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The shaping of the departmental cult...

Lee, Jenny Jiyeon.

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The shaping of the departmental culture: Measuring the relative influences of the institution and discipline.

紀錄類型:	書目-電子資源 : Monograph/item
正題名/作者:	The shaping of the departmental culture: Measuring the relative influences of the institution and discipline./
作者:	Lee, Jenny Jiyeon.
面頁冊數:	149 p.
附註:	Source: Dissertation Abstracts International, Volume: 63-07, Section: A, page: 2476.
Contained By:	Dissertation Abstracts International63-07A.
標題:	Education, Higher. -
電子資源:	http://pqdd.sinica.edu.tw/twdaoapp/servlet/advanced?query=3058479
ISBN:	0493740228

The shaping of the departmental culture: Measuring the relative influences of the institution and discipline.
Lee, Jenny Jiyeon.

The shaping of the departmental culture: Measuring the relative influences of the institution and discipline. - 149 p.

Source: Dissertation Abstracts International, Volume: 63-07, Section: A, page: 2476.

Thesis (Ph.D.)--University of California, Los Angeles, 2002.

Despite its fundamental role in the structure and function of higher education, the departmental culture has received little attention from higher education scholars and virtually no research has been done on how departmental culture is shaped by the larger disciplinary and institutional cultures. The purpose of this study was thus to determine the extent to which different aspects of departmental culture can be attributed to the influence of institutional and disciplinary cultures.

ISBN: 0493740228Subjects--Topical Terms:

543175
Education, Higher.

The shaping of the departmental culture: Measuring the relative influences of the institution and discipline.
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245 1 4 $a The shaping of the departmental culture: Measuring the relative influences of the institution and discipline.
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500 $a Source: Dissertation Abstracts International, Volume: 63-07, Section: A, page: 2476.
500 $a Chair: Alexander W. Astin.
502 $a Thesis (Ph.D.)--University of California, Los Angeles, 2002.
520 $a Despite its fundamental role in the structure and function of higher education, the departmental culture has received little attention from higher education scholars and virtually no research has been done on how departmental culture is shaped by the larger disciplinary and institutional cultures. The purpose of this study was thus to determine the extent to which different aspects of departmental culture can be attributed to the influence of institutional and disciplinary cultures.
520 $a Data were drawn from the 1998 national Faculty Survey conducted by UCLA's Higher Education Research Institute. The final sample for this study included 34,847 faculty in 4,202 departments across 429 institutions. To measure the departmental, disciplinary, and institutional cultures, 13 dimensions of faculty "culture" were aggregated by departmental, disciplinary, and institutional mean scores. The extent to which the institutional and disciplinary cultures shape these 13 dimensions of departmental culture were examined through a series of regression and correlational analyses.
520 $a All 13 aspects of departmental culture are affected by both the institutional and the disciplinary cultures. In particular, the institutional culture has its strongest effects on departmental cultural measures related to research and reputation building, professional beliefs, and students. When it comes to the importance given to the practical goals of undergraduate education and multiculturalism, the disciplinary culture actually has a stronger effect on the departmental culture than does the institutional culture. Moreover, the department's degree of commitment to students' affect and their learning are almost equally dependent on the institutional and disciplinary cultures.
520 $a Institutional cultures affect dimensions of departmental cultures differently based on the disciplinary field. For example, the institutional culture most strongly affects a department's commitment to scholarship among Business departments but has its weakest effect on this cultural dimension among Education and English departments. Institutional effects on departmental culture are stronger in the smallest (as contrasted to the largest) institutions, whereas disciplinary effects are stronger in the largest institutions.
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