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American research universities have recently joined the march for internationalization and now are putting explicit efforts into finding ways to create an international focus. Within a short number of years, their missions have been transformed, incorporating elements of globalization. Universities now declare the importance of preparing students to live and work in a multicultural and global world. They document the increased numbers of international students and faculty on campus and their support for Study Abroad programs that provide first-hand international experience as well as curricular changes. However, there is little research regarding how effective universities have been in achieving their overall goal of internationalization, in particular any assessment of increased student global competency resulting from the undergraduate experience at a major research university. This study begins to fill that gap by investigating the contribution of each of a number of specific globally focused activities offered by these universities to the increased self-assessed global competency of undergraduates. The data are from the spring 2012 administration of the Student Experience in Research University (SERU) Survey that included responses from 33,784 undergraduate students from 15 major American research universities. The study develops a six-item measure of global competency and then uses a four-stage multiple regression model to examine how participation in each of nine globally oriented activities contribute to self-assessed increases in global competency since enrollment at the university. The results indicate the significant relationship of participation in globally oriented activities to increased sense of global competency with the pattern of relationships varying by year in school. For seniors, for example, interaction with students from outside the US in social settings makes the largest contribution to gains in global competence, followed by taking courses with an international focus and study abroad.

While destination-country education provides many potential advantages for immigrants, empirical studies in Australia, Canada and the United States have produced mixed results on the labour outcomes of immigrants who are former international students. This study uses large national longitudinal datasets to examine cross-cohort trends and within-cohort changes in earnings among three groups of young university graduates: immigrants who are former international students in Canada (Canadian-educated immigrants), foreign-educated immigrants who had a university degree before immigrating to Canada and the Canadian-born population. The results show that Canadian-educated immigrants on average had much lower earnings than the Canadian-born population but higher earnings than foreign-educated immigrants both in the short term and in the long term. However, Canadian-educated immigrants are a highly heterogeneous group, and the key factor differentiating their post-immigration earnings from the earnings of the Canadian-born population and foreign-educated immigrants is whether they held a well-paid job in Canada before becoming permanent residents.

We examined the validity of 10 psychosocial factors for predicting retention status (stay, transfer, or drop out) at the start of second year of college by fitting a mixed-effects multinomial logistic regression model. Data consisted of retention records of 9,364 students from 31 four-year institutions. Predictors included commonly used variables for predicting college retention (i.e., high school grade point average [HSGPA], ACT Composite score, gender, family income, and race/ethnicity) and the 10 psychosocial factors. We examined the differential effects of psychosocial factors on retention status, namely which psychosocial attributes differentiated students who stayed from those who transferred or dropped out, and which psychosocial factors differentiated students who transferred from students who dropped out. Our results indicated that "Academic Discipline", "Commitment to College", "Social Connection", and "Academic Self-Confidence" incrementally predicted first-to-second year retention status above and beyond the commonly used variables. Specifically, students with higher "Academic Discipline", "Commitment to College", or "Social Connection" were "more" likely to stay at their institutions than to drop out or transfer; whereas students with higher "Academic Self-Confidence" were "less" likely to stay than to drop out or transfer, and also "less" likely to transfer than to drop out. These results were confirmed using a follow-up cross-validation analysis on a holdout sample of 4,804 students. These findings may have implications for interventions aimed at identifying students at risk of dropping out of college and for improving retention to the second year of college.

This study, a collaborative undertaking between the college of health professions and the medical college at Thomas Jefferson University (Pennsylvania), was part of a larger project intended to examine whether a selected set of academic, demographic, and psychosocial variables are predictive of nursing and allied health student academic performance. The study compared psychosocial profiles of 71 female medical students with 182 female students in nursing and allied health fields. The survey instrument measured: loneliness, test anxiety, general anxiety, self-esteem, extroversion, external locus of control, neuroticism, stressful life events, and depression. Results indicated that medical, nursing, and allied health students differed considerably on a number of measures. Female allied health and nursing students appeared to be more depressed than female medical students, while female medical students had greater perceptions of general health and closer relationships with their fathers. The study also found a significant relationship in the expected direction between grade point average and stressful life events, test anxiety, perception of health, and self esteem. An unexpected finding was that the correlation between transfer grade point average and first semester grade point average was not significant. Six data tables are included. (Contains 21 references.) (CH)

This paper examines the use of statistical evidence, specifically regression analysis, in employment discrimination cases on college and university cases. Sections of the paper provide the following: (1) a description of regression analysis focusing on the specific features that make it appropriate for use in discrimination lawsuits; (2) a review of the basic legal principles and other factors which lend legitimacy to the use of statistical evidence in employment discrimination cases; (3) an examination of the status of current law in employment discrimination, including affirmative action, in the context of which statistical evidence is used; and (4) a discussion of the implications of this emerging law for university administrators in general and institutional researchers in particular. Two Supreme Court rulings (Bazemore v. Friday, Watson v. Fort Worth Bank) are noted as addressing the use of statistical techniques. General observations reveal that multiple regression analysis has emerged as the most common statistical technique used to prove the existence or the absence of discrimination in employment decisions. It is noted that the ability of multiple regression analysis to generate various tests for judging the statistical and legal significance of its results renders it a powerful and indispensable tool for the adjudication of Title VII cases in higher education. Forty-three footnotes are attached. (GLR)

A three-phase study examined department chair stress as a multidimensional construct with links to multiple variables and consisting of three phases: American, Australian, and cross-cultural. In this study of the third-phase, researchers conducted cross-cultural comparisons of department chair stress factors, perceptions, and consequences using the data sets generated in the study's previous two phases. Study findings indicate that the personal and professional profile of Australian department chairs resembles that of their United States counterparts. In this cross-cultural study, each of the reported stress dimensions (faculty role, administrative relationship, role ambiguity, perceived expectations, and administrative task) reflects a different pattern of influence. For example, the administrative relationships dimension is more stressful for Australian chairs while Americans suffer greater pressure from administrative task stress. As a result, macro-level strategies must vary by country and ultimately by institution. Further, national differences such as the recent national consolidation of institutions in Australia also may cause different stresses on chairs than those in the U.S. Department chair stress comes in many forms and is influenced by multiple sources with different strategies required for the separate dimensions of stress in order to make a more manageable environment for department chairs. (Contains 76 references.) (JLS)

This study of faculty stress used data from the Higher Education Research Institute (HERI) survey administrated in the 1992-93 academic year. The total data set includes survey information from more than 43,000 faculty at nearly 300 higher education institutions in the United States. For this study, data for 29,064 full-time teaching faculty were used. Institutional characteristics, personal variables, professional status, and stress variables were analyzed. The dependent variable was the general stress level of faculty respondents. Respondents indicated the level of stress they experienced in the past two years. A regression analysis was used to determine the impact of institution size, control, selectivity and type on the reported faculty stress level. Several factors were found to be significant in predicting overall stress. After controlling for personal characteristics and stress attributed to work-related conditions, institutional variables did not appear to be significant predictors of faculty stress. Among professional status variables, only academic rank was identified as a significant predictor of general stress with higher rank predicting higher stress. Tables include profiles of respondents, independent variables, composition of occupational stress factors, mean level of stress by institutional characteristics, and results of regression analysis for variables predicting faculty stress. (Contains 17 references.) (JLS)

This study at Miami University (Ohio) compared multiple regression techniques, traditionally used in higher education to examine salary inequities, with compa-ratio analysis. This new technique has been a corporate practice for reviewing salary and gender bias and is now being applied in studies of higher education salary equity. Weaknesses of the multiple regression technique include predictability, large standard deviations, and lack of "human input" in determining variables to be added. In order to compare the two methods at an institution that has used multiple regression for 14 years, multiple regression models were run using the standard process for detecting existing bias with respect to gender and ethnicity, division, and location. Results revealed some differences for white males at the Associate Professor at regional campuses who had lower than expected salaries. Two different compa-ratio methods were also used and they found gender differences at the associate professor level, gender by campus interaction at the assistant professor level, campus differences at the associate professor level, and a gender difference at the professor level. The addition of the compa-ratio raised questions on how faculty salaries can be studied, particularly as they relate to peer institutions. (Contains 10 references.) (JB)

This paper discusses a study that examined the characteristics of part-time faculty in order to gain a better understanding of their needs so that better decisions might be made in part-time faculty management. Implications for institutional researchers who plan to study part-time faculty were also examined, including the challenges of obtaining responses from part-time faculty and the ethical issues involved in studying this group. The study was conducted during the fall 1988 semester at Fullerton College, a large suburban community college in Southern California. Of the 371 part-time faculty who were surveyed, usable responses were received from 314. The issues addressed were (1) the qualifications of part-time faculty; (2) their frustrations concerning pay and resource allocation, and their general feelings about their status in relation to full-time faculty; and (3) their involvement in the school and with other faculty. Among major findings were: that part-time faculty averaged lower degree attainment but high other professional qualifications; that part-time faculty feel they are treated as second-class citizens; and that few feel involved with the college but that 60 percent want more involvement. Also provided are seven detailed profiles of part-time faculty which were developed through multiple regression analysis. Contains 13 references. (GLR)

This paper describes an initial effort to provide a carefully reasoned, factually based, systematic analysis of teacher pay in comparison to pay in other occupations available to college-educated workers. It also reports on the sensitivity of these salary comparison estimates to differences in certain characteristics of the labor force, such as sex, age, marital status, and ethnic identity. The data, derived from the individual record file of the March 1983 Current Population Survey of the United States Bureau of the Census, consisted of observations of college-educated salaried workers in the 12 southeastern states: 3,383 nonteachers and 373 public school teachers. Primary analysis of data provides comparisons of average annual wage between teachers and nonteachers, personal characteristics of the two groups, and comparison of average annual teacher salaries for 1981-82 and 1982-83. A regression equation is then used to relate annual earnings of college-educated workers in nonteaching occupations to various independent variables. Results of the analysis show that current teacher pay levels are inadequate to compete with other occupations. Suggestions are made as to the specific salary ranges within which competitive teacher salaries might lie. References are included, along with six illustrative tables. (TE)

Linear regression models that predict faculty salaries from professional and affirmative action variables were developed to validate promotion and merit criteria, set a starting salary scale, and identify possible systematic and individual salary inequities. All 377 full-time teaching faculty and librarians (309 men and 68 women) employed by a public four-year college in fall 1981 were investigated. Four stepwise multiple regression analyses were performed. Rank, age, year of appointment, department chair status, librarian status, and sex all affected salary significantly; while tenure, race, and citizenship did not. Contrary to hypothesis, removing rank and tenure from the model did not unmask a sex effect. The uses of regression models in studying faculty salaries are discussed, as are the following five weaknesses: (1) the validity of the model is affected by the choice of variables, (2) variables of interest may be difficult to operationalize, (3) regression analysis assumes all data are linear, (4) regression models with a large number of predictors have relatively poor power, and (5) intercorrelations among the independent variables may mask the true relationship between the variables and salary. (Author/SW)

While theoretical and empirical research on the economics of human capital is still in its relative youth, a substantial body of work has already accumulated on the variables determining worker earnings and on the importance of schooling as one of those determinants. The present paper focusses attention on one such variable that has received almost no attention in the literature, namely, experience. The concept of experience is explored, its various forms examined, and then a number of operational measures of experience in models of individuals' earnings are applied. The primary objective is to learn more about the quantitative importance of experience as one (or more than one) determinant of earnings. Also investigated is the quantitative importance of schooling as a determinant of earnings. Regression estimates are sensitive to the specification and measurement of experience. A body of data is analyzed to assess both the quantitative importance of the various types of experience and the effect of their inclusion on the estimated co-efficient of schooling. This body of data is drawn from a national sample of 3000 male veterans aged 18-35, who were included in the 1964 Current Population Survey. Data for the 965 men for whom complete information was available on the variables of interest was used. (Author/JM)

This paper is an extended series of appendices to the report "Exploring the T.R.Q.: An Assessment of the Effectiveness of the Teachers' Rating Questionnaire," Report Number 123. It should be most useful to those familiar with multiple regression analysis and factor analysis and wishing a more complex record of the statistical procedures originally employed. This supplement takes a precise look at estimation of reliability coefficients from delayed retest data, indices used in evaluating theoretical distributions and analysis of the correlation matrices of the TRQ questions. (Author)

This paper examines the possibility that returns to various personal characteristics obtained from education differ among five Spanish surname ethnic groups as well as for Blacks and non-black, non-Spanish people (Anglos). Numerous studies have found differences in the returns that Blacks and Whites obtain from education, experience, migration, and other personal characteristics. To measure these differences in return, it is now common practice to run entirely separate regressions for Blacks and Whites; especially significant for policy have been findings that Black-White earnings differences stem not only from lower Black educational attainment, but also from lower Black returns to education. The data for this study came from the 1971 Current Population Survey. It was found that in 1970 returns to education were 30 percent higher for men of Cuban and Central or South American origin than for non-Spanish, non-Black (Anglo) men, Puerto Rican men or other Spanish men. Black and Chicano men had returns of about 70 percent those of Anglo men. These differences are not explained by differences in nativity, mother tongue, years of education, or marital status. Differences in discrimination, quality of schooling, and class origin may be the causes, but data are insufficient to draw firm conclusions. (Author/JM)

The major issue investigated in this paper is whether or not any change appears over a five-year peiod in the differences in performances between minority and non-minority students in that district. Since the relative performance advantage of non-minority students is frequently ascribed to their better backgrounds, socio-economic factors are held constant. The data used consist of test scores obtained for each student in the third, fifth, and seventh grades, plus a measure of the socio-economic status of that student's family. Multiple regression analysis is used. The study concludes that the test scores of minority students relative to those of non-minority students do not appear to change much over time. Although Anglo students score higher than Black or Spanish students, socio-economic factors, while accounting for a significant portion of test-score differences, do not account for all racial/ethnic differences. The persistence of significant test-performance differences between Anglos and minorities over time leads one to conclude that the school system described in this study succeeded in maintaining the relative performance position of the three major racial/ethnic groups but did not substantially succeed in eliminating the performance deficiency exhibited by minority students. (Author/JM)

This essay treats inequality in access to schooling in demographic perspective. In constructing a brief history of educational inequality in the U.S., the 1962 and 1973 surveys of "Occupational Changes in a Generation" are drawn on heavily. It is found that among men born in the U.S. during the first half of this century, inequality of schooling has declined sharply, even as educational attainment has increased to levels unprecedented elsewhere in the world. Not only has total inequality in the distribution of schooling declined, but both the variability in schooling which may be attributed to differences in social background and the variability which is independent of social background appear to have declined. Moreover, these increases in educational equality appear to have occurred within black and Spanish minority groups as much as in the majority population. There is a mixture of change and stability in the effects of social background characteristics on schooling. On the whole, social origins have become more favorable to high levels of schooling with minority groups, as in the majority population, but large differences in social origins persist among these groups, and in some instances the social origins of majority and minority populations have diverged. For cohorts of U.S. men born in this century, half or more of the variance in schooling must be attributed to the influence of family background. (Author/JM)

The use of a modified training opportunities approach for predicting the number of graduate enrollments and degrees at the University of Illinois at Urbana-Champaign is considered. Data concerning graduate assistantships and faculty staffing levels were used to predict, with a high level of accuracy, the number of graduate enrollments and degrees. Predictions were based on the multiple regression technique. Possible impacts upon institutional, regional, and national policy are discussed, as are the other major theories of graduate manpower planning: the market, demographic, and credentialist approaches. From a theoretical perspective the study tends to support the notion that the training opportunities approach can be used as a proxy for the demographic, market, and credentialist approaches in analyzing scientific manpower supply and demand. The basic assumption of the approach was that the availability of financial aid to students in scientific fields, as well as the faculty staffing levels in those same fields, ought to serve as a useful predictor of enrollments and degrees produced. (Author/SW)

This paper outlines the design of two Comparative Studies of Phase IV of the Individually Guided Education (IGE) Evaluation Project. More than 2,000 elementary schools in 25 states use the IGE system. The Evaluation Project was designed to gain a comprehensive view of the system's operation and effectiveness. Phase IV investigated pupil outcomes, instructional time, and means of instruction. It focused on two IGE curriculum programs designed for compatibility with instructional programming for the individual student: (1) the Wisconsin Design for Reading Skills Development (WDRSD); and (2) Developing Mathematical Processes (DMP). Second and fifth grade students and their teachers in three types of schools were studied: (1) IGE schools using DMP or WDRSD; (2) Non-IGE schools using DMP or WDRSD; and (3) IGE schools using neither program. Data were collected during the 1978-79 school year from achievement monitoring and domain referenced tests, teacher logs, classroom observations, and questionnaires which served as the basis for structured interviews with school staff. Pupil attainment of specified program objectives was contrasted in IGE schools using different programs and in IGE and non-IGE schools using WDRSD or DMP. Regression analyses were performed using the residual gain score as the dependant variable and instructional time, means of instruction, and school variables as the independent variables. (BS)

In response to the increasing importance of student performance in required classes, research was conducted to compare two prediction procedures, linear modeling using multiple regression and nonlinear modeling using AID3. Performance in the first college math course (College Mathematics, Calculus, or Business Calculus Matrices) was the dependent measure. Independent measures included demographics, high school achievement data, and College Board test scores. Using "type of mathematics" as either an independent dummy variable or as a moderator variable was considered. The data came from over 3,500 students who were beginning freshmen in 1986 and 1987 and who took one of the three math courses. The models were developed on the 1986 beginning freshmen and were compared to the sample on which they were developed and cross-validated on the 1987 freshmen. The following conclusions were reached: (1) the statistical models were useful in predicting performance, particularly among those who are predicted to have difficulty; (2) actual ability to explain performance "shrinks" from the modeling sample to the use sample; and (3) the 70% unexplained variance in performance calls from the developing of more discriminating critical variables. Data are presented in several tables and three appendices. Contains 17 references. (Author/KM)

Evaluations in education often throw away important information because of a penchant for averages. Multiple regression techniques are used to estimate the average effect of policies across schools, and usually school performance is represented by the average score of its students on an achievement test. The author suggests some ways of broadening educational evaluations: (1) to consider "outliers," or exceptional performers among schools; and especially, (2) to consider other statistics of a school's distribution of scores besides the mean, which have an intuitive link to ill-defined but still meaningful educational objectives like equality, mobility, success with exceptional children, and attainment of certain minimum levels of skills. Tables reflecting the author's research are included. (Author/SE)

For many persons, a satisfying group experience involves reaching a desired level of personal participation. The experimental laboratory studies of communication network groups have been the most rigorous attempts at understanding the effects of differential participation. It has been shown that centrality of a subject's position influences: (1) his sense of being a part of the group, (2) the amount of information available to him, and (3) his importance in the process of locomotion and progress toward group goals. These are aspects of member participation. The present study used decision conferences incorporating either centralized or decentralized decision structures to investigate the resulting attitudinal consequences of these conferences for the members relative to their performance, position, and participation in the group decision process. (Author)

This study investigates how local school districts behave in allocating their budgets among teachers, other professional educators, support personnel, and nonpersonnel inputs. Demands for school inputs are estimated using U.S. Office of Education data on the expenditure and staffing patterns of large (enrollments in excess of 10,000 students) school districts in the 1969-70 school year. In general, results suggest that districts' allocative behavior at the margin is quite different from their average allocative behavior. In particular, relatively small proportions of budget increases (occasioned, perhaps, by reforms in school finance) would be allocated to employing additional teachers. (Author)

A study was conducted to describe the television viewing habits of grade 6 children in primary schools within the metropolitan area of Melbourne, Australia; to examine the nature of the relationships between factors found to be relevant in explaining television behavior; and to examine the relationship between television behavior and school achievement. Data were collected from a 2-stage cluster sample of 271 grade 6 children using a questionnaire; tests of intelligence, self-esteem, and comprehension in social studies; and a diary of television viewing over a period of seven days. A questionnaire was also completed by the subjects' teachers. Statistical analyses involved simple descriptive statistics, bivariate correlation and multiple regression analyses, and canonical analysis. The hypothesizing and subsequent testing of causal path models of the interrelationships between variables enabled the study to cope more efficiently with the complex interrelationships between variables. Results confirmed the important influence that television has on the lives of children, and the importance of home background variables and personal characteristics in influencing television viewing patterns. (Author/CMV)

Using data obtained from a National Center for Health Statistics Household Health Survey, a model for children's medical care utilization was tested. The variables included in the model were need, physician supply, family preference, and family disposable income. The first question addressed was the income effect on children's visits to physicians. Most of the apparent effect of income on children's visits to the physician can be attributed to the number of children in the family and the education of the male and female heads. The income effect is not completely accounted for, however. It may be that the price of medical care is such that it constrains utilization except at the very highest income levels. The second question was the effect of other parts of the model on children's visits to the physician. The analysis suggested that need--as indicated by the age of the child--and family preferences had the largest effects on children's medical care utilization. This analysis brings into question the direct effect of poverty on health care, an assumption of policies to increase health care for the poor. It suggests that the less frequent utilization of physicians by lower income persons is largely due to their lesser preference for that care. (Author/JM)

The globalization of economic activities progresses worldwide. The internationalization of higher education institutions is required to adapt itself to the situation. Particularly, the top universities of each country are expected to produce very significant research achievements and to recruit and educate excellent students from all over the world. Furthermore, in the general university, it is necessary to create a learning environment conducive to training which increases the rate of employment of globally-talented graduates. It is necessary to internationalize the educational and research activities of university academic staff to accept foreign students, send Japanese students to foreign universities and conduct an educational program in the English language. The purpose of this study is to determine the determinants of internationalizing the educational and research activities of the university academic staff by clarifying the attributes, consciousness, and environment of university academic staff which are related to the internationalization of educational and research activities of academic staff in Japanese universities.

The greatest limitation in establishing causality in observational studies on the effect of financial aid is the presence of endogeneity or selection bias associated with aid status. To control for this statistical confoundedness that besets the research corpus to date, this study estimates the effect of financial aid on freshmen retention at a moderately selective, public university using propensity score-matching in multi-stage regression analyses. The correlational pattern that emerged from twenty-four logit models suggests higher-income students accrue a retention benefit from financial aid, unlike low-income students, net of first-year academic experience and type and amount of aid received. Conversely, retention of low-income freshmen is more likely due to academic performance compared to those from high-income background. Findings on the effect of aid are consistent with the economics of moral hazard and unobservable behavior. (Contains 6 footnotes, 8 tables, and 2 figures.)

This study explored the relationship between test anxiety and metacognitive word knowledge on performance on a reading comprehension test. One hundred and seventeen college students completed four paper and pencil measures: (1) a self-report measure of test anxiety; (2) an archival test of reading ability; (3) a metacognitive word knowledge task; and (4) a standardized measure of reading comprehension. A series of multiple regression analyses suggest that the cognitive component of test anxiety (worry) exerted a negative influence on students' performance on the metacognitive word knowledge task, independent of overall reading ability. Analyses of performance on three reading comprehension subscales suggests that when reading ability is controlled statistically, students' level of anxious worrying and their metacognitive word knowledge influenced performance on all three reading comprehension subscales. However, on the most demanding reading comprehension subscale (understanding the writers' assumptions, opinions and tone) metacognitive word knowledge interacted with worry, such that when anxious worrying was low increases in metacognitive word knowledge were associated with higher performance and, conversely, when anxious worrying was high increases in metacognitive word knowledge were associated with lower levels of performance. Findings are discussed within the framework of a cognitive capacity formulation of test anxiety. Six tables and one figure are included. One appendix contains a word list. (Contains 44 references.) (Author)