ASSIGNMENTS INVOLVING LOCAL AUTHORITIES: THE NEED FOR A CODE OF PRACTICE?

As institutions of Higher Education face up to current legislation, there is a growing pressure on them to clarify and establish their processes of monitoring and enhancing standards. This paper proposes that it is of benefit to institutions when they move from being merely reactive in meeting others’ performance indicators towards taking a proactive approach and developing their own system of review. The authors draw on their experience of applying personal construct theory to present a deliberative evaluation process which involves staff and student perspectives in collaborative review. The authors’ acknowledge the interest and financial support given by the CNAA in the production of an evaluation kit of which an adaptation of this paper forms a part. Further details of the kit (video and supporting booklet) can be obtained from one of the authors at the College of S. Mark and S. John, Derriford Road, Plymouth PL6 8BH.     

Educational orientations of college students: A typological analysis

Previous research on student typological models has centered on undergraduates' general philosophies of higher education. This study focused on students' more specific views of the purposes of education, desired teaching-learning arrangements, and roles with faculty in academic decision-making. Undergraduates (N = 3,628) completed the Student Orientations Survey, and orientation scale scores were used in a multidimensional typological analysis. Five distinct student learner profiles were identified; coefficients of group homogeneity and between-groupF's supported the uniqueness of each group profile. Discussion centered on various implications for postsecondary institutions regarding the use of a typological scheme premised on student orientations and learning preferences.Presented at the American Educational Research Association Conference, March 28, 1978.