ERIC Number: ED047204
Record Type: RIE
Publication Date: 1969
Reference Count: N/A
Faculty Attitudes toward Selected Aspects of a Multidimensional University Continuing Education College.
This study examined faculty attitudes toward selected aspects of a multidimensional university continuing education college. A stratified random sample of 300 Syracuse University faculty members answered an attitude questionnaire with 35 statements to which they responded on a continuum from "strongly agree" to "strongly disagree." Biographical data such as age, rank, experience and sex were also requested. In terms of attitudinal differences, females were significantly more favorably disposed than males. Instructors were more favorable than professors and no significant differences were found according to age. Those who had been involved in research were more favorably disposed than those with no involvement as were those who taught in non-credit programs over strictly credit teaching. Faculty members from the professional schools were significantly more favorable in their responses than Liberal Arts faculty but there were no differences between Social Science-Humanities faculty and those in the natural sciences. Part-of-load versus overload methods of compensation showed attitudinal differences in both directions among the various categories. Those faculty members with no teaching experience reacted more favorably than faculty with various levels of experience and years at Syracuse University were significant in only one attitude category. (Author/NL)
Descriptors: Age Differences, Attitudes, College Faculty, Colleges, Doctoral Dissertations, Educational Background, Extension Education, Humanities, Investigations, Liberal Arts, Noncredit Courses, Professional Education, Questionnaires, Research, Sciences, Tenure
University Microfilms, 300 N. Zeeb Rd., Ann Arbor, Michigan 48106 (Order No. 70-14,727, MF $4.00, Xerography $7.20)
Publication Type: N/A
Education Level: N/A
Authoring Institution: Syracuse Univ., NY.
Identifiers: Syracuse University NY
Note: Ed.D. Thesis