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ERIC Number: ED207410
Record Type: RIE
Publication Date: 1981-Mar
Pages: 14
Abstractor: N/A
Reference Count: 0
ISBN: N/A
ISSN: N/A
Goal-Assessment for Administrative Decision-Making.
Soares, Louise M.; Heneghan, Henry J., Jr.
Institutional image and desired goals for the University of Bridgeport, Connecticut, were assessed using the Institutional Goals Inventory (IGI) of the Educational Testing Service. All faculty and administrators of the private college were administered the IGI, and their responses were compared to those of the faculty four years previously. Interviews with all major campus constituencies and observations of the psychological climate also were undertaken. Even though the faculty had not been informed of the results of the first testing before the second testing, there was very little change in the goal priorities between the two testings. The outcome goal that received the highest rating and that also demonstrated the greatest discrepancy between what was operating and what respondents thought should be be functioning was "intellectual orientation." The lowest ranking and smallest discrepancy occurred on "traditional religiousness." The process goal of "sense of community" showed the highest ranking and the greatest discrepancy, while "off-campus learning" showed the lowest ranking and the smallest discrepancy. Agreement between faculty and administrators indicated shared goals. Additionally, there were few differences of opinion among representatives of different disciplines, and interview and observation results indicated convergence of opinion. However, on the campus there was open conflict rather than expected commitment to planned change and a willingness to work together. Acceptance of change occurred only after changes were implemented in line with the goals identified in the inventory. (SW)
Publication Type: Speeches/Meeting Papers; Reports - Research
Education Level: N/A
Audience: N/A
Language: English
Sponsor: N/A
Authoring Institution: N/A
Identifiers: Institutional Goals Inventory; University of Bridgeport CT
Note: Paper presented at the Annual Meeting of the Eastern Educational Research Association (Philadelphia, PA, March 1981). Not available in paper copy due to marginal legibility of original document.