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ERIC Number: ED217927
Record Type: RIE
Publication Date: 1982-Mar-20
Pages: 53
Abstractor: N/A
Reference Count: 0
ISBN: N/A
ISSN: N/A
A Model for the Evaluation and Analysis of Institutional Awareness and Perceived Comparative and Specific Image in a Comprehensive Community College.
Smith, J. Allen; Schul, Patrick
In spring 1981, Lawson State Community College (LSCC) conducted a survey of its various constituencies to determine: (1) how aware various groups were of the college and its programs; (2) their sources of information about LSCC; (3) how they ranked LSCC in comparison to two other local two-year colleges; (4) the factors they considered important to institutional evaluation; (5) their perceptions of LSCC's programs, students, facilities, faculty, and other features; and (6) local employers' evaluation of LSCC's graduates and their companies' training and personnel needs. Surveys, which were sent to 88 high school principals and counselors, 114 personnel managers, and 300 LSCC students, faculty, and staff, obtained response rates of 44%, 38%, and 40% respectively. The study revealed that for the three groups as a whole the most important dimensions of perceived image were academic standards and faculty, variety of programs and courses offered, and administration and staff. LSCC students and staff tended to have a more positive attitude toward the school than the other two groups, with personnel managers having the lowest image of the school. The study report details the survey methodology, methods of data analysis, and the validation of the institutional image scale; and describes findings with respect to the perceived importance of various criteria to image, the overall ratings of the three groups, and the relationship between awareness and image. The questionnaires are appended. (HB)
Publication Type: Speeches/Meeting Papers; Reports - Research; Tests/Questionnaires
Education Level: N/A
Audience: N/A
Language: English
Sponsor: N/A
Authoring Institution: N/A
Identifiers: College Image; Lawson State Community College AL
Note: Paper presented at the Annual Convention of the American Educational Research Association (New York, NY, March 19-23, 1982).