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This study examined the issues and pressures that new and junior faculty of color experienced at predominantly white colleges and universities, and includes recommendations for administrators, graduate students, majority faculty, and faculty of color. Twelve African American and 19 Latino first-, second-, and third-year tenure-track faculty responded to a series of 43 questions about their perceptions of teaching and research, collegiality, institutional support, stress, and overall job satisfaction. Five faculty also participated in informal interviews. It was found that many respondents identified service to the university and students as primary role expectations. Other factors identified included lack of guidance and direction given for defining role expectations of research and teaching, inconsistent feedback and too much emphasis on accountability which tended to fuel stress, and varied levels of collegiality. It is recommended that institutions improve the likelihood of promotion and tenure of faculty of color through anticipatory socialization, orientation programs, promotion and tenure handbooks, mentor programs, and research and teaching productivity programs. It is concluded that administrators and faculties need to redefine organizational culture and the effect informal and formal policies and procedures have in defining role expectations and performances of faculty of color. (Contains 27 references.) (MDM)

Two important sets of performance indicators for institutions of higher education have become established in the United Kingdom: research quality ratings and teaching quality ratings. The research quality ratings and, to a lesser extent, the teaching quality ratings influence the level of government funding provided to higher education institutions. This paper considers the correlations between the two ratings and the possible consequences of policies which reshape the higher education sector by concentrating research resources in a limited number of institutions. Comparisons are made between quality assurance/assessment approaches in the United Kingdom and the United States, finding that U.S. higher education is much larger, more heterogeneous and has less government control than U.K. higher education, While the U.S. system of colleges and universities is generally unranked (by those responsible for accreditation), the UK system includes rankings. Use of use various analytical approaches to compare teaching and research ratings for both systems concluded that it remains unclear whether the measurement standards will lead to improvements in teaching and research. (Contains 38 references.) (Author/DM)

"Creative business services" have grown rapidly in Great Britain and are important in terms of their impact on the economy, including their contribution to international trade. They have helped and been boosted by such business changes as privatization, spread of information technology (IT), and contracting out of services. The sectors of management consultancy, advertising, and market research are subject to considerable structural change and a blurring of boundaries between them. This generates pressure toward multi-skilling. The sectors contain major employers of highly skilled knowledge workers, and they address skills gaps by on-the-job training. Such training tends to be highly company-specific for consultancy, less so for advertising and market research. Consultancy and advertising firms attach relatively low importance to external accreditation of qualifications, but market research firms attach a higher importance. Growth in and professional take over of IT skills blurs boundaries between creative business services and IT. The Internet has a profound effect on the sectors, especially advertising. Market researchers increasingly use the Internet for fieldwork. The Internet revolution affects consultancy with an increasing market for specialist advice on how companies can use the Internet to transform their businesses. (Appendixes include lists of organizations and individuals contacted and 49 references.) (YLB)

This paper presents results from the first phase of a longitudinal study of the Australian Postgraduate Awards (Industry) Scheme, a recent government initiative under which graduate students receive grants to conduct projects for Masters or PhD degrees, supervised jointly by university and industry partners. The study involved national surveys of each participating group - students, faculty, and company staff - and sought to compare views on a range of issues, some pertaining to the operation of the program and its outcomes, others in reference to perennial issues in graduate education. The paper explores questions at the intersection of both sets of issues, demonstrating benefits of the program to each participating group, in contrast with perceptions of some of the constraints on higher degree research in the context of university-industry collaborations. The study found that the program is highly valued by its participants and that it provides opportunities for students to undertake research of industrial relevance while working towards a higher degree, research that the partners agree would not have been viable otherwise. However, results are not conclusive, and the apparent degree of uncertainty about research careers in Australia among the program participants is discussed in the report's concluding section. Contains 30 references. (Author/GLR)

This study examined the reasons for and products of faculty sabbatical leaves, using data from 193 approved sabbatical applications and 125 sabbatical reports submitted between 1991 and 1993 at a public research university in the midwest. It found that of the 193 successful applicants, 164 actually completed the sabbatical, and that approximately 3.8 percent of the institution's faculty were on sabbatical at any one time. Most of the faculty indicated in their application that they intended to use the sabbatical primarily to conduct research (49 percent) or to write (21 percent). In aggregate, the 125 faculty who submitted post-sabbatical reports indicated that the following products were directly attributed to the sabbatical: (1) 42 books or manuscripts; (2) 26 book chapters; (3) 4 monographs; (4) 91 published articles; (5) 65 papers submitted for publication; (6) over $1.3 million in secured research grants; (7) 36 grant proposals submitted; (8) 94 talks, presentations, or invited lectures; (9) 13 new or revised courses developed; (10) 2 music compositions; (11) 1 conference; and (12) 1 analytical report. The results of the study are discussed in light of recent criticisms of faculty productivity and the value of sabbaticals. (MDM)

Individual interviews with 27 tenured faculty members who had coauthored one or more scholarly publications with a spouse or partner were conducted to identify patterns of collaboration associated with knowledge production and publication productivity. The study identified three patterns of collaboration: (1) short term usually a one-time effort for a single project where the partners' research areas temporarily intersected; (2) intermittent collaboration was more than once, but there were gaps of at least five years between collaborations; and (3) long term collaboration was sustained and consistent over 10 or more years. When asked how a partner contributed to research productivity, nearly all respondents indicated the advantage afforded by ease of access to informal feedback about work in progress. Participants who identified their collaborative partnerships as long term were most likely to view these relationships as impacting upon the quality and/or quantity of their publications. The institutional reward structure was often identified as a mitigating factor in suppressing the impact on collaborative productivity. Findings suggest that physical proximity of the collaborating partners results in reinforcement--provided by the access to on-going, informal feedback. (Contains 20 references.) (DB)

This paper reports on findings of a multi-faceted preliminary study designed to identify the technical information needs of academic department chairpersons at a public urban university. Study methodology involved: (1) two 2-hour focus group sessions in which a total of 10 department chairpersons participated; (2) short written reports from the participating chairs (three responded) on the technical environment in their department, sources of their information, and particular tasks and problems they faced as chairs; (3) a running log of problems encountered by the author related to data implications; (4) a literature review on the role of the department chair and information resource implications; and (5) an interview with the Director of Institutional Research of the university concerning university and chair information needs and resources. The most significant finding was the importance given by the chairs to their non-technical information needs and to the lack of attention by the university to their training and development. Findings are reported, first from the identified needs of the small group of chairs, expressed through the focus groups and written followup, and then recommended changes suggested by those interviewed. (Contains 19 references.) (GLR)

This study examined the effect that faculty-student interaction had on the degree aspirations of students, focusing on specific types of interactions that were important in predicting higher degree aspirations. It is based on a subset of student and faculty data from the 1985 freshman survey and 1989 follow-up survey, 1989 faculty survey collected by the Cooperative Institutional Research Program survey. The study focused on student background variables and degree aspirations as entering freshmen and as fourth-year students, as well as faculty and institutional characteristics and Scholastic Aptitude Test (SAT) scores. The findings indicated that as the amount of contact with faculty increased, so did student degree aspirations. Students who spent more hours with faculty, who were invited to professors' homes, or who worked on a professor's research project were more likely to aspire to graduate study than those students who did not. (Contains 16 references.) (MDM)

This study examined the collegiate production and cost structures of the 28 universities in Turkey in order to estimate their degrees of economies of scale and scope. Multi-product cost functions were estimated for the collegiate production of teaching and research in order to determine the most efficient level and product-mix for differing types of colleges and for each individual university in Turkey. Three clusters of collegiate fields (social, health, and engineering sciences) were examined across 186 faculties within 28 universities through the use of a four-output quadratic cost function: undergraduate teaching, master and doctoral graduate levels of instruction, and research productivity. At the collegiate level, both ray- and product-specific economies of scale and global economies of scope were estimated. The data suggest that the scale and output-mix are the main determinants of the cost of teaching and research outputs. In addition the findings suggest that: (1) average incremental and marginal costs are generally highest for graduate instruction and research outputs and lowest for undergraduate instruction; (2) of the three fields, social sciences has the lowest costs across all categories and health sciences has the highest; (3) although costs generally follow levels of instruction, there are some significant exceptions, and (4) most outputs have shared resource uses and costs. (Contains 42 references.) (Author/JB)

This paper examines some of the factors currently shaping graduate coursework in legal education in Australia. There is some suggestion that the undergraduate law degree is likely to become more generalized and that specialization will occur at the graduate level with professional registration to follow. The shift from the somewhat insular and self-regulating culture of the Australian law school to a powerful mix of a state and market controlled environment has occurred in a very short space of time. The impact of graduate studies programs on the undergraduate degree is yet to be assessed as graduate courses become significant sources of income, differentiation, and status for the established schools. Developments in legal education open up several issues needing to be addressed: (1) the direct or indirect influence of the profession on legal education; (2) access to the legal profession in a mass higher education system; and (3) the question of who owns the curriculum. An appendix provides a list of the graduate courses offered at the Universities of Adelaide and Melbourne between 1987 and 1993. Contains 14 references. (GLR)

This study used LOGO II, an instrument designed to assess students' learning and grade orientations, with a freshman class and again 4 to 5 years later when the same students (N=174) were seniors at the University of Montevallo (Alabama). To determine if there were differential effects for different majors, the data were disaggregated by major. Results of the study indicated no increase in learning orientation over the college years. For grade orientation there was no significant interaction between major studied and class level. Although LOGO II did not show an increase in learning orientation from freshman to senior year for this sample, it did identify differences in learning orientation for different majors, suggesting that students may self-select into majors that reflect their own attitudes toward learning. The grade orientation scale revealed an interaction between major area and changes in grade orientation, with students in some majors showing substantial increases in grade orientation and those in other majors showing decreases or staying the same. Contains 24 references. (GLR)

This study compared 4,594 student responses from three different surveys of incoming students at the University of South Florida (USF) with data from Florida's State University System (SUS) admissions files to determine what proportion of error occurs in the survey responses. Specifically, the study investigated the amount of measurement error in student responses to questions about application and admission activities to universities other than the one at which they were enrolling. A literature review is included that examines the problem of measurement error in other studies that used survey or self-report measures. The study found that considerable measurement error can exist in self-report measures even when a subject is reporting simple factual information; in this case the level of unbiased error was about 4 percent, and biased error was about 20 percent. The amount of error was directly proportional to the severity of the memory demands as well as the characteristics of the survey population. It was noted that with all but the smallest sample sizes, the measurement error will likely be larger than the sampling error, and that psychological forces, such as social desirability and cognitive dissonance, can create substantial measurement bias. Recommendations for future research are provided. (Contains 15 references.)

Student-faculty contact is widely accepted as influencing retention within campus-based programs. The difficulties of implementing such contact within a distance learning environment magnify its importance as a topic for investigation. This study sought to evaluate the effect of faculty initiated contacts on student persistence within a large video-based distance learning program. The study evaluated course completion rates and student opinion for students who received informal faculty contact via phone calls and compared results to those of a control group in the same courses who did not experience faculty initiated contacts. Students (N=120) were enrolled in the following general education courses: Biology, Government, History, and Music. In addition, another group of 100 students participating in a telephone survey, indicated how helpful they considered faculty phone calls to be. The study showed that faculty-initiated efforts seem to have the greatest effect on improving course persistence among freshmen students (those with fewer than 30 earned hours). (Contains 13 references.) (GLR)

This study examined how high-achieving Latino college students perceive the receptivity of their institutions to a Latino presence on campus. The multi-institutional study had the prime objective of identifying areas for institutional improvement and increasing awareness by college administrators of specific campus climate issues facing talented Latino students. The study examined student background characteristics, college structural characteristics, general campus climate measures, and student behaviors as determinants of a perceptual measure of an institution's racial/ethnic tension. Data are presented from 859 sophomores and juniors attending 224 colleges. Sample participants included 386 Chicanos, 198 Puerto Ricans, and 275 other Latinos (students who categorized themselves as Cuban, Latin or Central American, or other Hispanic). Results indicated that students believe they face social inequalities due to systematic discrimination and tend to perceive racial tension and report discrimination on their campus. Students with lower academic self-ratings also are more likely to perceive tension on campus. Low racial/tension and fewer experiences of discrimination were reported for campuses where the Latino students perceived campus administrators as open and responsive to student concerns. Results suggest actions and attitudes conveyed by faculty and administrators play an important role in setting a tone on campus that makes all students feel valued. (Contains 35 references.) (GLR)

This study examined how the awarding of tenure affects senior professors' interests in teaching and research and whether effects are uniformly negative, positive or different depending on the task. A conceptual model was used that involved intrinsic interest and extrinsic rewards, work context, and individual background variables. Data were taken from the 1989 Survey Among College and University Faculty, a total sample of 5,450 faculty from 306 two-year and four-year American colleges and universities. The results of the study show that even after they have attained tenure themselves, faculty perceptions of which tasks are rewarded by tenure continue to influence their intrinsic interest in their professorial tasks. Moreover, the positive influence of tenure has approximately the same magnitude on tenured professors' primary interest in teaching as it does on their primary interest in research. To the extent that faculty perceive research is rewarded by the key gate-keeping academic reward of tenure, their preference for research over teaching increases. Similarly, to the extent that faculty perceive that teaching is rewarded in their departments by tenure, their preference for teaching increases rather than decreases. Professors' primary interests are strongly aligned with the missions of the institutions where they work. (Contains 36 references.) (JB)

This study examined the extent to which graduate students in science and engineering fields subscribe to the norms of research behavior which have been the basis of the freedom, self-direction, and self-regulation which characterize academic research. In particular the study focused on the relationship between academic departments' climates and structures, and the extent to which graduate students subscribe to either norms or counternorms of research. The norms have been defined as universalism (separation of scientific knowledge from personal characteristics), communality (sharing of findings and techniques), disinterestedness (separation of research from personal motives) and organized skepticism (critical, public examination of scientific work). Using a random sample of 2,000 graduate students, 500 each from 4 disciplines (microbiology, chemistry, sociology and civil engineering) from 98 graduate departments, surveys were sent to all by mail and a final response rate of 74 percent was achieved. Analysis demonstrated substantial ambivalence among graduate student about the traditional norms of academic research and also revealed the influence of departmental structure and climate on subscription to the norms. Significant differences were found in the normative orientations of the native versus international students. Included are six figures and 14 references. (JB)

A study of the perceptions of Western trained Korean faculty regarding the implications of their cross-cultural training for their careers in academe was done. Personal interviews were conducted with 27 Western-trained faculty members now teaching at 3 private research universities in Seoul, Korea. Principles inherent in the naturalistic inquiry paradigm guided the interviews. Individuals were selected to provide representation across disciplinary fields, academic rank and gender. Research focused on faculty members': (1) experiences as foreign graduate students and their socialization to the professoriate; and (2) perceptions of the impact of their cross-cultural training on their academic careers. Analysis found that most had abbreviated relationships with graduate faculty and advisors from their Western graduate training, most experienced a tension between Westernized expectations which place a value on research versus the Asian institution's emphasis on teaching, and all felt a strong sense of obligation to their current institutions. Overall, the study found that scholars who train in one culture with a defined set of norms and perform in another with its own set of norms serve multiple masters. Included are 16 references. (JB)

This annotated bibliography of 70 items was developed as part of a larger research project on the possible application of competency-based approaches to generalist courses (arts, humanities, social sciences, and natural sciences) in higher education. The project also looked at other ways, aside from the use of competency-based approaches, of improving the relationship between higher education and research. The bibliography's main focus is on academic and policy-related literature from Australia and Great Britain, with some material from the United States, Japan, and the Organization for Economic Cooperation and Development. Extensive abstracts are provided for most citations which are listed alphabetically by author. The literature abstracts cover research, mainly from the 1990s, on the transition from generalist courses to work; academic understandings of generic skills; employer selection practices and requirements of graduates; employer understandings of skills; the debate about competency-based reform; and material in related areas such as the debate about the university, the humanities, and the role of careers advisers. The bibliography provides a summary of the field in Australia as of early 1993. (Author/GLR)

A management, or "quality revolution" among United States companies in the 1980s has brought rapid change, and has been promoted more by businesses than by business schools which are responding more gradually to the quality revolution. The developments in Japan in the 1950s triggered similar developments in many other countries, including the United States. Companies have adopted management practices that depart sharply from traditional management. The quality revolution has used statistical tools to improve quality and has demanded long-term commitment for real change. Many in business schools regard the quality revolution as a passing fad based on anecdotal evidence from descriptive case histories which may be self-serving. However, business school faculty could play a vital role in systematic academic research on the quality revolution. The University of Chicago's Graduate School of Business has allowed the quality revolution to affect its program gradually through the "market forces" of electives allowing faculty to offer and students to enroll in courses that reflect their interests (including the quality revolution). Faculty interest, special talks and seminars, encouragement of faculty research, student initiatives, and other efforts concerned with the quality revolution have all affected the business school. (Contains 19 references.) (JB)