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61.
Victor M. H. Borden Genevieve G. Shaker Brittany L. Kienker 《Research in higher education》2014,55(2):196-217
This study explores the association between propensity toward giving and personal and positional characteristics of faculty and staff across 3 years within a large, public, multi-campus higher education institution. Informed by the literatures on organizational identity and commitment, faculty and staff giving, and the higher education workforce, the study employs a hurdle analysis to estimate the predictors of likelihood of donating (the hurdle) and the amount given among those who donate. Following up on earlier research by the authors that demonstrated that academic employees and employees who are institutional alumni are more likely to give, the present study explores the interaction between these roles and offers a more powerful model for predicting the amount given. The results of this study have implications for understanding how organizational commitment and identification may be relevant in addressing giving, for institutional fundraising, and for building institutional loyalties. 相似文献
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Tim A. Grice Cynthia Gallois Elizabeth Jones Neil Paulsen Victor J. Callan 《Journal of Applied Communication Research》2013,41(4):331-348
The present study adopted an intergroup approach to information sharing and ratings of work team communication in a public hospital (N?=?142) undergoing large-scale restructuring. Consistent with predictions, ratings of communication followed a double ingroup serving bias: while team members reported sending about the same levels of information to double ingroup members (same work team/same occupational group) as they did to partial ingroup members (same work team/different occupational group), they reported receiving less information from partial ingroup members than from double ingroup members and rated the communication that they received from partial ingroup members as less effective. We discuss the implication of these results for the management of information sharing and organizational communication. 相似文献
64.
E. Victor Mech 《Journal of Experimental Education》2013,81(2):155-164
Evaluation of large-scale educational programs is problematical because of inherent bias in the assignment of treatment and comparison groups. As a result, the ANOVA design is inapplicable, and even ANCOVA designs can give rise to serious regression artifacts. Data from the Follow Through Program are used to illustrate this point: samples were kindergarteners in the Responsive Education model and in best-match comparison classrooms. The criterion variable was MRT readiness level at posttest. Lord’s True Scores ANCOVA was shown to be a more powerful method in correcting for initial differences than the conventional ANCOVA. These data also were used to illustrate the problem of non-uniformity of program implementation across sites and classrooms. An index of implementation level by classroom was used to predict outcome levels, and the potential of this approach as an adjunct in comparative analysis was discussed. 相似文献
65.
Victor H. Kelley 《Journal of Experimental Education》2013,81(3):249-250
Marsh and Hau (1996) based the assertion that parsimony is not always desirable when assessing model fit on a particular counterexample drawn from Marsh's previous research. This counterexample is neither general nor valid enough to support such a thesis. More specifically, the counterexample signals an oversight of extant, stochastic models justifying correlated uniquenesses, namely, moving-average and autoregressive moving-average models. Such models provide theoretically plausible motives for a priori specification of error correlations. In fact, when uniquenesses are correlated, stochastic models other than the conventional simplex and quasi-simplex models must be tested before positive identification of the process is possible (Sivo, 1997). In short, exchanging the mechanistic penalties for model complexity for the mechanistic specification of untenable measurement-error covariances offers no solution. Parsimony has not been dismissed based on the argument Marsh and Hau presented concerning longitudinal data. 相似文献
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Kenneth H. Hoover Victor H. Baumann Susanne M. Shafer 《Journal of Experimental Education》2013,81(3):39-43
The influence of class-size variations on cognitive and affective learning was measured by use of a 15-concept semantic differential scale and a teacher-made test. A Non-equivalent Control Group design was employed with two groups of college freshmen (N = 320). After attending a weekly lecture, 160 Ss were divided into eight permanent discussion sections (twenty Ss each) for two weekly meetings. Small-group discussions emphasized critical examination of feelings and their impact on evaluation of personal, social, and professional problems. The remaining 160 Ss (serving as a control) were divided into three conventional classes (fifty-five Ss each) for similar purposes. No significant differences were revealed from an ANOCOVA (analysis of covariance) analysis. Within the limits of this study, it appeared that large-group lectures combined with small-group discussions, were as effective as conventional classes of fifty to sixty Ss. 相似文献
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Mark Cordano Stephanie Welcomer Robert Scherer Lorena Pradenas Victor Parada 《The Journal of environmental education》2013,44(4):224-238
We surveyed business students in the U. S. (n = 256) and Chile (n = 310). The survey included measures drawn from studies of pro-environmental behavior using Schwartz's norm activation theory (Schwartz, 1977), the theory of reasoned action (Ajzen & Fishbein, 1980), and a values-beliefs-norms model created by Stern, Dietz, Abel, Guagnano, and Kalof (1999). Our results show Chilean business students are more altruistic than business students in the United States and Chilean students felt stronger pressures from their peers to engage in pro-environmental behaviors. Chilean business students also expressed higher levels of awareness of environmental problems, a greater sense of obligation to protect the environment, a stronger willingness to limit property rights, and stronger intentions to engage in pro-environmental behavior. 相似文献
70.