Author: Rodney L. ZecherPublisher:
ISBN:
Category :
Languages : en
Pages : 120
Book Description
An Analysis of the Relationships of the Perceptions of College Environment by Existing Groups and Subgroups on the Campus of a Small Church-affiliated College
Author: Rodney L. ZecherA Comparison of Perceptions of Campus Environments and of Student Services Functions with Institutional Vitality in Private Colleges
Author: G. William SnodgrassPublisher:
ISBN:
Category : Small colleges
Languages : en
Pages : 246
Book Description
The purpose of the study was to compare perceptions by faculty, students and administrators of the campus environments of eight small, independent liberal arts colleges in Oregon and to determine if similar or like perceptions of the environment lead to greater vitality in each of the colleges studied. In the context of the study, vitality refers to the ability of the institution to function effectively or optimally. A random sample of 50 junior and senior resident students, 20 full-time teaching faculty and 7 administrators were selected for testing on each of the campuses using the Institutional Functioning Inventory to measure perceptions. Following are the eleven scales: 1. Intellectual-Aesthetic Extracurricular 2. Freedom 3. Human Diversity 4. Concern for Improvement of Society 5. Concern for Undergraduate Learning 6. Democratic Governance 7. Meeting Local Needs 8. Self-study and Planning 9. Concern for Advanced Knowledge 10. Concern for Innovation 11. Institutional Esprit The following null hypotheses were tested: 1. There are no significant differences between faculty, students, and administrators at each college in the study in their perception of the campus environment. 2. There are no significant differences in the nine colleges studied in the manner in which their environments are perceived by faculty, students and administrators on all scales totaled. 3. There is no demonstrable relationship between divergent perceptions of the campus environment by faculty, students and administrators and institutional vitality. 4. There is no demonstrable relationship between divergent perceptions in areas of the campus environment that are of concern to student personnel services and institutional vitality. Statistical analysis of the data resulted in the rejection of null hypotheses one and two. Significant differences were found among the three groups, faculty, student, and administrators, in 28 out of 88 comparisons at the colleges studied. The groups differed most often on the scales that measured perceptions in the dimensions of personal and academic freedom, diversity in faculty and student backgrounds, concern for undergraduate education and campus decision-making. The data suggested that students as a group did not share the perceptions of their faculty and administrators at four of the eight colleges studied when responses to all eleven scales of the inventory were totaled for faculty and administrators and on six scales for students. Students tended to perceive the campus environment less positively than either faculty or administrators. The most positive perceptions were noted among administrators. A major conclusion of the study was that in the population samples, the presence of shared or congruent perceptions of the campus environment by faculty, students and administrators did not have a demonstrable relationship with the vitality of the college and its ability to function effectively. Null hypotheses three and four were retained. Further results of the study indicated that, at the colleges studied, significant differences exist between students and administrators in their perceptions of the campus environments in areas of special concern to student services personnel. Differences, statistically significant at the .05 level of confidence (in five instances at the .01 level) were noted at seven of the eight colleges in areas including campus governance, personal freedom (life style, values) and diversity in student backgrounds. Colleges in the study which described themselves as conservative and church-related had lower overall college mean scores, suggesting lower vitality, than did non-sectarian colleges. The church-related colleges, however, had fewer significantly different perceptions between faculty, students and administrators, scale-by-scale, than did the non-sectarian colleges suggesting a greater sense of community and singleness of purpose.
A Comparative Study of Campus Environments at Three Church-related Colleges
Author: William Kenneth StobPublisher:
ISBN:
Category : College environment
Languages : en
Pages : 236
Book Description
A Comparative Study of Campus Environments at Three Church-related Colleges
Author: William Kenneth StobPublisher:
ISBN:
Category : Christian universities and colleges
Languages : en
Pages : 0
Book Description
The purpose of this study was to investigate, compare and contrast the perceptions and expectations of second-semester freshmen in regard to several aspects of the campus environment at three church-related liberal arts colleges in western Michigan. The review of the literature traced the origins and the development of private church-related higher education and outlined some rationale for the continuation of pluralism in American higher education. The review further indicated that church-related higher education appears to be caught in a period of self-doubt and uncertainty. Some studies have been conducted to assess the condition of church related higher education in America today, but a great deal more must be done to make an adequate assessment. As a means of assessing the environments of the three colleges in this study. The College and University Environmental Scales (CUES) by C. Robert Pace (1963, 1969) were adapted to measure the responses of the students. In addition to the five scales of the CUES (Practicality, Community, Awareness, Propriety and Scholarship), a Religious scale was developed. Added to the five major scales from the CUES and the newly created Religious scale were two of Pace's subscales. Campus Morale and Quality of Teaching and Faculty-Student Relationships. Two forms of the Instrument were used. Form A was designed to measure student perceptions of the campus environment while Form B was designed to measure student expectations of the campus environment. At each of the colleges, approximately 20% of the freshmen were selected as the sample. Ten percent were asked to give their perceptions of the campus environment, using Form A, and 10% were asked to share their expectations for the campus environment, using Form B. The data generated by the study were assessed In several ways. Student perceptions and expectations regarding their campus environments were assessed. Comparative data among the colleges In the study and between the two forms of the Instrument were examined. Finally, comparative data among the three colleges in the study and similar colleges In the national reference group of Pace were discussed. The study revealed that all three schools In the study scored low on the Practicality scale. It also showed that students at all of the colleges In the study have come to expect sound scholarship at their colleges and have found It. The scores on the Community scale Indicated that a sense of community was fair to good on the three campuses In the study, while the scores on the Awareness scale were somewhat lower than those at similar schools In the national reference group. Of particular concern was the fact that expectation scores on this scale were considerably higher than perception scores. The colleges scored very similarly regarding perceptions and expectations on the Propriety scale. The religious dimension, as defined by scores on the Religious scale, was Important at two of the schools; and It would seem very Important for the moderately denominational school and the strongly denominational school to maintain their religious commitment and Identity. The religious dimension was not nearly as Important In the nominally denominational school. In conclusion, while the scores on the scale Quality of Teaching and Faculty-Student Relationships appeared to be high at all three schools, the scores on the Campus Morale scale appeared to be sufficiently low to cause concern.
The Impact of Campus Environment Perceptions and Sense of Belonging on the Persistence Decisions of Students at a Rural Community College :
Author: Crystal T. HenryPublisher:
ISBN:
Category :
Languages : en
Pages : 126
Book Description
Community college students are often excluded from persistence studies due to the unique characteristics of community colleges and its students. Recent studies have heavily relied on retention models that do not adequately account for the role individual and campus culture plays in students’ persistence decisions. Using Museus’ (2014) Culturally Engaging Campus Environment (CECE) model, this cross-sectional, correlational study examined the impact of campus environment perceptions and sense of belonging on the persistence decisions of students at a rural community college in the southeastern part of the U.S. Correlation analyses were conducted to investigate the relationships between two independent variables, campus environment perceptions and sense of belonging, and one dependent variable, students’ persistence decisions. An analysis of variance (ANOVA) was used to determine if differences in campus environment perceptions and sense of belonging existed between racial and gender identity groups. Lastly, a t-test was conducted to examine differences between residential and commuter students. Utilizing the CECE Survey for Community Colleges (Museus et al., 2017), a total of 234 responses were analyzed. The results revealed that students are more likely to persist when they have a positive perception of the campus environment. It also revealed that students were more likely to persist when they possessed a strong sense of belonging. Upon examining differences of campus environment perceptions, the results showed that gender identity influenced campus environment perceptions and race influenced sense of belonging among students. There was insufficient evidence to establish differences of campus environment perceptions and sense of belonging among residential and commuter students. Limitations regarding this study included its generalizability due to the low number of survey responses and the physical aspect of campus environment and campus culture. Recommendations for policymakers and practitioners include consideration for community memberships, increase campus support for underrepresented groups, and cultural competency for training. Recommendations for future research include the use of different theoretical frameworks to understand student persistence, continued studies involving community colleges, inclusive campus environment perceptions and sense of belonging studies, and qualitative studies on campus environment perceptions and sense of belong of community college students.
The Seventh Mental Measurements Yearbook
Author: Oscar Krisen BurosPublisher:
ISBN: 9780910674119
Category : Educational tests and measurements
Languages : en
Pages : 980
Book Description
Personality Tests and Reviews II
Author: Oscar Krisen BurosPublisher:
ISBN:
Category : Personality tests
Languages : en
Pages : 892
Book Description
Comprehensive Dissertation Index, 1861-1972: Education
Author: Xerox University MicrofilmsPublisher:
ISBN:
Category : Dissertations, Academic
Languages : en
Pages : 1000
Book Description
Faculty Members' and Students' Perceptions and Expectations of Selected Dimensions of the Campus Environment of a Large, Complex University
Author: Patrick Clement RundePublisher:
ISBN:
Category : Universities and colleges
Languages : en
Pages : 622
Book Description
A Cues Assessment of the Perceived Environment of a Small Church Related Liberal Arts College by the Various Groups Pertinent to Its Life
Author: Elenor Carol SpoorPublisher:
ISBN:
Category : Christian universities and colleges
Languages : en
Pages : 362
Book Description