Empirical procedures for analyzing readily-available, regularly collected data are illustrated. The models described indicate that major research universities and other doctoral-granting institutions are different in terms of their expenditure and revenue patterns, and that student-related variables are of secondary importance in determining those…

Four models of possible predictors are advanced and tested using data collected from 1,164 faculty in 80 university departments and from published sources. Results indicated that there is no single set of factors that can reliably predict improvement or decline in prestige across all disciplines. (Author/LBH)

Transcripts of graduates of an elective studies degree program were compared with those of a group of traditional liberal arts graduates. Results indicated that both groups had similar numbers of credits, but nontraditional students completed courses in more departments and have slightly lower overall GPA's at graduation. (Author/LBH)

A questionnaire was used to determine the effect on job satisfaction of the similarity in philosophic view between faculty members and their department chairperson in four-year institutions in the Midwest. No relationship was found. (Author/LBH)

Students rated the quality of the items on a classroom test taken previously and psychometric items were calculated. Results showed that student ratings were related to item difficulty and that better students rated items as less ambiguous. Ambiguity ratings were more highly related to the item-test correlations for better students. (Author/LBH)

The hypothesis of a direct link between institutional pay scales and faculty sex ratios is examined based on HEGIS and AAUP data. Results suggest that eliminating sex bias in faculty pay within individual institutions will not achieve parity for women until higher-paying institutions recruit more women or those with more women upgrade pay scales.…

Data from 334 students assessed the development of family independence, peer independence, liberalism, social conscious, and cultural sophistication at three predominately black colleges. Results indicated development of self-reliance and autonomy and broadened interests in political, social, and cultural affairs. (Author/LBH)

Options examined were: programmed instruction, computer-assisted instruction, modular instruction, contingency management and contracting, personalized system of instruction, individually prescribed instruction, large lecture, and lecture-discussion. Results indicated differences in exposure to options and among areas of concentration. (Author/LBH)

In a sample of 767 freshmen at the University of Minnesota, those with low principled morality scores compared to those with high scores had lower mean contemporary-cultural, artistic, literary, and academic-conceptual precollege experience score. (Author/LBH)

Data gathered from 896 faculty members from two technical colleges, three community colleges, two private universities, and three public universities revealed three dimensions of the presidential role: personal-public image, faculty and student interaction with presidents, and absence of autocratic leadership style. (Author/LBH)

Results from two tested hypotheses indicate that the predominant form of publication in the physical sciences are articles and books in social sciences. Differences were also found in the relevant dimension of publication between faculties in more or less prestigious departments. Administrative policy implications are discussed. (Author/LBH)

This survey of journal editors reports data on several procedural areas that may affect objective editorial judgments: "sponsored submissions,""inside track submissions," and back region communication. The data presented help raise critical issues and discussion of their ethical implications. (Author/LBH)

Institutional averages of entering freshman scores on the Scholastic Aptitude Test (SAT) and the American College Test (ACT) were combined and edited to produce a single institutional measure of selectivity for 2,601 institutions. Correlations were made between scores and 19 institutional attributes. (Editor/LBH)

Factor patterns obtained under three different sets of directions were compared. A sample of 414 graduate education students were randomly assigned to one of three conditions: administrator use, instructor use, and student use. The results indicated that the factors could not be considered invariant across the three conditions. (Editor/LBH)

The validity of Tinto's (1975) theory of student attrition, which asserts that withdrawal relates most directly to students' integration in the social and academic systems of an institution, is examined. This study supports that theory and also suggests that informal interaction with faculty plays an important role as well. (Editor/LBH)