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Escalation behavior in higher educat...

Hollar, David Wason, Jr.

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Escalation behavior in higher education: A structural equation model.

紀錄類型:	書目-電子資源 : Monograph/item
正題名/作者:	Escalation behavior in higher education: A structural equation model./
作者:	Hollar, David Wason, Jr.
面頁冊數:	288 p.
附註:	Source: Dissertation Abstracts International, Volume: 58-04, Section: A, page: 1162.
Contained By:	Dissertation Abstracts International58-04A.
標題:	Education, Administration. -
電子資源:	http://pqdd.sinica.edu.tw/twdaoapp/servlet/advanced?query=9730005
ISBN:	0591391910

Escalation behavior in higher education: A structural equation model.
Hollar, David Wason, Jr.

Escalation behavior in higher education: A structural equation model. - 288 p.

Source: Dissertation Abstracts International, Volume: 58-04, Section: A, page: 1162.

Thesis (Ph.D.)--The University of North Carolina at Greensboro, 1997.

The objective of this study was to develop and to validate both a psychometric instrument and a conceptual model describing escalation behavior among community college administrators. This study represented the first measure of escalation behavior among community college administrators and the first quantitative assessment of a conceptual escalation model containing critical variables presented in the escalation literature.

ISBN: 0591391910Subjects--Topical Terms:

626645
Education, Administration.

Escalation behavior in higher education: A structural equation model.
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500 $a Source: Dissertation Abstracts International, Volume: 58-04, Section: A, page: 1162.
500 $a Director: Bert Goldman.
502 $a Thesis (Ph.D.)--The University of North Carolina at Greensboro, 1997.
520 $a The objective of this study was to develop and to validate both a psychometric instrument and a conceptual model describing escalation behavior among community college administrators. This study represented the first measure of escalation behavior among community college administrators and the first quantitative assessment of a conceptual escalation model containing critical variables presented in the escalation literature.
520 $a The Community College Decision-Making Questionnaire, consisting of 75 items, was completed by a random sample of n = 239 North Carolina community college administrators. Maximum likelihood factor analysis and LISREL structural equation modeling reduced the conceptual escalation model from 75 to 24 variable items loading onto seven factors. This 24-variable, seven-factor model had strong fit, low residuals, and a very high coefficient of determination while including the critical escalation factors Project Problems, Self-Esteem, Organizational Rules, Social Dominance, Competence Perception, Escalation Commitment, and Escalation Sunk Costs. The last five factors had significant relationships. Nevertheless, the model chi-square value was significant and variable measurement errors were high, thus indicating that additional variables may influence escalation behavior and that item rewording may be necessary for the Community College Decision-Making Questionnaire.
520 $a Additionally, respondents completed the Flinders University Decision-Making Questionnaire, validating previous studies with adolescents showing that the variables Vigilance and Self-Esteem were significantly positively correlated, whereas both variables were significantly negatively correlated with the poor decision-making factors Cop-Out, Complacency, and Panic. There were no significant differences in administrator responses to either the escalation instrument or the Flinders University Decision-Making Questionnaire when analyzed by age, gender, ethnicity, administrative position, administrative experience, and number of employees supervised.
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