Teacher Education, Educational Leadership & Policy ETDs

Publication Date

Fall 8-1-1975

Abstract

In this study each individual responding to the Institutional Functioning Inventory had the opportunity to express his perceptions of what his own university was like with respect to ten scales. The study tested the following major null hypotheses:

Null Hypothesis 1

There is no significant difference in the perceptions of administrators and faculty members from a large university and a small university on Intellectual-­Aesthetic Extracurriculum as measured by the Institution­al Functioning Inventory (IFI).

Null Hypothesis 2

There is no significant difference in the percep­tions of administrators and faculty members from a large university and a small university on Freedom as measured by the IFI.

Null Hypothesis 3

There is no significant difference in the percep­tions of administrators and faculty members from a large university and a small university on Human Diver­sity as measured by the IFI.

Null Hypothesis 4

There is no significant difference in the perceptions of administrators and faculty members from a large university and a small university on Co11cern for Improvement of Society as measured by the IFI.

Null Hypothesis 5

There is no significant difference in the percep­tions of administrators and faculty members from a large university and a small university on Concern for Undergraduate Learning as measured by the IFI.

Null Hypothesis 6

There is no significant difference in the percep­tions of administrators and faculty members from a large university and a small university on Democratic Governance as measured by the IFI.

Null Hypothesis 7

There is no significant difference in the percep­tions of administrators and faculty members from a large university and a small university on Meeting Local Needs as measured by the IFI.

Null Hypothesis 8

There is no significant difference in the percep­tions of administrators and faculty members from a large university and a small university on Self-Study and Planning as measured by the IFI.

Null Hypothesis 9

There is no significant difference in the percep­tions of administrators and faculty members from a large university and a small university on Concern for Advancing Knowledge as measured by the IFI.

Null Hypothesis 10

There is no significant difference in the percep­tions of administrators and faculty members from a large university and a small university on Concern for Innovation as measured by the IFI.

Null Hypothesis 11

There are no significant interactions in the first ten hypotheses.

An adapted version of the Institutional Functioning Inventory was sent to faculty members and administrators at a large and a small university. Consistent with the exist­ing departments and proportions of faculty members in each at the small university, only individuals from the Colleges of Arts and Sciences, Education, and Fine Arts in the large university were sampled or the purposes of the study. Upon collection of the data, the ten null hypotheses comprising ten scales measured by the Institutional Functioning Inven­tory and the null hypothesis testing for interactions were tested at the .05 level of confidence using a two-way analysis of variance.

Significant differences were found for all null hypotheses with the exception of chose including the scales of Freedom, Concern for Undergraduate Learning, and Self-­Study and Planning. In addition, Null Hypothesis 11 was also accepted since no significant interactions were found. All differences except one were found to be related to the size of the university and not to whether the respondent was an administrator or a faculty member. Thus, administra­tors and faculty members were found to have similar percep­tions regarding the function of their university.

Document Type

Dissertation

Level of Degree

Doctoral

Department Name

Teacher Education, Educational Leadership & Policy

First Committee Member (Chair)

Richard Elmer Lawrence

Second Committee Member

Ignacio Ruben Cordova

Third Committee Member

Joel M. Jones

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