. Given selection on observable characteristics, unobservable characteristics, or both, we motivate the use of propensity-score weighted and Heckit estimators of the treatment effects attributed to AEASMP participation. …

Effect of Locus of Control, Work Knowledge, and Mentoring on Career Decision-Making Difficulties: Testing the Role of Race and Academic Institution

Knowledge of the working world and career locus of control are associated with career decision making. Racial minorities may experience an external locus of career control and greater career decision-making concerns resulting from limited exposure to mentors or other sources of career information. Access to information may be facilitated by academic setting type, with smaller colleges facilitating career decision making. The present study explored racial and academic type group differences on career locus of control, career-related mentoring, and workrelated knowledge. African American students reported greater work knowledge but a more external locus of control than White students did. Race and type of academic institution did not moderate the relationships between locus of control, work knowledge, and career decision-making difficulties. An external career locus of control was associated with decision-making difficulties; however, White students reported greater career decision-making difficulty. Clinical implications for addressing career locus of control are presented.

Where are the women geoscientist professors?

Nearly 50 geo‐ and social scientists recently gathered in Washington, D.C., for a workshop on women in the geosciences. The two‐fold purpose was to compile data on the status of women in the geosciences and to arrive at a consensus on strategies to increase the proportion of women and their diversity in the field.Participants spanned 4 decades of experience, including both genders, and represented many types of academic institutions, from high school to private, bachelors degree‐granting colleges to public and private Research I institutions. Two social scientists who specialize in women‐in‐science issues also participated.

Academic Juggling Act: beginning and sustaining an academic career.

Rapid expansion in the number and size of occupational therapy academic programs has resulted in a crucial need for faculty recruitment and retention. To encourage occupational therapy practitioners to consider academia as a career option, and to support those who choose this option, this article reviews higher education literature related to socialization into academia, the different types of academic institutions, the tenure system, and the process of entering into and sustaining an academic career. This literature is then correlated with issues in occupational therapy education. The article closes with specific literature-based suggestions for creating and sustaining an academic career through development of teaching skills, research agendas, and support systems.

War and Dissent

13. Bulloch, J., and H. Morris. Saddam's War: The Origins of the Kuwait Conflic and the International Response. Winchester, Mass.: Faber and Faber, 1991. 14. Carnegie Foundation for the Advancement of Teaching. The Condition of the Professoriate: Attitudes and Trends. Princeton, N.J.: Princeton University Press, 1989. 15. Chirot, D. Social Change in the Modern Era. New York; Harcourt Brace Jovanovich, 1986. 16. Chronicle of Higher Education, 34 12 (1991), 1, 14-15. In the preface to their landmark study of the politics of American college professors, Ladd and Lipset [45] comment on the ascension of university academics and intellectuals in modern history. They argue that as an occupational category college professors have come to occupy a central place in the structure of advanced industrial and postindustrial societies. College professors not only instruct the young in specialized areas of knowledg necessary for the continued functioning of modern society, they also advise leaders of government and industry and contribute importantly to social change through the discovery and analysis of new ideas. Consequently, the orientations of academics and their apprentices merit serious study and attention. In Ladd and Lipset's words, no examination of American politics . . . can properly ignore the place of those groups in the population located aroun the application of trained intelligence [45, xiv]. Ladd and Lipset's study was based on national surveys of the American professoriate conducted in 1969 and 1972 during the throes of the Vietnam War, time when many American universities had become centers for the counterculture and antiwar movement of that era [2, 29, 34, 40, 49, 67, 75]. Among other thing their findings showed that the orientations of college faculty as a whole were significantly more than those of other occupational groups. This was not only true for academics during the Vietnam era, but data from othe studies support similar conclusions about the relatively views of college professors in American society throughout the twentieth century, especially during times of national turmoil and conflict [2, 5, 46, 52, 59]. Although exaggerated caricatures of the prototypical liberal professor are unwarranted [28], data from our own survey, to be discussed later in this article, support the conclusion that, statistically, academics tend to be relatively in their political, economic, and cultural orientations. The relative liberalism of many academic intellectuals may, in part, be attributed to the nature of their training and the expectations of their disciplines, which typically place a premium on questioning, innovation, and th critical analysis of conventional forms of thought and practice [6, 36, 68]. Bu beyond these generalizations, Ladd and Lipset's analysis also drew attention to the diversity and range of values within the ranks of the professoriate. They demonstrated how varying attitudes were systematically linked to structural divisions in academia based on such factors as the types of academic institutions in which individuals trained and worked, the subject matter of their particular disciplines and fields of specialization and their age cohort associations. For example, Ladd and Lipset's data showed that faculty and students at elite colleges and major research universities wer more than those at primarily teaching institutions; that productive scholars and scientists were more liberal, on average, than than those who were not actively engaged in doing research; that faculty and students in social science disciplines and humanities were more than those in physical science, business, or any applied fields of study such as engineering, nursing, or education; and that younger faculty were typically more than older faculty. [For similar findings from studies of the same era, see 4, 17, 29, 71] These kinds of statistical patterns are of considerable importance to theories of socialization among academics in American society and conceivably could be linked to current ideological contentions within the academy over issues of so-called political correctness and the proper functions of the university in a culturally diverse society [9, 12, 16, 23, 31, 36, 37, 42, 61]. …

For Richer, for Poorer

48. Hill, M. D. Variations in Job Satisfaction among Education Faculty in Unionized and Nonunionized Institutions in Pennsylvania. Journal of Collective Negotiations in Public Sector, 11 (1982), 165-80. 49. -----. A Theoretical Analysis of Faculty Job Satisfaction/Dissatisfaction. Educational Research Quarterly, 10 (1986/87), 36-44. 50. Hines, E. R. Higher Education and State Governments: Renewed Partnership, Cooperation, or Competition? ASHE-ERIC Education Report, no. 4. Washington, D.C.: George The great public universities reflect investment citizens made in building commonwealth's educational and scientific infrastructure |61~. In many states, facilities and courses been cut, and students been crowded out of classes.... Master teachers are being paid -- bribed is word that comes to mind -- to retire early simply because university needs their salaries. Programs that took 20 years to build are dissolving; some of best, most respected administrators and teachers gone elsewhere. Budget cuts stripped university bare, leaving it without money to keep up a decent research library, without money for building programs. Morale -- of students and faculty members -- is low |21~. This article presents a case study of faculty morale and employment issues at an American public research university that has experienced an extended period of fiscal austerity. It sheds new light on how faculty compensation, job satisfaction, morale, and institutional commitment are influenced by changing institutional funding patterns -- patterns which reflect widening gap between rich and poor segments of American society characterizing 1980s and 1990s |20, 80~. These gaps are intensifying what Barbara Scott |93~ has called the new academic stratification system. Fiscal Strains in American Public Education As United States entered last decade of twentieth century, much of American public higher education was facing profound economic uncertainty and financial retrenchment, forcing many institutions to eliminate academic programs and reduce academic personnel |4, 5~. This phenomenon is an outgrowth of state governments that are undergoing severe fiscal strains due to volatile nature of national economy |39, 42, 50, 51~. Recent stories in Chronicle of Education observe that over half states faced serious financial deficits in 1990-91 and 1991-92 fiscal years and been forced to cut overall appropriations for public higher education |11, 17, 54, 72~. While some states experienced moderate financial growth in their higher education budgets during 1980s, others saw periods of sharp decline in allocation of public resources, particularly for their academic institutions. In these latter states, additional cuts in public resources during 1990s will significantly affect core programs in academic institutions which few financial reserves to absorb further budget reductions. One type of academic institution that has been particularly affected by changes in public higher education funding patterns is public research university |93, 95, 98~. Because state governments historically been largest single source of revenue for public academic institutions, decreases in state funding forced public research universities to raise increased shares of their resources through grants and contracts from corporations, other private funding agencies, and federal government. This has resulted in a checkerboard funding pattern within institutions for various academic disciplines. While fields like business and physical sciences often been able to obtain alternative funding for research, many fields within humanities, social sciences, education, and human services been largely dependent upon states' shrinking general funds. State economic development initiatives and private sector demands for increased research and development assistance are further widening gulf between and have not disciplines in American public research universities |6, 96, 97~. …

A STRATIFIED APPROACH TO THE RANKING OF ECONOMICS JOURNALS

This paper presents rankings of economics journals taken from a recent survey of economics department heads. Different rankings were derived for those with different research areas and those associated with different types of academic institutions. It was found that rankings were quite similar for all respondents.

Women's organisations in psychology: Institutional constraints on disciplinary change

Abstract Following recent contentions that the impact of feminist psychology has been relatively limited, this article examines some of the strategies employed by one type of academic institution - academic-professional societies - to contain challenges to their scholarship and organisation. It focuses on women's attempts to organise within their national psychological societies in five countries, with particular attention to comparisons between the UK and Australia. Using a sociology of science framework, it demonstrates that an analysis of the constraints imposed on such organisational activity can illuminate the processes of disciplinary stasis and change. Finally, the paper argues that a reflexive consideration of the obstacles to disciplinary change is a prerequisite for ensuring the efficacy of such change.

Attributes Influential to Pharmacy Students in the Selection of Professional Degree Program and Type of Academic Institution

Attributes Influential to Pharmacy Students in the Selection of Professional Degree Program and Type of Academic Institution

A study of university/small business interaction for technology transfer

The objective of the project on which this paper is based was to find effective methods of stimulating technology transfer between academic institutions and small businesses. A major thrust was to find means to reduce existing barriers to useful interaction between these two groups. Small businesses in the Western Pennsylvania region were initially contacted by a questionnaire and a larger sample was approached later by a widely distributed letter to solicit interest. Visits were made to interested businesses to identify problem areas, and these were then transmitted to appropriate resources. Carnegie-Mellon University was originally the prime resource. As the project progressed, a number of other academic institutions were invited and agreed to participate. The case method of data assessment was utilized since the type of information obtained did not lend itself to quantitative analysis. Many contacts occurred between academic and small-business personnel. Two work contracts resulted, both between small businesses and another private firm. Major results included the finding that great differences exist between small-business and academic personnel in perception of problem importance, time required to solve problems, and appropriateness of cost factors. These differences tended to dampen initial enthusiasm and interfered with the development of effective working relationships. Plans to establish consortia of small businesses to seek assistance with common problems at reasonable cost to each member were uniformly rejected by the businesses. They did not wish competitors to gain similar technological advantages. It was originally felt that different sizes and types of academic institutions would show differences in motivation to participate, in particular that smaller colleges or universities would be more active than major research institutions. Such differences were observed at the verbal level, but did not materialize as behavioral manifestations. A major conclusion was that no general system for effective technology transfer exists in the united States with reference to the types of small businesses involved in the study. While many successful formal and informal systems are in operation, some of long duration, the majority of small manufacturing and material producing firms are not involved in or aware of such programs. In addition to often studied economic, technical, and political variables affecting technology transfer, it is suggested that greater research and system design attention be directed toward psychological and sociocultural factors observed as having inhibiting effects. Improved communication and cooperation between small businesses and academic technological resources are likely to occur only through re-education of pertinent attitudes and perceptions of the parties involved.

University Students' Initial Understanding of Economics: The Contribution of the A Level Economics Course and of Other Factors

This paper reports on the first of a number of studies to be undertaken as part of the Economics Education Project. This project is concerned with basic economics education in all types of academic institutions. Its aim is to provide a profile of current teaching, studying and testing practices and to assess in quantitative terms the importance of different factors in the learning process. Studies currently in process include as their subjects schools and further education centres; universities; polytechnics and technical colleges; graduate and undergraduate business schools and management centres; and teachers' colleges. The subjects of the present study were students about to begin the first-year university economics course in the academic year 1969-70. The purpose of the study was to determine -how much students of economics know at this stage of their careers and to discover the different factors which contribute to this understanding and their relative importance. The information will be an input into a larger study dealing with basic economics education at the university level, but it is in many ways interesting for its own sake. Before beginning the study of basic economics at university, each participating student took an objective test in economics and completed a brief questionnaire. The economics test used in the study to measure economics understanding was a 50-minute, 35-question, multiplechoice test specifically designed for the study by the staff of the Economics Education Project. The questionnaire was designed to provide information on those student characteristics which might be expected to influence understanding of basic economics. Information was obtained on sex, age, year of university, area of major study or specialization, type of school attended, A level examinations taken, grades received by subject, and student's opinion of his A level economics courses and

Multiversity, University Size, University Quality and Student Protest: An Empirical Study

This study is an attempt to test the proposition that ferment student unrest. One finding is that multiversities have a much higher incidence of student protest demonstrations than other types of academic institutions. Another finding is that the structural characteristics of the academic institutions are largely determined by size. Size of the student body was the best predictor incidence of student protest demonstrations. Other factors, such as complexity, had little independent influence. An explanation is presented to account for these results.