UK Data Archive Study Number 2102Part-Time Management Students Project, 1981-1984

THE PART-TIME MANAGEMENT STUDE~PROJECT

Summary of Conclus~ons & Recommendat~ons

1. Introduct~on

The purpose of the research was to explore an area of the management

educat~on process wh~ch seemed ~portant, but about wh~ch we knew

comparat~vely l~ttle - the students' own percept~ons of the~r learn~ng

env~ronments, and of the~r own process needs and obJect~ves. Much

recent work on student learn~ng has made ~t very clear that how

students perce~ve the env~ronment ~n wh~ch they learn can profoundly

affect how they learn - for example, a stressful or author~tar~an

env~ronment can lead to mere repet~t~on rather than learn~ng to under­

stand and man~pulate concepts, and transfer that learn~ng to the

students' own pract~ce. Yet, although course des~gn for the transfer

of learn~ng ~s a pers~stent problem ~n management educat~on, and

although a lot of work has been done on ~ndustr~al sponsors' percept~ons,

content requ~rements,and the log~cal ~mpl~cat~ons of 'learn~ng for

change', there has been l~ttle organ~sed research on the percept~ons

of the students themselves. Indeed, two maJor theor~es of adult and

manager~al learn~ng (Tough 1971, Kolb et al. 1971, 1975, 1977), on

wh~ch many courses are based, have never been adequately retested ~n

th~s country.

The results of the study have conf~rmed that there are ~ndeed a ser~es

of fa~rly urgent and ~portant problems ~n th~s area These results

fall essent~ally ~nto three groups - m~smatches or d~ssonances between

staff and student percept~ons of the management educat~on process,

amb~g~t~es of response, Some psycholog~cal and some structural or

admin~strat~ve, that tend to make the process d~ff~cult to operate

smoothly; and ways ~n wh~ch students' actual responses both resemble

and d~ffer from the theoret~cal models I referred to earl~er. The

effect of these results ~s to make the part-t~me management educat~on

process a very much more problemat~cal and uneasy one than a cursory

glance at the rhetor~c of course descr~pt~ons or management development

theory would lead us to bel~eve - but also to po~nt fa~rly f~rmly to

the sorts of change that could make part-t~e management educat~on very

much better.

2. Conclus~ons

Perhaps the cruc~al conclus~ons are the follow~ng

2.1. Part-t~e management students are less narrowly vocat~onally

-

-2-

motivated, and more change oriented than their staff often

think

2.2. The staff often also fail to comprehend fUlly the pressures

on these students, and course design and organisation tend as

a result to be too inflexible

2.3. This inflexibility is exacerbated by a variety of structural

problems to do with course validation and resourcing: funda­

mental to them is that the unspoken institutional norm for 'a

course' is still the full time, formally academic, traditionally

assessed course, however much individual concern there may be

with experience oriented and work related learning, projects etc.

2.4. Most part-time management courses are thus seen as authoritarian,

narrow, unenthusiastic, and not very goal oriented, by staff and

students alike

2.5. In their wider activities outside the institution, the students

exhibit complex self-managed learning cycles of various kinds,

and feel at home doing so •.

2.6. An - often unconsious - 'collusion of expectation' between

students and staff about the nature of learning however tends

to make students unable to apply similar self-managed ~echniques

in college without positive practical assistance from staff (e.g.

in deliberately structuring detailed moves from dependent to

independent learning)

2.7. The most crucial needs of the students are thus for precise,

businesslike course organisation suited to the part-time mode:

for explicit information on objectives, course structures, and

opportunities and role of self-managed learning: for opportunities

to usc their 'natural' learning cycles in college work that are

not denied by the 'unwritten curriculum'; and for more experiential

assessment modes. In at least three courses in the survey,

incidentally, the students claimed these needs had actually been

met - so the task is not impossible.

3. Recommendations

The main recommendations that would seem to follow from these conclusions

are nine in number:

3.1. Both course content and course processes should be aimed more

firmly at the personal development of students as managers. This

should include further development of means of dealing with change,

and more use of overview and integrating seminars. Design for

such courses could profitably be by making use of 'integrative'

rather than 'collection' codes (Bernstein 1970)

~lo2-3~

3.2. There should be more movement towards students self-managed

learn1ng, but th1s has to be prec1sely and spec1f1cally

des1gned 1nto the course, and 's1gnposted' to students,through such dev1ces as allocation of spec1f1c work to groups,

w1th sCheduled meet1ng times dur1ng college t1me and dead11nes

for products It also needs to be carr1ed through 1nto the

other organ1sat1onal structures of the course and the language

1n wh1ch they are descr1bed T1ffietab11ng of the students'

per10ds 1n college should also enable more use to be made of

student 1nteract1on, 1i necessary by develop1ng 1nd1v1dua11sed

alternat1ves to the formal lectures or lecture-d1scuss10ns

wh1ch currently occupy much of them

3.3. More flex1ble course des1gn and organ1sat10n 1S needed,

espec1ally over work dead11nes, breaks, and l1brary/computer

access. The latter should 1nclude an extens10n of open1ng

hours 1nto even1ngs and weekends 1f th1s 1S not already

ava1lable. These revis10ns of course des1gn and organ1sat1on

should be carr1ed out 1n d1rect consultat1on w1th students.

3.4. Mater1al and course structures should be 1ncorporated 1n

courses to allow students to use the1r work exper1ence and

workplace learn1ng cycles more d1rectly th1s may 1nvolve

further moves ~n the d1rect~on of Act10n Learn1ng. More,

and more deta1led, pract1cal research 1S also needed on

spec1f1c workplace learn1ng cycles, and 1t would be des1rable

for 1nd1v1dual course teams to carry out such work 1n respect

of the1r own students.

3.5. Incorporat1on of th1S exper1ent1al mater1al should be paralleled

by a move to more exper1ent1al modes of assessment (1nclud1ng

student self-assessment), and a reduction 1n the 1mportance

st1ll g1ven to the formal 3 hour unseen exam1nat10n.

3.6. In carrying out the above, course organ1s~t10n and management

should however not be allowed to become any less goal-d1rected.

If poss1ble,1t should be more bus1ness11ke and made more

exp11c1t to students.

3.7. A central precond1t10n of all th1s, 1S a maJor sh1ft 1n

att1tudes on the part of both teachers and adm1n1strators

over what const1tutes 'a course', away from the automat1c

acceptance of structures der1ved from the full-t1me educat10n

of l8-year-olds Th1S w1ll probably requ1re substant1al

retra1n1ng and staff development of college staff themselves.

3 8. The current ways of calculat1ng resource prov1s1on for part-t1me

Rubin I.M. and McIntyre,J~M. (1971): Organisational

- An EXperiential Approach. Hemel Hempstead: Prentice

-4-

courses in the public sector should be completely overhauled,

to take into account the many aspects of good course design

and teaching that do not depend on the number of hours per

week the students are formally in class in college. If

necessary, this should be financed by a diversion of re­

sources from full-time education.

3.9. More research should be undertaken into the phenomenon of

student and staff 'collusion of ambiguity', and into the

applications of Expectation States Theory (Berger, Connor~

and F±sek 1974) to this area in general.

References

Berge~,J. Connor,T.L. and Fisek,M.H. (1974): Expectation States

Theory. Washington: Winthrop

Bernstein, B. (1970): On the Classification and Framing of Ed~onal

Knowledge, in Young, M:F.D. (ed): Knowledge and Control. London:

Collier-Macmillan.

Kolb,D.A.

psychology

Hall.

Kolb,D.A. and Fry, R. (1975): Towards an Applied Theory of Experiential

Learning, in Cooper, C.L. (ed): Theories of Group Processes. Chichester:

Wiley.

Kolb, D.A. and Plovnik, M.S. (1977) :The Experiential Learning Theory

of Career Development, in Van Maanen, J. (ed): Organisational Careers:

Some New Perspectives. Chichester - Wiley.

Tough, A. (1971) : The Adult's Learning Projects Toronto Ontario

Inst. for Studies in H.E.

·-SSRC PART TIME MANAGEMENT STUDENTS PROJECT- QUESTIONNAIRE 1.

Th1S 1S the f1rst of the three questionna1res that makeup the stat1st1cal surveypart of th1S proJect, as described 1n the letter you have already read. It cons1stsof f1ve ma1n sect10ns, each qU1te short.

(A)

(B)

(C)

(D)

and (E)

Some bas1c 1nformat10n about yourselfSome quest10ns about why you chose to enroll on your present courseSome quest10ns about what you expect that course to be 11keSome quest10ns about how you see educat10n, generallyTwo sets of quest10ns about your work enV1ronment.

You should find that most of the questions w111 suggest immed1ate answers to youas you read them: those are the ones we want. One or two quest10ns, however, mayneed you to reflect a 11ttle before answer1ng them. Tak1ng both k1nds of quest10nstogether, you w111 probably be able to complete the quest10nna1re in not more thanhalf-a~-hour - and it may well take less.

As expla1ned 1n the letter, we need your name, college, course and year to enableus to match up answers to var10US sect10ns of th1S and the other two questionna1res ­but not for any other purpose. Accord1ngly, would you please pr1nt that 1nformat10nhere, so that 1t can be detatched from the ma1n questionna1re and destroyed after use?Thank you.

NAME '-

COLLEGE(1 2)

COURSE

YEAR OF COURSE

- 1 -

(3 - 4)

(5)

This is a PILOT run of this questionnaire, to test it in various ways, one

of which is its length.

To help us, therefore, will you please

MARK the point you got t0e-fter 15 minutes with an arrow

and MARK the point you goYto after 30 minutes (iffirst) with a second arrow --------... (2)

- 2 -

you didn't finish

SECTION A

Please g1ve the following informat10n about yourself.Except where otherw1se asked, please give the 1nformation by t1cking the appropr1ate box.Please start here.

1. What 1S your present attendance mode? 6. Your mar1tal status?

1-(6)..

4. Your age last b1rthday

lB-2021-3030-4040-5050-60

Over 60

Yes 1No 2

123

Never marr1edCurrently marr1edFormerly marr1ed

Yes 1No 2

7. Do you have any children ?(12)

Yes 1 5aNo 2

B. How many of your ch11drenare still liv1ng at home?

(13)

None 1 BOne 22 or 3 3

4 or more 4

9. Are you currently reg1steredas unemployed?

1234 ./5

(7)

1 g2

(B)

Ed(9)

12 ./3456

g1venpay to

Full t1meSandw1ch

Part-t1IDe day & evg.Part-time evg. only

Short course

YesNo

Is your employer payingyour fees/expenses?

Has your employeryou time off W1thattend college?

3.

2.

5. Your sex

MaleFemale

12

(10)

E310 14.

In the next group of quest10ns - 10 - 14about your present or most recent work ­please exclude any vacation employmentwh11e a full-t1IDe student from youranswers.

10. For how long have you worked? (15)

Nbt started work yet 1Under 1 year 2 /1 or 2 years 33 - 5 years 46 - 10 years 5Over 10 years 6

- 3 -

(22 )

(19)

(201

(21)

1 t-"?""f2 v31---/41-_-151-_-1

6 ......._-l

11---/21---;31---;4t-r-t5 ./

6 ......._-l

At what point d~d your father'scontinuous full-time educationstop?

How would you describe thefamily in which you werebrought up?

None - I am the top person1 or 2

3,4 or 56 - 10

More than 10Not in work yet

HoW many people do you haveworking under you?

None1 - 56 - 10

11 - 20More than 20

Not in work yet

Semi- or Unskilled workingclass 1 1-_-1

Skilled working class 2 I-....,""""lLower Middle Class 3 1-'./<:"'--1Professional class 4 ~__-+Upper Middle or Upper 5

Class L-__~

How far from the top of thator9aniaation are/were you? How manygrades, or levels of management or rank,are/were there between you and thetop person?

16.

15.

14.

13.you

6..::!2)----

v

18)

v

1234567

How large is the organisationin which you work (or lastworked)?

Under 50 employees50 - 99

100 - 499500 - 999

1000 - 49995000 and over

Have never worked yet

In which section of employment dowork (or used last to work, if youare unemployed)? *

(1Agriculture,forestry or fishing 01Extractive industry 02Food drink & tobacco 03Heavy engineering & ship/

building 04Light engineering,vehicle &

aerospace manufacture 05Paper,printing & publishing 06Other manufacturing industry 07Construction 08Gas,electricity & water 09Transport,communication,

Distributive Trades 10Insurance,Banking,Financial

Services 11Social Services,Police,Hospitals

Education 12Other professional & scientific

services 13Public administration 14Defence 15Other (please specify) 16

12.

11.

School - Age 14 or 15School - Age 16School - Age 17 or 18College - Age 20 or above

1234

/

* Any full-time students withoutprevious work experience whoanswer Qll should tick the sectionthey currently intend to work in

- 4 -

YesNo

v/

(28-29)

Please label the ~tems on the l~st

below that are your two most ~portant

and educat~onal concerns at th~s

moment w~th (1) and (2) respect~vely:

Personal development 1Advancement at work 2Learning a sk~ll 3Self-express~on 4Retra~n~ng 5Broadening oneself-

culturally 6Understanding society 7Deepening one's think~ng

about l~fe 8Contemplation 9

20.

areaof a c~ty

suburb

do you l~ve at present?(23)1-

23456

Where

In an inner c~ty

In the ma~n bulkIn a res~dential

In a small townIn a v~llage I

Way out = the country

Do you have a separateroom at home reservedfor study?

17.

18.

19. How many years have you spent10 educat~on or on coursess~nce age 16? (Pleasewr~te the number ~n each box)

'FU1~ ~~:eGJ year~ (25)

Part t~e~ years (26)

D~stance/Open UnIV,

~ years (27)

21. Please list below your presenth~ghest acade~c qual~f~cat~on:

IVI(30)

CD

- 5 -

SECTION B

In this section, we give a number of reasons people often have for enrolling on Part-time H. E. courses. For eachof them, please ring the number that most closely corresponds to that reason's importance to you. If there was somereason for you enrolling that we've left out, please write it in,' in one of the spaces provided, and ringa number for it too.

Not at allImportant

SlightlyImportant

ModeratelyImportant

DecidedlyImportant

VeryImportantIndeed

555555

55555

5555555555555555

55

5

4444444

~44444

GJ4

44

4

44444

Q44444

333333

33333

333333333

33

3

33333cp

222222

2222

CD22222222222

22

2

2222

(j)1

1

~11

CD1111

111

11

-- - - - -- -- - 1

My employer wants me to comeI need the qualification for my present jobI need the skills/course content in my present jobI need the qualification for promotionI need the skills/course content for promotionI believe taking the course will help me get a new Job

(gain employment, change jobs)People who matter to me will approve of me comingI co'"ldn' t get on a full-time or sandwich course.I did'nt know of any other courses available in my subjectIt was the only way I could afford to studyMy parents or spouse expected me to improve myselfOthers in my family or circle have been through highereducation, and I'm not going to be left out~

I have friends on the courseI have friends in college generallyI like joining organisationsI want to meet like minded peopleI need something to keep my mind activeI need a new angle on my work and/or background to itrim HO bored at home/at work~

I want to keep my hand in at studyingI like the sound of this course (structure,content etc.)I want to carryon from where my previous course left offI fe"l a need to update myselfI want something to develop my own potential

I want 50 mako"F ~'fd::'Ac~~~~e:serio~~ peo'"(PTef) Me 10-~~$ ~ - - - - - -. - - - -~ -Af> - - - - - - - - -:t_~ 2.!"~ TO_1M!'~O'!.~_lA!.0!-J'1...' ~/o!. f' _ '§fC:. _

7.8.9.10.ll.12.

13.14.15.16.17.18.19.20.2l.22.23.24.25.26.27.28.29.30.

l.2.3.4.5.6.

SEcrrON C

Th1s section ~sks about the 'c11mate' of the department or school of wh1ch,your course forms a part. Academic 'clim~tes'

vary very much from one college department (or school) to another; they are a m1Xture Qf yariou~ fac111t1es, features,rules and procedures, characterlst1cs, classroom and other activities, students' lnterests, and so on. What we are lnterestedill on th1s occaS10n 1S what at present, you expect the 'cl1mate' 1n your department or school to be 11ke. /~ ,Below you w111 f1nd a set of statements that could be made about an academ1c department. For each one, please~the number"aga1nst 1t that corresponds to how true you expect you w111 f1nd 1t to be, about your department or school, by bhe1end of th1syear I 5 course.

Def1n1tely Mostlyfalse false

Half &Half

Mostlytrue

Def1n1telytrue

1

1

555

5

5

55

55

~(])

55

(J)5

444

4

444444444

4

4

4

4

4

444

4@

333

3

3

3

333

3

33

3

333333333

222

2

222

2

2

2

2

.22

2

(])22222222

1

1

CD1

1

CD1

1. The goals and purposes of the work are clearly defined for the student2. Teachers here typ1cally exhib1t a great 1nterest in an:1enthus1asm for

the1r spec1al f1elds of interest3. Teachers usually go out of the1r way to estab11sh fr1endly relat10ns

W1th students4. Students are concerned only W1th the work at hand and have few 1nterests

beyond th1S area5. Most people here seem to be espec1ally cons1derate of others6. Most of the teachers are very thorough and really probe 1nto the

fundamentals of the1r subJects7. Careful reason1ng and clear log1c are valued most h1ghly 1n assess1ng

student papers, reports or d1Scussl0ns8. Certa1n students 1n the class are respons1ble for petty quarrels9~ Students hes1tate to express thelr real 0pln10ns10. The enV1ronment of the Department st1mulates interest 1n th1ngs other

than the subJect 1t teaches CiJ11. Many students here develop a strong sense of respons1b111ty about the1r ~

role 1n contemporary soc1al and po11t1cal 11fe ~

12. Class d1scuss10ns are typ1cally vigorous and 1ntense 113. Lecturers clearly expla1n the goals and purposes of the1r courses 114. The students are encouraged to help each other 115. Many ofthe lecturers are enthus1astic about their teach1ng ass1gnments 116. The goals of the Department are well-def1ned 117. Student compet1t10n fac111tates acqu1s1t10n of knowledge (JQ18.! have a clear 1dea of the purposes of each course of study ~

19. Students cooperate equally well W1th all class members 120. The values most stressed here are open m1nded and object1v1ty CD21. There 1S a lot of interest amongst studentsjllillus1c, pa1nt1ng, sculpture, bOOkS~l

theatre, fllm and so on.

22. Most students here seem to enJoy study1ng their course subJects23. Most 0 f the courses really probe 1nto the fundamentals of the1r subJects

Definitely Mostly Half & Mostly Definitelyfalse f~l~e Half true true

5

55

~55

@

55

®555

5555

~555

4

444444

444444

444

4

4

4444444

G>

333

333333

333

~33333

3

3

GJ33

eb3

2

2

222222

222

222222

222222222q)

1

111

1111

CD1

Examinations here provide a genuine measure of a student's achievement andunderstanding of what has been taughtSome students refuse to mix with the rest of the classStudents are encouraged to criticise administrative policies and practicesStudents here are actively concerned about national and international affairsStudents commonly share their problems with other students in the classLong, serious, intellectual discussions are common among the studentsAssessments and examinations here generally provide a good opportunity for thestudent to display his knowledge and understanding of the course materialThere is an undercurrent of feelings among students that tend to pull the class

apart31.

24.

25.26.27.28.29.30.

32. Teachers rarely or never call students by their first names33. Students gather frequently in informal social activities34. Most courses are a real intellectual challenge35. Certain students don't like other students36. Only certain kind of ideas may be expressed freely in class37. There is little interest in modern art and music38. Most of the teachers are thorough and are dedicated workers in their fields39. The Objectiveu of education in the Department's fields are well defined.40. Certain students are considered uncooperative by the class41. Some of the teachers react to questions in class as if the students were

criticising d,em personally42. Students are serious and purposeful about their work43. Students commonly share their problems with staff members44.Teachers usually outline course objectives at the beginning of each course45. The course is made up of individuals who do not know each other well46. The expression of strong personal belief or conviction is pretty rare47. Students are BO preoccupied with their studies that they rarely concern themselves

with anything else in social and informal discussion groups (1)1148. Counselling and guidance services are really personal, considerate and extensive \!)49. Most students cooperate well with other class members 150. Students are encouraged to take an active part in social reforms or political

programmes

- 8

SEcrION D

Below are 20 statements on educatlonal ideas and problems, about wh1ch we all have beliefs, op1nions and att1tudes. Thisscale 1San attempt to let you express your be11efs and 0p1n10ns. There 1S no r1ght answer.Please put a r1ng round the f1gure wh1ch best expresses your V1ew. (If you have problems answer1ng any question, mark 'No 0p1n1un')

ptrongly D1sagree No Agree StronglD1sagree 0p1n10n Agree

the mean1ng of democracy,1

not onlysystems

5

55

5

55

5

ffi5

44

444

4

4

44

4

44

4

4

4

4

44

4

4

3

3

3

3

3

3

3

33

33

33

333

3

3

Q3

2

2

2

222

2

2

2

22

22

2

2

22

2

2o

1

1

1

11

11

1

1

11

CD

1mcD

The goals of educat10n should be d1ctated by students' interests and needs, as well asby the larger demands of soc1ety.No subJect 1S more 1mportant than the persona11t1es of the studentsSchools of today are neglect1ng the three R'sThe student-lecturer relat10nsh1p 1S the relat10nsh1p between a student who needsd1rect10n, gU1dance and control, and a lecturer who 1S an expert supply1ng d1rect10n,gmdance and controlLecturers should have acadern1c freedom to teach what they th1nk 1S r1ght and bestThe backbone of the curriculum 1S subJect matter, act1v1t1es are useful ma1nly tofac111tate the learn1ng of subJect matterLecturers should encourage students to stUdy and cr1t1c1se our own and other econom1csystems and pract1cesTrad1t10nal moral standards should not Just be accepted, they should be exam1ned andtested 1n solv1ng the present problems of studentsLearn1ng 1S exper1mental, the student should be taught to test alternat1ves beforeaccept1ng any of themThe curr1culum cons1sts of subJect matter to be learned and sk111s to be acqu1redThe true V1ew of educat10n 1S so arrang1ng learn1ng that the student gradually bmldsup a store-house of knowledge that he can use on the futureOne of the b1g d1ff1cult1es W1th modern educat10n 1S that d1sc1pl1ne 1S often sacr1f1cedto the 1nterests of studentsThe curr1culum should conta1n an orderly arrangement of subJects that represent the bestof our cultural her1tageD1sc1p11ne should be governed by long-range 1nterests and well-estab11shed standardsEducat10n and educat10nal 1nst1tut10ns must be sources of new soc1al 1deas, educationmust be a soc1al programme underg01ng cont1nual reconstruct10nLecturers must teach the student at h1s own level and not at the level of the courseyear he 1S 1nStudents should be allowed more freedom than they usually get 1n the execut10n oflearn1ng act1v1t1esStudents need and should have more superv1s10n and d1sc1p11ne than they usually getLearn1ng 16 essent1ally a process of increas1ng one's store of 1nformat10n about thevar10US f1elds of knowledgeIn a democracY, teachers should help students understandbutalso the mean1ng of the 1deolog1es of other po11t1cal

1.

20.

16.

17.

18.19.

7.

10.11.

12.

2.3.4.

14.15.

13.

5.6.

9.

8.

- 9 -

SECTION E

This section asks about your picture of what people expect of a manager. The questions are asked twicepnce from your ownpoint of view,andonce from what you believe is that of your immediate superior at work. Please answer, both times, withthe organisation for which you work in mind.

E.l. Hdw much would you approve or disapprove of a manager whoStronglyapprove

Approvebut notstrongly

It Disapprovedoesn't but notmatter strongly

StronglDis­approve

1. Turns in reports on time2. Keeps the weekends free for recreation3. Avoids involvements in political organisations4. Works mainly with given deadlines in view5. Woultl preJel. tl) be a 'backroolD boy'6. Attends professional association meetings whenever possible7. Makes contacts with local groups outside the firm8. Defends his own point of view9. Breaks company rules he doesn't agree withlO.Reads a newspaper every day11.Tells his superior if he is asking for too much work from him12.Is rarely absellt

13.Dresses tidily14.Reads only in his fieldlS.Talks'shop' during breaks16.Has many outside interests17.Manages 'by the book'lB.Engages in some kind of sport19.Joins no firm's social societies20.Takes an interest in international affairs21.Takesvery little work home except under pressure from deadlines22.Knows precisely the WdY in which he wants his career to develop23.Arrives late at work

24.Fails to retuo\.borrowed materials on time25.Makes few notes while investigating a problem2G.Has astable relationship with a member of the opposite sex27.Addresses superiors by their Christian names2B.Keeps his personal problems to himself2~.Chooses friends at work entirely from his own managerial level3Q. Takes good care of the firm ':s propertyJl. Gets married in his first year of employment

- 10 -

1

<b111

~1

11l

(]1

~1

CD1

m11

1

222222222222

22222222222

22222222

333333333333

33333333333

33333333

444444444444

44444444444

4444444

4

~5

I5555

@

c&@5

~555

~~

®5555

.~

\Strongly Approve It Disapprove Stronglyapprove but not doesn't but not Dis-

strongly matter strongly approves4.'

32. Prefers to work on tus own W 2 3 4 , 533. Is always look~ng for different act~v~t~es 2 3 4 d:>34. Drinks no alcohol 1 2 3

~35. Asks quest~ons dur~ng management team meet~ngs 1 2 3 536. Prefers to work w~th people 2 3 537. Compla~ns about the f~rm to super~ors 2 3 4 538. Spells co=ectly 2 3 4 539. Cr~t~c~ses a management porposal to tus super~or's face 2 3 4 540. Watches TV for at least an hour most evenings 2 3 4 541. Helps colleagues w~th the~r work problems 2 3 4 5

E.2. How much would your ~mme~ate super~ors at work approve of a manager who ----------

Strongly Approve Itapprove but not doesn't

strongly matter

D~sapprove

but notstrongly

StronglyD~s­

approves

1. Turns ~n reports on t~me

2. Keeps the weekends free for recreat~on

3. Avoids involvements in pol~tical or~sat~ons

4. Works ma~nly with given deadl~nes ~n v~ew

5. Would prefer to be a 'back room boy'6. Attends profess~onal assoc~ation meet~ngs whenever poss~ble

7. Makes contacts with local groups outs~de the f~rm

8. Defends tus own point of v~ew

9. Breaks company .rules he doesn't agree w~th

10. Reads a newspaper every day11. Tells tus super~or ~f he ~s ask~ng for too much work from ~12. Israrely absent13. Dresses t~dily

14. Reads only ~n h1s field15. Talks 'shop' du~~ng breaks16. Has many outside ~nterests

17. Manages'by the book'18. Engages ~n some kind of sport19. Jo~ns no f~rm's social soc~et~es

20. Takes an ~nterest ~n ~nternat~onal affa~rs

111

.8)111111111

<D1

~1

22222222222222222222

44444444444444444444

555555

55

&55

~

Strongly Approve It Disapprove Stronglyapprove but not doesn't but not Dis-

strongly matter strongly approves

21. Takes very 11ttle work home except under pressure from deadlines 1 2 3 422. Knows precisely the w/3¥ in which he wants his career to develop 1 2 3 423. Arrives late at work 1 2 3 424. Fails to return bo=owed materials on time 1 2 3 425. Makes few notes while investigating a problem 1 2 3 426. Has a stable relationship with a member of the opposite sex 1 2 3 427. Addresses superiors by their Christian names 1 2 3 428. Keeps his personal problems to himself 1 2 3 429. Chooses friends at work entirely from his own managerial level 1 2 3 4 530. Takes good care of the finn's property

~2 3 4 5

31. Gets ma=ied in his first year of employment 2 3 4 532. Prefers to work on his own 1 2 3 4 ill33· Is alW/3¥S looking for different activities 1 2 3 434. Drinks no alcohol

~2 3 4 5

35. Asks questions during management team meetings 2 3 4 536. Prefers to work with people 1 2 3 4

~37. Complains about the finn to superiors 1 2 3 438. Spells correctly 1 2 3 439. Criticises a management proposal to his superior's face 1 2 3 440. Watches TV for at least an hour most evenings <] 2 3 4

~41. Helps colleagues with their work problems 1 2 3 4

- 12 -

Ol fOOl

SSRC PART TIME MANAGEMENT STUDENTS PROJECT QUESTIONNAIRE 1.

T~s ~s the f~rst of the three questionna~res that makeup the stat~st~cal

survey part of th~s proJect, as described Ln the letter you have alreadyread. It cons~sts of f~ve ma~n sections, each quite short.

(A)(B)

(Cl(D)

and (E)

Some bas~c Lnformation about yourselfSome quest~ons about why you chose to enroll on your present courseSome quest~ons about what you expect that course to be l~ke

Some quest~ons about how you see educa~on, generallySome questions about your work env~ronment.

You should fLnd that most of the quest~ons w~ll suggest ~mmed~ate answers to youas you read them: those are the ones we want. One or two quest~ons, however,may need you to reflect a l~ttle before answer~ng them. TakLng both kLndsof quest~ons together, you w~ll probably be able to complete the quest~onna~re inaround 20 =nutes.

As explaLned Ln the letter, we need your name, college, course and year to enableus to match up answers to various sect~ons of th~s and the other two quest~onnaires ­but not for any other purpose. Accord~ngly, would you please prLnt that-~nformat~on

here, so that ~t can be detatched from the main quest~onnaire and destroyed afteruse? Thank you.

(9 )

(7-8)

(5-6 )

(1-4).

GE

OF COURSEYEAR

COURSE

COLLE

..- t -

SEcrroo A

Please g~ve the following informa~an about yourself.Except where otherw~se asked, please give the information by ticking the appropr~ate

box.Please start here:

What is your present attendance mode?(11)

L

Full tJ.meSandwich

Part-tLme day & evg.Part-time evg.only

Short course

12345

I1-_1

==i

9. - 13

In the next group of questions -9 -13 about your present or mostrecent work - please exclude anyvacation employment while a full-timestudent from your answers.

2. Has your employer givenyou tLme off with pay toattend college? Yes

No

(12)

g'!t. For how long have you

Not started work yet2 years or less3 - 5 years

. 6 - 10 yearsOver 10 years

worked?12345

(19)

Any full-time students Withoutprev~ous work exper~ence whoanswer QlO should tick the sectionthey currently intend to work ~n.

,,-

--

~i--~I

iI

---lI--,

--,

11

12

10

13141516

0506070809

In wmch section or employmentdo you work, (or use last towork, if you are unemployed?·

(20-21)or f~shing 011 I

02r=J

03-1

04

Agriculture,forestryExtractive ~ndustry

Food drink & tobaccoHeavy engineer~ng & Ship/

buildwgLJ.ght eng~neering,vemcle &

aerospace manufacture "Paper,printing & PublismngOther manufacturing wdl!lstryConstructionGas,elect~city& waterTransport, communication ,D~stributive TradesInsurance,Bank~ng,Financial

servicesSocial Serv~ce~,Police,Hospitals

EducationOther professional & sc~en~f~c

servicesPublic administrationDefenceOther (please spec~fy)

10.3. Is your employer payingyour fees/expenses?

@Yes 1No 2

if I pass 3in part 4

, 4. Your age last b~rthday

~18-20 121-30 2

-31-40..

3Over 40 4

5. Your sex (15)Male 1 BFemale 2

6. Your mar~tal status?

BNever married 1Currently Married 2Formerly married 3

7. Do you have any cmldren ?

t3Yes 1No 2

8. How many of your ch~ldren (18)are still livwg at home?

None 1

~One 2

2 or 3 34. OJ: mo~e 4

- 3 -

How far from the top ofthat organisation are/wereyou? How many grades, orlevels of managementor rank. are/were therebetween you and the topperson?

Bow many people do you haveworking under you?

None 11 - 5 26 - 10 311 - 20 4More than 20 5

Not in work yet 6

How would you describe thefamily in which you werebrought up?Semi- or Unskilled working

class 1Skilled vorking class 2Lower Middle Class 3Professional Class 4Upper Middle or Upper 5

class

(28)

(30)

(31)

(26)

B(27)

-lL_

1234

12

12345

YesNo

How many years have you spentin education or on coursessince age l6? (Please writethe number in each box)

Full timeII years

Part timel~ years

Please list below your present .highest academic qualification:.

____________0 (32)

Do you have a separateroom at home reserved forstudy?

6. Please list your father's mainjob or profession while youwere growing up (e.g. :machinist, fitter, schoolteacher,clerk, dentist, etc.)

5. At what point did your father'scontinuous full-timeeducation stop?

School - Age 15 or belowSchool - Age 16School - Age 17 or 18College - Age 20 or above

20.

19.

18.

17. Where.do you live at present?

In an inner city areaIn the main bulk of a cityIn a residential suburbIn a small townIn a village

1

(22)

1

(23)

(24)

(25)

--

person 123456

None - I am the top1 or 23,4,or 56 -10More 'than 10

Not in work yet

Bow large is the organisationin which you work (or lastworked) ?

Under 50 employees 150 - 99 2

100 - 499 3500 - 999 4

1000 - 4999 55000 and over 6

Have never worked yet 7

14.

13.

12.

11.

- 4 -

SECTION ~

In this section, we give a number of reasons people often have for enrolling on Part-time H.E. courses. For eachof them, please ring ths number that most olosely corresponds to that reason's importance to you. If thsrs was somereason for you enrolling that we'vs lsft out, please write it in, in one of the spaces provided, and~a number for it too.(If you ars one of the control group of full-tims students, rate thess reasons as they apply to your full-time courss)

1.2.3.4.5.6.

1.8.

9.10.11.12.

My employer wants me to come '-~

I need the qualification for my present job fr ' /I need the skills!course content in my present' job

I need the qualification for promotion . ,I need the' skills/course content for promotionI believe taking the course will help me get a new 'Job

(gain employment, change jobs) ,

People who matter to me will approve of me oomingI didn't know of any other courses available in my

subject.It was the only way I could afford to study

I want to meet like minded peopleI need something to keep my mind activeI need a new angle on my work and/or background to it

Not at allImportant

111

111

1

11

111

SlightlyImportant

222

222

2

22

222

ModeratelyImportant

333

333

3

33

333

DecidedlyImportant

444

444

4

44

444

VeryImportantIndeed

55

,5

555

5

55555

13.14.1 •1 •11.18.

19.20.21.

I'm so bored at home!at work!I want to keep my hand in at studyingI like the sound of this course structure content 'etc.I want to carryon from where my previous course left offI feel a need to update myselfI want something to develop my potential

I want to make people take me seriously

111111

111

222222

222

33

333

333

44

444

444

55

555

555

- 5 -

•

SECTION C

This seotion asks about the 'olimate' of the department or llohool of which your OOurse forms a part. Aoademio 'olimatea'vary very muoh from one oollege department (or sohool) to another: they are a mixture of various faoilities, features,rules and prooedures, oharaoteristios, olassroom and other aotivities, students' interests, and so on. What we areinterested in on this oooasion is what at present, you expeot the 'olimate' in your department or school to be l~Below you will tind a set of statements that oould be made about an aoademio department. For eaoh one, please ing thenumber ageinst it that corresponds to how true you expect you will tind it to be, about your department or schoo, ythe end of this year'e course. (We realise that students on a Modular course may tind this seotion hard to complete infull. It you are in this situation, please complete as much as you can).

Detinitely Mostly Halt &false false half

Mostly Definitelytrue true

1. The goals and purposes of the work are olearly defined for the student2. Teachers here typioally exhibit a great interest in and enthusiasm for

their speoial fields of interest3. Teachers usually go out of their way to establish friendly relations

with students

1

1

1

2

2

2

3

3

3

4

4

4

5

5

5

I

'"I

4. Students are concerned only with the work at hand and have few interestsbeyond this area 1

5. Most people here seem to be espeoially oonsiderate of others 16. Most of the teachers are very thorough and really probe into the

fundamentals of their subjeots ' 1

1. Careful reasoning and clear logio are valued most highly in assessingstudent papers, reports or discussions 1

8. Certain students in the class are responsible for petty quarrels 19. Students hesitate to express their real opinions 1

10. The environment of the Department stimulates interest in thinge otherthan the subjeot it teaohes 1

11. Many students here develop a strong sense of responeibility about theirrole in contemporary sooial and political life 1

12. Class disoussions are typically vigorous and intense 1

13. Lecturers olearly explain the goals and purposes of the1:r oourses 114. The students are enoOUfaged to help each other 115. Many of the lecturers are enthusiastic about their teaohing assignments 1

16. The goals of the Department are well detined 111. Student competition faoilitates aoquisition of knowledge 118. I have a clear idea of the purposes of each oourse of study 1

19. students cooperate equally well with all olass members 120. ~le values most stressed here are open mindedness and objeotivity 121. There is a lot of interest amongst students in musio, painting, sculpture,

books, theatre, film and so on. . 1

22

2

222

2

22

222

222

22

2

33

3

333

3

3:5333

333

33

~

44

4

444

4

44

444

444

444

55

5

555

5

55

555

555

55

5

22~ bbet students here seem to enjoy studying their oou~se subjects23. Most of the courses really probe into the fundamentals of their Bubjects

11

22

33

44

5)

Definitely Mostly Half & Mostlyfalse false nalf true

"

Definitelyt:rue

24.

25.26.

27.

28.29.30.

31.

32.33.34.35.

39.40.41.

42.43.44.45.46.47.

48.

49.50.

Examinations and/or formal assessments here provide a genuins measure ofa student I s achievement and understanding of what has been taught 1Some students refuse to mix with the rest of the class 1Students are encouraged to criticise administrative polioies and practices 1

Students here are actively ooncerned about national and internationalaffairs ' - 1Students commonly share their problems with other students in the olass 1Long, serious, intellectual disoussions are common among the'students 1

Assessments and eXAminations here generally provide a good opportunityfor the student to display his knowledge and understanding of the coursematerial ,_ 1There is an undercurrent of feelinge among students that'tend to pull theclase apart " ~ 1

I,Teachers rarely or never call students by their first mmes 1

Students gather frequently in informal social activities . 1Most courses are a real intelleotual challenge _ 1Certain etudents don I t like other etudents " ' 1

Only certain,kind of ideas may be expressed freely in ol~ss 1There is little interest in modern art and musio . , 1Most of the teachers are thorough and are dedicated workers in their fields 1

The objectives of education in the Department's fields are well defined 1Certain students are considered uncooperative by the class 1Some of the teachers reaot to questions in class as if the studentswere criticising them personally 1

Students are serious and purpoeeful about their work 1Students commonly share their problems with staff members 1Teachers usually outline course objectives at the beginniDg of each course 1

The course is made up of individuals who do not know each other well 1The expression of strong personal belief or conviction is pretty rare 1Students are so preoccupied with their studies that they rarely concernthemselves with aIV"thing slse in social and informal discussion groups 1

Counselling and guidance services are really personal, considerate andextensive 1Most students cooperate well with other class DEmb~s 1Students are encouraged to take an active part in sooial reforms orpolitical programmes 1

,• r - 7 -

222

222

2

22

222

222

22

2

222

22

2

22

2

333

333

3

33

333

333

33

3

333

33

3

33

444

444

4

44

444444

44

4

444

44

4

44

4

555

555

5

55

555

55555

5

555

55

5

55

5

SECTION D

No AfieeOpinion

Strongly DisagreeDisagree

Below are 20 statements on eduoational ideas and prdllems, about which we all have beliefs, opinions and attitudes.scale is an attempt to let you express your beliefs an1. opinions. There is no right answer.Please put a ring round the fip;ure whioh best expresses YLur view.

This

Strongl;;agre,

55

5

44

4

~

~

~2

22

1. The goals of education should be diotated by studentB I interests and needs, aswell as by the larger demands of sooiety. 1 2 ~ 4 5

2. No subject is more important than the personalities of the students 1 2 ~ 4 5~. Schools of today are neglecting the three R' S 1 2 ~ 4 54. The ideal student-lecturer relationship is t~=r=e::l;O:a~t~i':on=shE1t'p~beSt:'w~e':'en~a~~":sS:t=ud::;=en"'t;==""''1:'::;.=:.=======.",q"",-=.....="""''''''''=~~_:-­

who needs academic direotion, guidance and oontrol, and a leoturer who is anexpert supplying direotion, guidance and oontrol 1

5. Leoturers should have aoademio freedom to teach what they think is right and best 16. The backbone of the curriculum is subject matter; activities are useful mainly to

fao11itate the learning of sUbjeot matter 1

I

roo

8.

10.11.

12.

1~.

14.15.

16.

~'J"':""'Wj.. j.2!$e.:Z .$ prg..

Leoturers should encourage students to study and oriticise our own and othereconomic systems and practicesTraditional moral standards should not just be acoepted, they should be examined andtested in solving the present problems of students .Learning is experimental, the student should be taught to test alternatives beforeaccepting any of them

The curriculum consists of subjeot matter to be learned and skills to be acquiredThe true view of education is so arranging learning that the student gradually buildsup a store-house of knowledge that he can use on the futureOne of the big difficulties with modern eduoation is that disoipline is oftensacrificed to the interests.of students.

The curriculum should contain an orderly arrangement of subjeots that represent thebest of our cultural heritageDiscipline should be governed by long-range interests and well-established standardsEducation and educational institutions must be souroes of new social ideas;education must be a social programme undergoing continual reconstructionLecturers must teach the student at his own level and not at the level of thecourse year he is in

1

1

1

1

1

1

11

1

1

2

2

2

2

2

2

22

2

2

~

~

~

3

~

~

~

~

~

,. ) i !

4

4

44

4

4\. {

44

4

4

• i""

5

5

55

5

5

55

5

5

•.j

18.'19.

20.

Students'~h~uld'beali~wed more freedom than tii;y usually get in the execution oflearning activitiesStudents Ileed and should have more supervision and disoipline than they usually getLearning is essentially a process of increasing one's store of information aboutthe various fields of knowledgeIn So democracy, teache~:-8 should help students 1L1r1de:re:~.n.c. not only the mea..'1ing ofdemocracy, but also the meaning of the ideologiee of other political systems

11

1

1

22

2

2

~

~

3

~

44

4

4

5,

5

SEal'ION E

This section asks about your picture of what people expect of a manager. Some questions areown point of view, and once from what you believe is that of your immediate superior at work.with the organisa~ion for which you work in mind.

asked twice, once from yourPlease answer, both times,

..........E.1. How much would you approve or disapprove of the sort of manager whoStrongly Approve It doesn 'tapprove bu~ not matter

strongly

Disapprovebut notstrongly

StronglyDisappr­ove

Turns in reports on timeKeeps the weekends free for recreationAvoids involvements in political organisations

1.2.~.

4.5.6.

7.8.9.

Works mainly with given deadlines in viewWould prefer to be a \>ackroom boy'Attends professional association meetings Whenever

Makes contacts with local groups outside the firmDefends his own point of viewBreaks company rules he doesn't agree with

"-,

111

111

111

222

222

222

~

~

~

~

~

~

~

~

~

444

444

444

555555

555

10.11.12.

Reads a newspaper every dayTells his superior if he is asking for too much work from himIs rarely absent

111

222

444

555

1~.14.15.16.17.18.

Dresses tidilyReads only things closely connected with his workTalks 'sho~' during breaks

Has many outside interestsMnnagas 'by the book'Joins none of the firm's social societies " '

111

111

222

222

~

~

~

~

~

~

iI~44444

555555

19.20.21.

22.2~.

24.

25·;>6.27.28.

Takes an interest in international affairsTakes very little work home except under pressure from 'deadlinesKilOWS precisely the way in which he wants his career to,develop

Arrives late at workFails to return borrowed materials on timeMakes few notes while investigating a problem

Addresses superiors by their Christian namesKeeps his personal problems to himselfChooees friends at work entirely from his own managerial levelTakes good care of the firm's property

- 9 -

111

111

1111

222

222

2222

~

~

~

444444

4444

555

555

5555

Strongly Approve It doeen't Disapprove Stronglyapprove but not matter but not Disapprove

strongly etrongly

29. Prefers to work on his own 1 2 3 4 530. Is always looking for different aotivities 1 2 3 4 531. Asks questions during management team meetinge 1 2 3 4 532. Prefers to work with people 1 2 3 4 533. Complains about the firm to superiors 1 2 3 4 534. Spells oorreotly 1 2 3 4 535. CritioiseD a management proposal to his superior's iaoe 1 2 3 4 5

: I 36. Help oolleagues with their work problems 1 2 3 4 5

E.2 How muoh lIould your immediate superiors at wor!r, approve of thesort of DU~r who •••...••••..•

Strongly Approve It doesn't Disapproveapprove but not matter but not

strongly strongly

StronglyDisapprove

1. Keeps the weekends free for reoreation 1 2 3 4 52. Breaks oompany rules he doesn't agree with 1 2 3 4 53. Tells his superior if he is asking for too muoh work from him 1 2 ,3 4 5

4. Reads only things closely connected with his work 1 2 3 4 55. Manages 'by the book' 1 2 3 4 56. Chooses friends at work entirely from his own managerial level 1 2 3 4 57. Complains about the firm to superiors 1 2 3 4 58. Critioises a management proposal to his superior's faoe 1 2 3 4 5

- 10 -

:;IJO'Q

SSRC PART-TIME MANAGEMENT STUDENTS PROJECT

,QUESTIONNAIRE II

This 1S the second of the three questionnaires that make up the statisticalsurvey part of this proJect, as described in the letter you got last term.It really only asks you about two things - how you see yourself, and howyou see what 1S 1nvolved in 'being a student'. Because we would like youto f111 in the mater1al ~n 'being a student' from several points of view,however, we have separated it by the other material to prevent it being tooconfus1ng. Thus there are once again five sections - but probably shorterin all than last time.

Could you, please, once more put your name, course andwe can match up this questionnaire with the last one?be detatched from the main questionnaire and destroyed

Thank you for your continuing help.

NAME

college here, so thatThis page, again, w111after use.

(1-2)

COLLEGE'-- _

COURSE

YEAR OF COURSE, _

- 1 -

IT]D

( 3-4)

This is a PILOT run of this questionnaire, to test it in various ways, oneof which is its length.

To help us, therefore, will you please

MARK the point you got to after 15 minutes with an arrow

and MARK the point you got to after 30second arrow ~. (i)

(if you didn't finish first) with a

Please also feel free to make any comments that suggest themselves to you onthe questions (of clarity, difficulty, relevance or whatever) either in themargin or on the blank space on this sheet.

- 2 -

SECTION A

This section asks about your picture of what people expect of a student.(Sections C and E do so too, but from differentpoints of view)

-How much would you approve or disapprove of a student who

,----------- Strongly Approve It Disapprove Strongly

approve but not doesn't but not dis-strongly matter strongly approve

1. Turns in essays on time 1 QI

~4 5

2. Keeps the weekends free for recreation 1 2 4 53. AV01ds invoLvements 1n polit1cal societies 1 2 4 54. Works mainly with exam requ1rements in view 1 ® 3 4 5 ,5. Wants to have a career 1n academic research 1

~ CD 4 56. Attends student union meetings whenever Doss1ble 1 3 4 57. Makes contacts with local groups outside the college 1

~3 4 5

8. Defends his own p01nt of V1ew 1 3~

59. Breaks college rules he doesn't agree with 1 2 3 5

10. Reads a new.paper every day 1 2 qJ 4 511. Tells the lecturer if he is asking for too much work from him rn CD 3 4 512. Attends lectures and classes regularly 2 3 4 51"3. Dresses t1dlly 1 2 f2) 4 514. Reads only 1n h,S own subjects 1 2

~ ® 515. Talks 'shop' during breaks 1 2 4 516. Has many outs1de 1nterests 1 2

~4 5

17. 'Stickr to what the book says' when doing written assignments 1 rb 4 518. Engages in some k1nd of sport 1 3 4 519. J01ns no student union Soc1et1es 1 2 0/ 4 520. Takes an 1nterest 1n international affairs 1 C!> ~

521. Does very little pr1vate study except at exam t1me 1 2 3 522. Knows prec1sely the way in which he wants his to develop Q>

-career 1 3 4 5

23. Arrives late for lectures 1 2 3 G r})24. Fails to return library books on time 1 2 3 425. Takes few notes dur1ng lectures 1 2

~4 5

26. Has a stable relationship with a member of the opposite sex 1 2 4 527. Addresses lecturers bv their Christ1an names 1 2 4 528. Keeps h,S personal problems to himself 1 2 C& 4 529. Chooses his college friends entirely from his own department 1 2 4 530. Takes good care of college property cp 2 3 4 531. Gets married in his f1rst year of study 2 3 (4) 5

Strongly Approve Jt Di~approve Stronglyapprove put not doe~n\t but not Disapproves. strongly matter lItrQngly

32. Prefers to work on his own 1 2 6) 4 533. Changes to a different course after a few months 1 2 3 4 534. Drinks no alcohol 1 2 r::i) 4 535. Asks questions during lectures 1 2 IT 4 536. Prefers a career in industry and commerce 1 ri 4 537. Complains about the course to members of staff 1 3 4 538. Spells correctly 1

~3 4 5

39. Criticises a lecture to the lecturers face 1 3 4 540. Watches TV for at least an hour most evenings 1 2

~4 5

41. Helps other students with their work 1 2 4 5

SEerION B Th~s sect~on asks you to ~nd~cate how you see yourself ~n

var~ous respects.

MYSELF

Please tick the place on the cont~nuum where you would locate yourself.

1 2 3 4 5 6 7 6

l. Progressive :i· j. tradit~onal

2. unsuccessful j : successful

3. unstllDulating j. stllDulat~ng

4. purposeful J allDless

5. bor~ng J interest=g

6. impcrtant :j un~mpcrtant

7. remote :/ : access~ble

6. stable J changeable

9. worthless J: valuable

10. caut1.0US j rash

ll. fr~endly j unfr~endly

12. ~ntellectual J un~ntellectual

13. posit~ve / negative

14. enthus1.astl.c J =d~fferent

15. happy j sad

I16. ordered J chaot~c

17. cruel I kind

16. pess~=st~c :{. i optllD~st~c

19. tense i: relaxed

20. cr'l-tical J. uncr~tical

2l. absent-m~nded .j open-=nded

j. " "22. a r~sk-taker ( someone who plays safe"

23. work~ng-class J upper-class

_24. a worker J. a student f- (!)

- 5 -

'"I

SECTION C

This section asks some more about your picture of what people expect of a student.

How much do you think your lecturers would approve or Strongly Approve It Disapprove Stronglydisapprove of a student who ------------ approve but not doesn't but not Disapproves

strongly matter strongly

l. Turns in essays on time .~ 2 3 4 52. Keeps the weekends free for recreation 1 (p 3 4 53. Avoids involvements in political societies 1 2 0> 4 54. Works mainly with exam requirements in view 1 2 q5 4 55. Wants to have a career in academic research 1 rb 4 56. Attends student union meetincrs whenever possible 1 4 57. Makes contacts with local groups outside the college 1

~3 4 5

8. Defends his own point of view 1 3 rn 59. Breaks colleqe rules he doesn't agree with 1 Y 3 510. Reads a newspaper every day 1 2 ~.~ 4 5ll. Tells the lecturer if he is asking for too much work from him 1 ® 3 4 5

112 Attends lectures and classes requ1ar1v Ii) 2 3 4 513. Dresses tidily 1 2 lV 4 514. Reads only in his own subjects 1 2 ,i @) 5

11 S '1'~ 1ks • shop' durinq breaks 1 2 4 516. Has many outside interests 1 2

~4 5

17. Sticks to 'what the book says' when doing written assignments 1 2 .1J 518. Engages in some sort of snort 1 2 ill 4 519. Joins no student union societies 1 2 3 GJ 520. Takes an interest in international affairs 1 G) 3 rt 52l. Does verv little private studv except at exams time 1 2 3 522. Knows precisely the way in which he wants his career to develop 1 2 ~) 4 523. Arrives late for lectures 1 2 3 @ ri24. Fails to return librarv books on time 1 2 3 425. Takes. few notes during lectures 1 2

/fR4 5

26. Has a stable relationship with a member of the opposite Sex 1 . 2 4 527. Addresses lecturers by their Christian names 1 2 4 5• a; ~28, Keeps his personal problems to himself 1 2 529. Chooses his college friends entirely from his own department 1 2 4 530. Takes good care of college property G) 2

&>4 5

3l. Gets married in his first year of study 1 2 4 5

Strongly" Approve Jt Dililaj;lproye Stronglyapprove !:lilt npt d<;>e'in\t hut not Dhapprovell

strongly matter ~tr9n",ly ..

32 Prefers to work on h1S own 1 2 cp 4 533. Changes to a d1fferent course after a few months 1 ® 4 5ld nn nks no alcohol 1 2 i3J 4 535. Asks quest10ns dur1ng lectures 1 GJ

(~4 5

36. Prefers a career in 1ndustry and commerce 1 2 4 537 Comnla1ns about the course to members of staff 1 2 4 538. Spells correctly 1

W~ 4 5

39. Cr1t1c1ses a lecture to the lecturels face 1 3 4 540. watches TV for at least an hour most even1ngs 1 tF 4 54l. Helps other students W1th the1r work 1 2 4 5

SECTION D

This section asks you some rather more specific questions about yourself.Please circle either the 'yes' or the 'no' against each answer.Please be sure to answer each question and decide one way or another evenit is hard to make a decision.

1. Do your find it easy to relax completely when you are on holiday?

2. Do you feel annoyed when people are not punctual for appointments?

3. Do you dislike seeing things wasted?

4. Do you like getting drunk?

5. Do you find it easy to forget about your work outside normalworking hours?

6. Would you prefer to work with a congenial but incompetent

partn'O!r, rather than with. a difficult but highly competent one?

7. Does inefficiency make you angry?

8. Have you always worked hard in order to be among the best

in your own line?

- 8 -

if

~NO

YES NO

§ NO

YES @

@ NO

YES G)~ NO

@) NO

SECTION E

Th1S sect10n aga1n asks some more about your p1cture of what ~eople expect of a student.

How much do you think your immediate super10rs at work would approveor d1sapprove of a student who -----------

•1. Turns 1n essays on time2. Keeps the weekends free for recreat10n3. AV01ds 1nvolvements 1n po11t1cal societ1es4. Works ma1nly W1th exam reqillrements 1n V1ew5. Wants to havQ a career in academic research6. Attends students union meet1ngs whenever poss1ble7. Makes contacts W1th local groups outs1de the college8. Defends h1s own po1nt of V1ewq "'011"o" Tul"s he doesn't aoree w1th10. Reads a newspaper every day11. Tells the lecturer 1f he is asking for too much work from him12. Attends lectures and classes regularly

13. Dresses t1d1ly14. Reads only 1n h1s own subJects~5 Talks 'shop' dur1na breaks16. Has many outs1de 1nterests17. St1cks to 'what the book says' when d01ng wr1tten ass1gnments18 Enqaaes 1n some k1nd of sport19. J01ns no student un10n societ1es20. Takes an 1nterest 1n 1nternat10nal affa1rs21 Does verv l1ttle or1vate studv exceot at exams t1me22. Knows prec1sely the way 1n wh1ch he wants h1s career to develop23. Arr1ves late for lectures

24. Fa1ls to return l1brarv books on t1me25. Takes. few notes dur1ng lectures26. Has a stable relationsh1p w1th a member of the 0ppos1te sex27. Addresses lecturers bv their Chr1st~n names28 Keeps his personal problems to h1mself29. Chooses h1s college friends ent1rely from h1s own department30. Takes good care of college property31 Gets marr1ed in h1s f1rst year of study

Stronglyapprove

11111111111

(011111111111

11111111

Approvebut notstrongly

2222

tb2

®22222

o2

222222

®2

Itdoesn'tmatter

3

)

))

333

c.p33

3~

Q)3333

3-..)

3)

Disapprovebut notstrongly

44444444

(?\'444

444444

o4444..

W444

Stronglydisapproves

5• 5

5555555555

55555555555

!5\'s'555555

Strongly'IPPl:Oye

Approvebut notatrong:ly

Itqoe",n'tlDatter

Disapprovebut notstrongly

Stronglydisapproves

t-'o

32. Prefers to work On his own 1 2 G 4 533. Changes to a different course after a few months 1 2 ~ 534. Drinks no alcohol I 1 2 (J) 4 535. Asks questions during lectures 1

~) ® 4 536. Prefers a career in industry an~~;merce 1 4 537 Comnlains about the course to me rs of staff 1 3 4 538. Spells correctly l

~3 4 5

39. Criticises a lecture to the lecturer's face 1 3 4 540. \'/atphes TV for at least an hour most evenings 1

~4 5

41. Helps other students with their work 1 2 4 5

-

SSRC PART-TIME MANAGEMENT STUDENTS PROJECT

QUESTIONNAIRE II

Th1s 1S the second of the three quest10nna1res that make up the stat1st1calsurvey part of th1s proJect, as descr1bed 1n the letter you got last term.It really only asks you about two th1ngs - how you see yourself, and howyou see what 1S 1nvolved 1n 'being a student'. Because we would 11ke youto f111 1n the mater1al on 'be1ng a student' from several p01ntsof v1ew,however, we have separated 1t by the other mater1al to prevent 1t be1ng tooconfus1ng. Thus there are once aga1n f1ve sect10ns - but shorter 1n allthan last hme.

Could you, please, once more put your name, course and college here, sothat we can match up th1s quest10nna1re w1th the last one? Th1s page, aga1n,w111 be detached from the ma1n quest10nna1re and destroyed after use.

Thank you for your cont1nu1ng help.

NAME

COLLEGE

COURSE

YEAR OF COURSE

I I

,

(5-6)

(7-8)

- 1 -

SECTION A

Th1S sect10n asks you a short ser1es of quest10ns about your personal learn1ng style. People's learn1ng styles d1ffer,and there 1S noth1ng spec1ally good or bad about any part1cular answer to any of them, but 1t w1ll be helpful 1f we canest1IDate what the spread of students' learn1ng style 1s l1ke, and wh1ch ones are commonest.

1. Here are several d1fferent ways 1n wh1ch people behave when they are study1ng or work1ng at a problem. In each case,please r1ng the number that best descr1bes how you most usually react when work1ng on a problem 1n management (on thecourse or at work).

· .

Analys1ng D1st1nct Deta1ls1 2

(a) I can deal w1th facts or 1deas that seem contrad1ctory

(b) When I am class1fy1ng or group1ng 1nformat1on, I generally preferto use categor1es that are

( c) When I th1nk about a sequence of th1ngs all of the same k1nd Itend to remember them as

(d) When I set out to 1nvest1gate a problem, I prefer my terms ofreference

(e) When I am dea11ng w1th a problem, I feel most at home

(f) I f1nd those deta1ls of a problem that aren't relevantto solv1ng 1t

Very Eas1ly1 2

Very Broad1 2

All much same1 2

Very Broad1 2

Confus1ng & Irr1tat1ng1 2

- W1th Great D1ff1culty3 4 5

- Very PreC1se3 4 5

- Each very d1st1nct3 4 5

Very Narrow3 4 5

See1ng the th1ng as a3 4 5 whole.

- Useful to get a rounded3 4 5 p1cture

2. When somebody presents you w1th 1nformat10n or an 1dea that seems to go aga1nst your deep be11ef, wh1ch one of thefollow1ng best represents what you th1nk you most usually do? Please hck the relevant box.

(a) I don't l1sten 1

(b) I argue v1gorously aga1nst the 1dea/1nformat10n, to show 1t 1S wrong 2

(c) I argue v1gorously aga1nst the 1dea, to try and mod1fy 1t 3

(d) I argue v1gorously aga1nst the 1dea, but accept 1t 1f 1t st1ll stands up 4

(e) I accept the 1dea 'for the purposes of d1scuss10n' 5

(f) I put my own fee11ngs aS1de,and exam1ne the 1dea rat10nally and d1spass10nately 6

I

.j>.

I

SECTION B

This section asks about your picture of wr.at people expect of a student. (Section D does so too, but from different points of view)

How much would you approve or disapprove .of the sort of student who ...... Strongly Approve It Disapprove Stronglyapprove but not doesn't but not dis-

strongly matter strongly approve

1- Turns in essays on time 1 2 3 4 52. Keeps the weekends free for recreation 1 2

~ ~5

3. Avoids involvements in political societies 1 2 ')

4. Works mainly with exam requirements in view 1 2 3 4 55. Wants to have a career in academic research 1 2 3

~5

6. Attends student union meetings whenever possible 1 2 3 ')

7. Makes contacts with local groups outside the college 1 2 3 4 58. Defends his own point of view 1 2 3

~5

9. Breaks college rules he doesn't agree with 1 2 3 ')

10. Reads a newspaper every day 1 2 3 4 511. Tells the lecturer if he is asking for too much work from him 1 2 3

~5

12. Attends lectures and classes regularly 1 2 3 ')

13. Dresses tidily 1 2 3 4 514. Reads only in his own subjects 1 2 3 4 51 'i. Talks 'shop' during breaks 1 2 3 4 ')

16. Has many outside interests 1 2 3 4 517. 'Sticks to what the book says' when doing written assignments 1 2 3 4 518. Joins no student union societies 1 2 3 4 ')

19. Takes an interest in international affairs 1 2 3 4 520. Does very little private study except at exam time 1 2 3 4 "-21. Knows nreciselv the wav in which he wants his career to develop 1 2 3 4 ')

22. Arrives late for lectures 1 2 3 4 523· Fails to return library books on time 1 2 3 4 524. Takes few notes during lectures 1 2 3 4 'i25. Addres~sJect.lrers by their Christian names 1 2 3 4 526. Keeps his personal problems to himself 1 2 3 4 527. Chooses his college friends entirely from his own department 1 2 3 4 'i28. Takes good care of college property 1 2 3 4 529. Prefers to work on his own 1 2 3

~5

''10. Chan~es to a different course after a few months 1 2 'I 'i

31 • Asks questions during lectures 1 2 3 4 532. Prefers a career in industry and commerce 1 2

~4 5 I

33. Complains about the course to members of staff 1 2 4 'i!

34. Spells correctly 1 2 3 4 535. Criticises a lecture to the lecturer's face 1 2 3 4 536. Helps other students with their work 1 2 , 4 5r

•

SECTION C

MYSELF

Th1S sect10n asks you to 1nd1cate how you see yourself 1n var10USrespects.

Please t1ck the place on the cont1nuum where you would locate yourself.

1•

2.

3.

4.

5·

6.

7.

8.

9.

10.

11 •

12.

13·

14.

15.

16.

17.

18.

19.

20.

Progress1ve

unsuccessful

unst1mulat1ng

purposeful

bor1ng

1mportant

remote

stable

worthless

caut10us

fr1endly

1ntellectual

pos1t1ve

enthus1ast1c

happy

ordered

cruel

pess1m1st1c

tense

cr1t1cal

1 2 3 4 5 6 7 8

trad1t10nal

successful

st1mulat1ng

a1mless

1nterest1ng

un1mportant

access1ble

changeable

valuable

rash

unfr1endly

un1ntellectual

negat1ve

1nd1fferent

sad

chaot1c

k1nd

opt1m1st1c

relaxed

uncr1t1cal

21.

22.

23.

24.

open-mlnded

a r1sk-taker

work1ng class

a worker

someone wlth flrmly--------------------- held beliefs

someone who"plays safE!'

upper-class

a student

- 5 -

SECTION D

This section asks some more about your picture of what people expect of a student.

D1 How much do you think your lecturers would approve or Strongly Approve It Disapprove Stronglydisapprove of the sort of student who ................................ approve but not doesn't but not dis-

strongly matter strongly approve

1• Turns in essays on time 1 2 3 4 52. Avoids involvements in political societies 1 2 3 4 53. Wants to have a career in academic research 1 2 3 4 54. Attends student union meetings whenever possible 1 2 3 4 55· Defends his own point of view 1 2 3 4 56. Breaks college rules he doesn't agree with 1 2 2 4 5I

7. Tells the lecturer if he is asking for too much work from him 1 2 3 4 58. Attends lectures and classes regularly 1 2 3 4 59. Reads only in his own subjects 1 2 3 4 5

10. Has many outside interests 1 2 3 4 511 • Takes an interest in international affairs 1 2 3 4 512. Arrives late for lectures 1 2 3 4 '513. Fails to return library books on time 1 2 3 4 514. Takes few notes during lectures 1 2 3 4 5

I 1'5. Keeps his personal problems to himself 1 2 3 11 '5.'" 16. Prefers to work on his own 1 2 3 4 5

I 17. Changes to a different course after a few months 1 2 3 4 518. Prefers a career in industry and commerce 1 2 3 4 '5~9. Complains about the course to members of staff 1 2 3 4 5

SECTION D

I r -_I

D2 <How much do you tmnk your l.IDllledJ.ate supe~ors at work would approve Strongly Approve It D~sapprove Stronglyor d~sapprove of the sort of student who ............... approve but not doesn't but not dJ.s-

strongly matter strongly approve

1. Keeps the weekends free for recreat~on 1 2 3 4 52. Avo~ds ~nvolvements ~n pol~t~cal soc~et~es 1 2 3 4 53. Wants to have a career ~n acade~c research 1 2 3 4 54. Attends students ~on meet~ngs whenever poss~ble 1 2 3 4 55· Tells the lecturer ~f he ~s as~ng for too much work from h~m 1 2 3 4 56. Reads only ~n ms own subJects 1 2 3 4 57. Has many outs~de ~nterests 1 2 3 4 58. Jo~ns no student ~on soc~et~es 1 2 3 4 59. Does very l~ttle pr~vate study except at exam t~mes 1 2 3 4 5

10. Knows prec~sely the way ~ wmch he wants ms career to develop 1 2 3 4 511. Arr~ves lates for lectures 1 2 3 4 512. Addresses lecturers b the~r Chr~st~an names 1 213. Takes good care of college property 1 2 3 4 5

I 14. Prefers to work on ms o,,"'D 1 2 3 4 5.....,1 . Prefers a career ~n ~ndustr and commerce 1 2I 16. Helps other students w~th the~ work 1 2 3 4 5

SECTION E

This section asks you some rather more specific questions about yourself.

Please circle either the 'yes' or the 'no' against each answer.

Please be sure to answer each question and decide one way or another evenif it is hard to make a decision.

1•

2.

3.

4.

5.

6.

7.

8.

Do you find it easy to relax completely when you are on holiday? YES

Do you feel annoyed when people are not punctual for appointments?YES

Do you dislike seeing things wasted? YES

Do you like getting drunk? YES

Do you find it easy to forget about your work outside normalworking hours? YES

Would you prefer to work with a congenial but incompetentpartner, rather than with a difficult but highly competent one? YES

Does inefficiency make you angry? YES

Have you always worked hard in order to be among the best in yourown line? YES

NO

NO

NO

NO

NO

NO

NO

NO

In order that we can compare scores on this section with the appropriate

groups of people to whom it has been previously administered, please say

if you are ' ••••••••••.•••••••..•••••••••.•••••••••. MALE

and if you work for ••.•..•.•••...••.•••••••• YOURSELF

- 8 -

FEMALE

A COMPANY

SSRC PART-TIME MANAGEMENT STUDENTS PROJECT

QUESTIONNAIRE III

Th~s ~s the th~rd and last of the three quest~onna~res that make up thestat~st~cal survey part of th~s proJect, as descr~bed ~n the letter yougot last term. It ~s ~n s~x parts th~s t~me -

(A)(B)(C)(D)

(E)

and (F)

About att~tudes to college learn~ng

about student problemsabout ways ~n wh~ch courses m~ght be ~mproved

about your personal learn~ng styleabout how you see your own courseabout how you see your college department.

We have del~berately left these s~x areas t~ll last, because to be able toanswer them you w~ll need to have had fa~rly complete exper~ence of yourcourse of study

Could you, please, once more, put your name, course and college here, so thatwe can match up th~s quest~onna~re w~th the last one? Th~s page, aga~n, w~ll

be detached from the ma~n quest~onna~re and destroyed after use.

Thank you very much for all your help ~n th~s enqu~ry.

NAME

COLLEGE

COURSE

YEAR OF COURSE

[[[[] (1-4)

ill (5-6)

tIl (7-8)

0 (9)

Our eventual results w~ll probably be too deta~led to send out to everyone,but would you l~ke a copy of the summary?

If so, please f~ll ~n your home address below, and we w~ll send you one when~t ~s pr~nted. (Th~s could take up to a year*, by the way so ~f there'sa delay we shan't have forgotten you~)

- 2 -

Th~s 15 a PILOT run of th15 questlonna1re, to test 1t 1n varlOUS ways. oneof whlch lS ltS length

To help us, therefore, wlll you please

MARK the pOlnt you got to after 15 mlnutes wlth an arrow __--.,~ (1)

-----------~I(2)

and MARK the pOlnt you got to after 30 mlnutes (If you dldn't flnlshflrst) Wlth a second arrow

Please also feel free to make any comments that suggest themselves to youon the questlons (of clarlty, dlfflculty, relevance or whatever) eltherIn the margln or on the blank space on thlS sheet. In partlcular, you wlllnotlce that Sectlon E lS scored In a dlfferent way from the other sectlonswe would very much llke to know whether or not thlS gave rlse to any problems.

SECTION A

ThlS sectlon asks you some questlons about your attltudes to college learnlng.statements, on the usual flve-polnt scale, accordlng to how true you thlnk theythat there's noth~ng I good' or 'bad' about them as far as we're concerned.}

In It, please rate the followlngare about you (Please note

QUlteUntrue

Malnlyuntrue

True about Mostly Veryhalf the tlme True True

1.2.

3.

4.5.

6

I llke to plan my own learnlngWhen faced wlth a management challenge at work,I am ready to~nnovate and take rlsksI dldn't know how to plan my own learnlng at the beglnnlngof thlS academlc year

I usually know what I want to learnI can usually dlstlngulsh clearly when my learnlng lS relevantto me and when It lsn I tWhat I expect of myself at college confllcts wlth what I expectof myself at work

1

1

1

1

1

2

2

2

2

3

3

3

3

3

4

4

4

4

5

5

5

5

5

5

7. What I expect of myself at college confllcts wlth what othersexpect of me there

8. What I expect of myself at work confllcts wlth what othersexpect of me there

9. People at college expect dlfferent thlngs of me from peopleat work

10 I have a rather crltlcal attltude to what happensilt- college

11 I llke attendlng classes at college12. I'd rather study at college part-tlme than wlth the Open

Un1.Verslty

13 I was fed up Wlth school when I was 1614. When I was younger, I wasn't an academ1.c sort of person15. At present I prefer academlc to practlcal studles

16. GOlng out to work between school and hlgher educatlon has beenvaluable for me

1

1

1

11

1

111

1

2

22

2

2

3

3

oCD

3

3

333

3

4

4

4

444

0.

5

5

5

55

5

555

5

QUl.teUntrue

Ma~nly

UntrueTrue abouthalf the t~me

Mostly VeryTrue True

17 I came on th~s course because of a crlS~S In my 11fe18. I often meet w~th fellow students from my course outs~de classes19. I have a lot of fr~ends on my present course

20 I f~nd my stud~es support and help me21 I prefer courses that have a pract~cal or personal value for me22. I don't much llke competltlon among students on a course

23 I learn best when I'm work~ng at someth~ng spec~f~c of my ownchoos~ng

24 I learn best when the mater~al ~s arranged ~n blocks about7 - 10 hours long

25 I prefer to feel that I know prec~sely what I'm gett~ng from anyp~ece of study~ng I do

CD11

111

1

1

1

222

22

(3)

2

2

v.

3

CP3

d?33

3

3

44

CD4

(D4

4

4

555

555

5

5

5

26 I27 I28. I

feel a need for all of my learnlng to make sense, as a wholewould l~e to be able to understand the changes go~ng on arounddon't really feel I know how to study

1me 1

1

22

G)

333 4

555

29. I feel hes~tant about work~ng on my own30. I l~ke to be qu~te sure I'm accurately ~nformed about the

courses at college31. My stud~es don't relate to my work as closely as I'd l~ke

CD1

1

22

33

3 4

55

5

32. I try to put the th~ngs I've learnt at college ~nto pract~ce 133. I don't now expect as much from college study as I d~d at the

beg~nn~ng of th~s academ~c year 134. I'm beg~nn~ng to th~nk aga~n about my cho~ce of career 1

35. I prefer teach~g that helps me f~nd out th~ngs for myself to be~ng

told tl1~ngs ~n formal lectures 136 I would rather watch than l~sten 137. I prefer learn~ng about concrete examples to learn~ng about

abstract theor~es 1

2

()2

2

3

33

33

44

4

<D

4

5

55

55

5

QUlte Maillly True about Mostly VeryUntrue Untrue half the tlme True True

38. I llke worklng ill small groups when I'm learnlng 1 CD 3 4 539. I llke there to be a relaxed atmosphere and a sense of communlty In a

college 1 2 3

~5

40 I feel a need for other people to thlnk well of me In college 1 2 3 5

4l. I need someone among the 'lecturers I can turn tofor advlce 1 CP 3 4 5

42 The college ought to glve me credlt for what live learnt In theoutslde world 1 2 3 CD 5

43. If I had to choose, I would prefer a younger teacher to an older one 1 Q 3 4 5

44. I llke belng able to organlse my studles for myself 1 2 3 CD 5

SECTION B

Th,S sect10n l'Sts some of the th1ngs that can cause problems to part-t1me students. Please rate them accord1ng tohow much diff1culty they have caused you 1n your stud1es on th,S course. If you thlnk we've left any sources ofd1fflculty out, please wrlte them ln at the end of the llst, and rate them too.

1.2.3.

4.5.6.

7.8.9.

10.11.12.

13.14.15.

16.17.18.

Tlredness followlng a hard day's workSpeed of response to deadllnes demanded at collegeVolume of course work set ('homework')

Problems of f,nanceLack of tlme for studyProblems wlth famlly or soclal llfe

The course was too d1fflcultThe course was too superflclalToo much theory, and not enough practlce at college

Not enough lntegration between studies and workObstacles to puttlng my learn1ng lnto practlce at workThe need to complete the exam syllabus meant I couldn't follow upmy real study 1nterests

Too much learnlng by rote (Just learn1ng thlngs off)Problems over gettlng back lnto studylng agalnProblems over gOlng on studylng 1n an orderly manner

Teachlng methods that I hadn't encountered beforeNot enough social llfe in college for meNot enough encouragement at work to study

Llttleor no

Dlff,cul ty

111

CD1

(l)

111

11

1

111

1

11

Not verydlfh­cult

CD22

222

0>2

2

G5Q>

2

Mod.D1fh­cult

3d>

3

333

3Q)

cDQ5

33

33

d>

VeryDl£[,­cult

444

444

444

44

4

444

4

44

VerygreatD1fhculty

555

555

555

55

5

555

555

Ll ttle Not very Mod. Very Veryor no dlfh- Difh- Dlfh- great

Difficul ty cult cult cult Dlfhculty

~ 19. I found it hard to get to and use llbraries and otherluformation sources 1 2 6) 4 5

20. The courses weren't well enough publicised 1 (i) 3 4 521. Lack of good advice over which course to take 1 cD 3 4 5

22. Having to repeat materlal that had already been 1 (t) 3 4 5covered before. (If your answer lS score 1 or 2, waslt that you were allowed not to repeat the materlal,or that you dldn't mlnd repeatlng It? D,~",-" t<'o...... l:"CX 'e-Qe=--"'-"~

23. Problems over the tlmetabllng and course organlsatlon 1 (1) 3 4 5

SECTION C

TIns sect~on l~sts some of the ways part-t~me courses, and college prov~s~on for part-t~me students, m~ght

perhaps be ~mproved. Please rate each from 1 to 5 accord~ng to how ~mportant you see ~t as a contr~but~on

to mak~ng a student's t~me at college successful,

Not atall

Important

Not veryImportant

Moder­atelyImportant

Qu~te

ImportantVeryImportant

5555555

5

5

5

5555

(5)

d>

4

44

4

4

4Q

444

G54

33

CD33333

CD333

G)3

05

222222

2

22

WQ)

222

1. Teach~ng methods that help you f~nd th~ngs outfor yourself 1

2. Consultatlon w~th students over the range of coursesoffered 1 2 3 GU 5

3. Students help~ng to wr~te the course syllabuse~' ~1~ ~CJP~~ ~3~ ~~4~ 5~ ___4 Flex~b~l~ty over work deadl~nes 1 2 3 (j) 55. A "systems" course structure, broken up l.nto unl.ts of

learn~ng to be mastered ~n turn (l~ke TEC & BEC) 16 Lots of case-work and/or group d~scuss~ons 17. Only a few lectures 18. Lots of one-to-C'ne tutor~als 19. Lots of opportun~t~es for ~ndependent study for students 110. Cou~ses or sem~nars that pull the var~ous subJects together 111. Short res~dent~al "study schools" dur~ng the course 112. Opportun~t~es for some of the learn~ng w~th~ the course

to be by corres ondence13. Study sk~lls and remed~al sess~ons for new students14. Students hav~ng a cno~ce of how the~r stud~es w~ll

be assessed 115. A lot of careful adv~ce and counsell~ng by staff 116. Careful select~on of students for the course 117. Expl~c~t ~nformat~on about the college 118. ---------------------"---------- course 119. ---------------------"---------- course ob]ect1.ves 1

20. Courses that make use of students' own contr~buted

co

experl.ence21. Careful and obv~ous match~ng of college stud~es to

Qutslde materl.al and practJce, l.n your work1fig ll.fe22. Flex~le attendance, several alternat~ve t~metable

arrangements aval.lable

1

1

1

2

2

3

3

3 4

5

5

5

-----.--- ~"_~_'111'.., _ _ .•_ '"'P __..~_"" ._. _•• • 5 .,. .. ~ • -:- _

Not at Not Very Hoderately Quite Veryall Important Important Important Important

Important

23.

24.

25.

26

27.

28.

29.

30

Attention to comfort in your college timetable(e.g. adequate meal or coffee breaks, not toolong a day)Excemption from parts of the course for appropriatework exper1encePrOV1sion of facilit1es for relaxing in college

Integration into the college soc1al life (e.g.through the students' un10n)Teaching co-operation and cred1t transferbetween collegesF1nancial support for part-time students

Prov1s10n of further courses at a higher level,follOl,ing on from this oneImproved l1brary and information aCCess(If your score on th1s 1S 3,4 or 5, suggest br1efly,in the space below, just how you think this might bedone - what your main deLailed needs would be)

. ,

1

11

1

11

11

2

22

22

2cD

3

3

33

GJ3

44

4

44

5

55

5

55

55

31. If there is anyth1ng else we haven't mentioned that in your ideal world would be how you would l1ke the kind oflearning you are doing now to be set up, please describe it to us in the space below (continue on more paper ifyou need it.)

seCTION D

Th~s sect~on asks you a short ser~es of quest~ons about your personal learning style People's learn~ng stylesd~ffer, and there ~s noth~ng spec~ally good or bad about any particular answer to any of them, but ~t w~ll behelpful if we can est~mate what the spread of students' learn~ng style is like, and wh~ch ones are commonest

1 Here are several d~fferent ways ~n which people behave when they are study~ng or workwg at a problemIn each case, please r~ng the number that best descr~bes how you most usually react when work~ng on d

problem ~n management (on the course or at work)Very Eas~(f, - - - - \,~th Great D~fhculty

(a) I can deal w~th facts or ~deas that seem contrad~ctory 1 3 4 5

(b) When I am class~fy~ng or grouping informat lon, I generally prefer to Very Broad - Very Prec~se

use categories that are 1 2 3 G) 5

(c) When I Ul~nk about a sequence of th~ngs all of the same k~nd, All much the Same Each Very D~shnct

I tend to remember them as 1 2 CD 4 5

(d) \;hen I s,t out to ~11Vest~gate a problem,I prefer my terms Very Broad - - - - Very Narrowf of reference 1 @ 3 4 5

0.....(e) When I am deal~ng w~th a problem, I feel most at home Analys~ng D~st~nct Detinls- Seeing the Th~ng as u \1110112

when I am 1 G 3 4 5

(f) I find those deta~ls of a problem that aren'trelevant to solVing it

Confusing & Irritat~ng -1 Q)

- - - Useful to get a roundpu r1ct up'"3 4 5

2 When somebody present you w~th ~nformat~on or an ~dea that seems to go aga~nst your deep belief, wInch one of thefollowing best represents what you think you most usually do? Please t~ck the relevant box

(a)

(b)

(c)

(d)

(e)

(f)

I don' t l~sten

I argue v~gorously against the idea/~nformat~on, to show ~t ~s wrong

I argue v~gorously against the ~dea, to try and mod~fy it

I argue v~gorously aga~nst the ~dea, but accept it if ~t st~ll stands up

I accept Lhe ~dea 'for the purposes of d~scuss~on'

I put my own feel~ngs as~de, and exam~ne the idea rat~onally and d~spass~onately

1

2

3

4

5

6

SECTION E

Thls sect10n asks you about the course you have been follow1ng. It 1S 1n two parts, each of wh1ch cons1stsof the same 48 statements.

E. 1 Th1S asks you about how the course actually was.

Please put a number 1n the space 1n front of each statement, accord1ng to the follow1ng scales

+3 1f the course def1n1tely or nearly all the t1me was 11ke th1s+2 1f the course, generally or most of the t1me, was 11ke th1s+1 1£ the course,over-all, was somethlng 11ke thlS-1 1f the course, overall, was not really 11ke th1s-2 1f the course, generally, or most of the t1me, was not 11ke th1s-3 1f the course, def1n1tely or nearly all the t1me, was not 11ke th1s

·. :"". \ · · l.+3- 2......."";~. 3.

... , 4.·..· . -:-'·... · 5.. ."": .I. · · 6.

.......... .. +.\.. 7.·..• • :'".:4 •• · 8... :.~· . ·.. 9.

.~.~ · . 10-.L 11· .+ \ 12.. · ..

· :':3. . ·.. 13..~.1: ·.. · · 14.- .2, • 15·..~.2. . · .. 16

- ;2, •• 17..~I 18.

· ...... \. · . 19.- \ 20... , 21

The teach1ng-learn1ng process, 1nvolved the learner d1scover1ng th1ngs for h1mself.People felt free to speak and express the1r 0p1n1onEach course member attended the same seSS10ns

Ideas, concepts, procedures, etc., were presented by tutors as facts, as proven, valld ways of dOlng thlng5.The goals of the course were set by the learners, based on the1r own 1mpcrtant 1ssues.A large number of d1fferent learn1ng methods were used.

The tutors evaluated the course by the extent to wh1ch partic1pants found 1t helpful.Course members formed real fr1endsh1ps w1th the tutors.Issues of values, emotlons or feellngs were avoided.

The course was based on a pre-planned content or syllabus.The sequence or order 1n wh1ch th1ngs were learned was largely determ1ned by the learners themselves.The course was controlled by the tutors

At anyone t1me, all course members would be d01ng the same th1ngs.The teach1ng-learn1ng process 1nvolved tutor explanat10n w1th learner graspDlfferent learnlng methods were used to SUlt the requlrements of dlfferent learners

The tutors Judged the course by the extent to wh1ch they felt part1c1pants successfully learned thela1d-down content.The tutors presented ldeas, concepts, procedures, etc., as speculatlve, not deflnltely proven norknown for certa1n to be true.The tutors often admltted thelr own uncertalntles, weaknesses and problems.

There was much exploratl0n and dlSCUSS10n of values, feellogs and emotlOos assoclated Wlth the subJect matter.There was 11ttle var1ety 1n the learn1ng methods used.Everybody, tutors and partlc1pants, had an equal say 10 the way the course was run.

- ~-.3

- +-~'2-

- ,- .2..

- "-. •-L \.. :2.

-2-

. - -;..

-+\ ..... -. \

I ..~

, I ... .'M

I

-H....,-\

.... <--;'lh.1,-..3

-\

~~

..'~

.-.3--:!?.+~.•

Please put a number ~n the space ~n front of each statement, accord109 to the followl0g scales+3 lf the course deflnltely or nearly all the tlme was llke thlS+2 lf the course, generally or most of the tlme, was llke thlS+1 1£ the course, over-all, was somethlog 11ke thlS-1 lf the course, overall, was not really llke thlS-2 1f the course, generally, or most of the tlme, was not llke thlS-3 lf the course, deflnltely or nearly all the tlme, was.--"n"'0'-'t'--'1"'1"'k=e'-!-t':h'-'17s"_-=--,-_-c:-=-=-__-c~:_----------22. At anyone tlme, dlfferent learners or groups of learners would be doing dlfferent thlngs23 There lias llttle trust and support throughout the group as a whole.24 The order ln wh.lch thlngs were learned var.led accord.lng 1.0 the requ.lrements of ind.lVldual E'art.lc.lpants

25 The Course members had very l.lttle to say .In dec.lding what was taught on the course26 The tutors Judged the course accordlng to the feellngs of the part.lc.lpants27 The emphasls was on presentlng neat, cleaned up end results of th.lnklng and research

28 People were dlscDuraged from becollll.ng emotlonal .29 The course was run by a co-operatlve group of learners and tutors .30 The sequenc.lng, or order ln wh.lch th.lngs were taught, was flxed ln advance

31 The content was not determ.lned ln advance, but evolved durlng the course ltself32. The tutors measured the effect.lveness of the course accordlng to the extent to wh.lch part.lc.lpants

acqulred speclfled knowledge and Skliis33. The emphas.l3 lias on the generatlon of knowledge, rather than passlng lt on

34. The tutors made all the deC1S.lOnS about the way the course was to be run35 It was stressed that to many problems there .lS "no r.lght answer", and that each lndlV.ldual must

solve problems ln the way that he or she tlllnks lS best .36 The tutors qUlte often d.lscussed thelr out-of-work Ilves and actlvltles wlth course wembers.

37 The tutors stuck to the.lr favourl te learnlng me thods and used these whenever poss.lble38 Cmotlollal .lssues "ere brought out lnto the open and dlscussed.39. The tutors avo.lded talk.lng about the.lr own thoughts, feelings and emot.lons .

110 Each partlcJ.pant went through the same sequence of learol.ng41 The relatlonshlp between learners and tutors were formal, based largely on role or status42. Tutors never dl.scussed thelr own problems Wl. th course members

43 Ind.lV.ldual partlC.lpants were able "to do the.lr own tlllng" lf they wlshed.44 racLs, l.deas, concepts, etc were presented, put over by tutors to learners45 The tutors treated the partlC.lpant.s as frlends and equals

46. Partl.tlpants dl.d not really respect each other's Vl.ews and 0pl.ol.ons.47 The tutors d.ld not really care what happened to part.lClpants.48 There was much co-operatl.on and teamwork 10 the cours~

E 2 Th~s asks you about how you feel you would have l~ked the course to be.

Please put a number ~n the space ~n front of each statement, accord~ng to the follow~ng scales.

+3 ~f you bel~eve that, ~deally, the course def~n~tely or nearly all the t~me should be l~ke th~s

+2 ~f you bel~eve that,~deally, the course, generally or most of the t~me, should be l~ke th~s

+1 ~f you bel~eve that, ~deally, the course, over-all should be someth~ng l~ke th~s

-1 ~f you bel~eve that, 1deally, the course, over-all should not really be 11ke t~s

-2 1f you bel~eve that, 1deally, the course generally, or most of the t~me, should not be l~ke th1S-3 1f you be11eve that,1deally, the course def~n~tely or nearly all the t1me, should not be l~ke th~s

."7 \

. :"~ ..· ~.~

123.

The teach1ng-learn1ng process should 1nvolve the learner d1scover~ng th~ngs for h~mself.

People should feel free to speak and express the1r 0p1n~on.

Each course member should attend the same sess~ons.

... \. . .. . ..· .7+- ..... 4••"7~. 5

6.

Ideas, concepts, procedures, etc. should be presented by tutors .The goals of the course should be set by the learners, based on the1r own ~mportant ~ssues

A large number of d1fferent learn1ng methods should be used

~?-... 7.:- \ .. . . .. 8

.• -; ~ 9

· . ~ \

.-:.2:.+'2.... . .

. . . . 10

. . . . II.

.. .12

The tutors should evaluate the course by the extent to wh~ch part~c1pants found 1t helpful.Course members should form real fr1endsh1ps w1th the tutorsIssues of values, emotlons or feellngs should be avolded.

The course should be based on a pre-planned content or syllabus .The sequence or order 1n wh~ch th1ngs were learned should be largely deterffi1ned by the learners themselves .The course should be controlled by the tutors.

...... '1, •• ..13· :-.~.. . .14..."":?- ..• 15.

-+ '2..... ...16.

::-.? .... 17

.... ~. . .. 18.

· .~.7-- .... 19

· . -; ~..•.. 20. :':.\ 2I.

. -.4-. 22.-\.~ 23.• -; ~ I • 24.

At any one t~me, all course members should be do~ng the same th~ng.

The teacher-learn~ngprocess should 1nvolve tutor explanat10n w~th learner graspD1fferent learn~ng methods should be used to sU1t the requ1rements of d1fferent learners.

The tutors should Judge the course by the extent to wh1ch they felt part1c1pants successfully learnedthe lald-down content.The tutors should present ldeas, concepts, procedures, etc., as speculatlve, not deflDltely provennor known for certalD to be true .The tutors should a~t thelr own uncertalntles, weaknesses and problems

There should be much exploratlon and dlScusslon of values, feellngs and emotlons assoclated ~lth

the subJect matterThere should be l~ttle var~ety ~n the learn~ng methods used .Everybody, tutors and part~c1pants should have an equal say ~n the way the course was run

At anyone t1me, d1fferent learners or groups of learners should ne do~ng d~fferent th~ngs.

There should be trust and support throughout the group as a whole .The order lD WhlCh thlngs were learned should vary accordlng to the requlrements of lndlvldual partlclpants.

Please put a n urnbe r ~n the space ~n front of each statement, accord~ng to the follow~ng scales

+3 ~f you bel~eve that, ~deally, the course def~n~tely or nearly all the t~me should be l~ke th~s

+2 ~f you bel~eve that, ~deally , the course, generally or most of the t~me, should be 11ke th~s

+1 ~f you belleve that, ~deally, the course, ove~-~ll should be someth~ng l~ke th~s

-1 ~f you bel~eve that, ~deally, the course, over-all should not really be l~ke th~s

-2 ~f you be11eve that, ~deally, the course generally, or most of the tlme, should not be l~ke thlS

-3 ~f you bel~eve that, ~deally, the course def~n~tely or nearly all the tl.me, should not be l~ke th~s

-\ 25.26

27.

The course members should have very little say in deciding what ~s taught on the course.The tutors should Judge the course according to the feelings of the participantsThe emphas~s should be on present~ng neat, cleaned up end results of thinking and research.

- 4... 28""""\ · 29.... ,

30..""","I .3l.- \ ... 32.

-', .... 33.

-\ 34

-\) .35.

- \ ... 36.

-\ 37... , 38.-\ 39.

"" , .. 10-3Z. lll.~ I • iJ 2 .

People should be d~scouraged from be~ng emotional.The course should be run by a co-operat~ve group of learners and tutors.The sequenc~ng, or order ~n wh~ch th~ngs are taught, should be fixed in advance.

'l'he content should not be determ~ned ~n advance, but should evolve during the course ~tself.

The tutors should measure the effectiveness of the course according to the extent to WhlChpart~c~pdflts acquire spec~f~ed knowledge and skills.'l'he emphas~s should be on the generaUon of knowledge, rather than passing it on.

The tutors should make all the dec~s~ons about the way the course' ~s--"'t-o--;b-e--r-un---------------­It should be stressed that to many problems there ~s "no right answer" and that each lndividualmust solve problems ~n the way that he or she thinks is best.The tutors should qu~te often discusss the~r out-of-work lives and act~vities with course members

The t-utors should stlck to the~r favourite learning methods and use these whenever possible.I:.mot~onal ~ssues should be brought out into the open and discussed.The tutorS should avo~d talking about their own thoughts, feelings and emotions.

Each partlc~pdnt should go through the same sequence of learning. ,The relationslups between learners dnd tutors should be formal, based larg...ly on role or status.Tutors should never d~scuss their own problems with course members.

.... \

."'-\ ......'?

43

• 14..• '15

• 16• 17·10

Ind~v~dual partlc~pants should be able "to do their own thing" if they wish .Facts, ideas, concepts, etc., should be presented, put over by tutors to learnersThe tutors should treat the part~c~pants as fr~ends and equals .

Particlpants should respect each other's views dfld opinions.The tutors should care what happens Lo participants.There should be much more co-operation and teamwork in Lhe course.

SECTION FL~ke Sect~on C ~n the f~rst quest~onna~re th~s sect~on asks about the 'cl~mate' of the department or school of wh~ch yourcourse forms a part. ThlS tlme, however, we are lnterested ~n what you actually found the lcllmate l In your department orschool to be l~ke, rather than what you expected. Below you w~ll once aga~n f~nd a set of statements that could be madeabout an academlc department. Thls tlme, for each one, please rlng the number agalnst It that corresponds to how true youhave found ~ t to be, about your department or school th~s year.

Defln~tely

falseMostlyfalse

Half &

HalfMostly

LrueDefln~tely

true

The goals of the Department are well-def~ned 1Student compet~t~on fac~l~tates acqu~s~t~on of knowledge (1)I have a clear ~dea of the pur oses of each course of study 1

Lecturers clearly expla~n the goals and purposes of the~r courses 1The students are encouraged to help each other 1Many of the lecturers are enthuslastlc about thelr teachlng asslgnments 1

5

55

55

55

5

5

55

5

555555

55

555

44

44

4

CD4

4

444

4

CD44

4

Cb

CD44

G54

CD

33

3

33

333

30)

33

G)

3

CD

3

ev

223

2

222222

2

2

2

22

22

CD2

CD2

<V2

1

11

11

1

1

11

1

CDCD

The goals and purposes of the work are clearly def~ned for the studentTeachers here typ~cally exh~b~t a great ~nterest ~n and enthus~asm forthe~r spec~al f~elds of ~nterest

Teachers go out of the~r way to establ~sh fr~endly relat~ons w~th studentsStudents are concerned only w~th the work at hand and have few ~nterests

beyond th~s areaMost people here seem to be especlally conslderate of othersMost of the teachers are very thorough and really probe ~nto the fundamentalsof the~r subJectsCareful reason~ng and clear log~c are valued most h~ghly ~n assess~ng studentspapers, reports or dlScusslonsCerta~n students ~n the class are respons~ble for petty quarrelsStudents hes~tate to express the~r real op~n~ons

The env~ronment of the Department st~mulates ~nterest ~n th~ngs other thanthe subJect ~t teachesMany students here develop a strong sense of respons~b~l~ty about the~r role~n contemporary soc~al and pol~t~cal l~fe 1Class dlScusslons are typlcally vlgorous and lntense 1

Students cooperate equally well w~th all class members 1The values most stressed here are open ffilndedness and obJectlvlty 1There 15 a lot of lnterest amongst students In books,mus~c, palnt1ng,sculpture 1

theatre, f~lm and so onstudy~ng the~r Course subJects~nto the fundamentals of the~r subJects

Most students here seem to enJoyMost of the courses really probe

34.

56.

7.

12

11.

8.9.10

12.13.14.15.1617.18.19.20.21.

22.23.

U'1.--j

I

•__~_,,_.........,...... .-. -.....-::>oo__.," ~ _

..•

Deflnitely Mostly Half &false false Half

Mostly DeflnllelyLlue true

5

5

55

';

5

555

55

555

55

44

444,

4

4 I

44

0,44

CP4

3

33

333

J

3

33

J3

CD

JGJOJ

222

222

2

2

l

2

CD

CD2

2CD

2

1111

111

11

11

1

Q511

Students are SellQUS and purposeful abouL Lheir workSLudenLs corrunonly share Lheir problems wlth staff membersreachers usually outline course objectives at the beglnnlng of each course

Students gather frequently ln ,nformal soclal act",t'esMost courses are a real lntellectual challengeCertain students don'L 11ke other students

The ob] ecLives of educatlon ln the Department's fields are well deflned.CerLdlll students are considered uncooperative by the classSome of the teachers react to questIons ln class as lf the sLudents werecrlticlslng Lhem erson8l1

The course is made up of lndlviduals who do not know each oLher wellThe expresslon of strong personal belief or convictlon lS pretty rareStudents are so preoccupled wlth thelr studies that they rarely concern LhemselveswiLh an thin else in social and informal dl~cusslon rou s

tXRmlnaLlons here provide a genuine measure of a student's arlllcvement andundelstandlng of whaL has been Laught 1 2 (:!> [, 5Some ,tudents refuse to mlX ,nLh the rest of the class d) 2 3 4 5

Stud en Ls are encou r aBed to c r iLl C1Se adminl s t r a tlve -E2.!;,l~c~l::ec:s:-:a::n~:(~I.J::p.:cr.:ca~c;_t"-'~c7;:e.::s~------------'l:c___--;,.;2'"'__;.Q)~3~---..::4:...,-_--c5~Students here are actlvely concerned about natlonal and lnLernatlona! affalrs 1 Ci5 3 [, ' 5Students corrunonly share then problems ,nLh other s~udents in the class 1 ([;) 3 4 5Long, ser,ous, luLellectual d,Scuss,ons dre O')rrunon among the students 1 7 <!::> [0 5Assessments and exam,nat,ons here generally provlde a good opporLunlty for the sLudenLto dlsplay IllS knm,ledge and understandlng of the course mateo alThere is an undercurrent of feelings among students Lhat tend Lo pull the class apartTeachers rarel or never call students b thelr flrst names

Only certaln klnd of ldeas may be expressed freely ln classThere lS llLLle interest ln modern art and mUS1C~losL of the teachers are Lhorough and are dedlcated workers in their flelds

25lGn2829.30.

n~, .

11.32.33.3435363718.39.1,0.41.

42.1,3.1.4.

45.46.

Counselilng and gUldance serVlces are really personal, conslderate and exLenSlveMost students cooperate well with other class membersStudents are encouraged to take an actlve part in soclal reforms or polltlcal

prograrrmes

11

1

22

J3

3

4c];)

4

55

5

81001

SSRC PART-TIME MANAGEMENT STUDENTS PROJECT

QUESTIONNAIRE III

ThlS is the thlrd and last of the three questlonnalres that make up thestatlstlcal survey part of thlS proJect. It lS In four parts -

n

and

about attltudes to college learnlngabout student problemsabout ways In WhlCh courses mlght be lmprovedabout how you see your college department.

To answer questl0ns on these areas you will need to have had fairlycomplete experlence of a course of study : thlS lS why we have left themuntll last.

Could you please put your name, course and college here, so that we canmatch up this questl0nna1re with others In the serles? This page wlllbe detached from the maln questl0nnaire and destroyed after use.

moank you very much for your help in thlS enqulry.

NAME --------------------

COLLEGE -------------------COURSE

DID (1-4)

OJ (5-6)

OJ (7-8)

D (9)

YES / NO

YEAR OF COURSE -----------------We would llke to follow up these questl0nnalres by intervleWlng about10')6 of the students. Would you be wl1llng to be lntervlewed, lf a SUltabledate and tlme could be arranged?

Our eventual full report wlll probably be too long to be sent out to all whotook part, but we wl11 gladly send you a summary of the maln flndlnge 1f youwould be lnterested. If so, please prlnt your name and address on the tear-offSllP below. The report should be avallable next year•

... ............................................. ............ .............................. ... .Yes, please send me a summary of the maln flndlnge of the Part Tlme ManagementStudents' ProJect when lt comes out.

NAME

HOME ADDRESS

SECTION A

Th1S ssct10n asks you some quest10ns about your attitudss to college learning. In it, please rate the follow1ngstatements, on the usual f1ve-p01nt scale, accord1ng to how true you think they are about you. (Pleass notsthat thsre's nothlllg 'good' or 'bad' about thsm as far as we're conoerned.)

IlefinitelyUntrue

MainlyUntrue

True about Mos}ly Veryhalf the time True True

1. I don't expect the same th1ngs of myself at college ae othersexpect of me there

2. When faced w1th a management challenge at work, I am ready to1nnovate and take r1sks

3. I d1dn' t know how to plan my own learning at the beg1nn1ngof th1s academ1c year

4 I usually know what I want to Isarn5. I can usually dist1ngu1eh clearly when my learning is relevant

to me and when 1t 1sn't6. I expect d1fferent th1nge of myself at college from what I expect

of myself at work7. I hke to plan my own iearnfiig8. When I was younger, I wasn't an academ1c sort of person9. People at college expect d1fferent th1ngs of me from people

at work

10. I have a rather cr1tical attitude to what happens at college11. I 11ke attending classes at college12. I'd rather study at college part-t1me than w1th the Open

Un1vers1ty

13. I was fed up w1th school when I was 1614. I don't sxpect the same th1nge of myself at work as others

expect of me there15. At present I prefer academic to pract1cal stud1es

16 Gomg out to work between school and higher educat10n has beenvaluable for me

17. I have a lot of fr1ende on my present course18. I fmd my stud1es support and help me19. I don't like there to be a lot of competit10n among students

on a course

1

1

1

1

1

111

1

11

1

1

11

111

1

2

2

2

2

2

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2

22

2

2

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222

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3

3

3

3

333

3

33

3

3

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333

3

4

4

4

4

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4

44

4

4

44

444

4

5

5

5

5

5

555

5

55

5

5

55

555

5

DefinitelyUntrue

MainlyUntrue

True about Mostlyhalf the t l.IDe True

VeryTrue

I

~

I

20. I learn best when I'm working at somethl.Og speoific of JIIY ownchoosl.Og 1

21. I would like to be able to understand the social and soonomiochanges gol.Og on around me 1

22. I prefer to feel that I know prscisely what I'm getting from anyp~ece of studYl.Og I do 1

23. I learn best when the materI.al is arranged in blocks of about7 - 10 hours study tl.IDe 1

24. I don't really feel I know how to study 1

25. I feel hes~tant about workl.Og on JIIY own 126. I would rather watch demonstrat~ons than l~sten to explan.ations 127 My stud~es don't relate to my work as closely as I'd l~ke 128. "I try to put the thinge I've learnt at college l.Oto practice 129. I don't now expect as much from college study as I did at the

beg~l.Og of th~s academ~c year 130. I' m beg~l.Og to thl.Ok agal.O about JIIY cho~ce of career 131. I prefer teaching that helps me fl.Od out things for JIIYself to being

told thl.Ogs 1.0 formal lectures 132. I l~e to be qu~te sure I'm accurately l.Oformed about the

courses at college 133. I prefer learnl.Og about concrete examples to learnl.Og about

abstract theor~es 134. I l~e workl.Og 1.0 small groups when I'm learnl.Og 135. I l~ke there to be a relaxed atmosphere and a sense of commun~ty

at college 136. I feel a need for other peopls to thl.Ok well of me in college 1

37. I need someone among the lecturers I can turn to for advics 138. The college ought to g~ve me cred~t for what I've learnt at work 139. If I had to choose, I would prefer a youngsr teacher to an oldsr ons 1

40. I l~e being able to organise JIIY studies for JIIYself 141 I feel a need fgr all my learning to make sense as a whole J

2

2

2

22

222

2

22

2

2

22

22

222

22

3333

33

3

3J

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44

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4

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5

5

5

55

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5

5

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55555

55

SECTION B

ThlS sechon hsts some of the thmgs that can causs problsms to part-t:uns students. Please rate them accordmg tohow much dlfflculty they have caused you in your studles on thls course. If you thlnk ws've left any sources ofdlfflculty out, please WTlte them in at the end of the list, and rate them too.

Littls Not veryor no difficult

diffloulty

Mod.diffi­cult

Verydiffl­cult

Verygreatdlfficulty

1. Tlredness followmg a hard day's work2. Speed of response to deadlmes demanded at college3. Volume of course work set ('homework')

4. Problems of flnance5. Lack of t:une for study6. Problems wlth famlly or socLal life

7. The course was at too dlfflcult a level for me8. The course was too superficLal - didn't explam things in enough

detall9. The course was too theoretlcal - dldn't dlscuss practlce enough

10. Not enough mtegratlon between studies and work11. Obstacles to puttmg my learnmg mto practioe at work12. The need to complete the exam syllabus meant I couldn I t follow up

my real study mterests

13. Too much learnmg by rote (just learning things off)14. Problems over gettmg back mto studying agam15. Problems over gomg on studymg m an orderly manner

16. Teachmg methods that I hadn't encountered before17. Not enough encouragement at work to study18. I fOWld It hard to get to and use Ilbraries and other

mformation sources19. c 0 goo a v ce over20. Havmg to repeat material that had already been covered before21. Problems over the tJ.metablmg and courss organlsatlon

22. The teachmg was not partlcipativs snolJ8b, for me

111

111

1

1111

1

111

11

11,11

1

222

222

2

2222

2

222

22

2222

2

333

3333

3333

3333

33

333

3

444

4444

4444

4444

44

4444

4

555

5555

5555

5555

55

5555

5

SECTION C

Th1S section lists soms of the ways part-time courses, and collsge provision for part-time students, mightperhaps be improved. Pleaee rate each from 1 to 5 according to how important you eee it as a contr1butionto makll1g a student' e time at college euccessful.

Not at Not very Moder- Qu.J.te Very

~Htant Important ately Important ImportantImportant

1 • Teachll1g methods that help you find thinge outfor yourself 1 2 3 4 5

2. Consultation w1th etudente over the range of coursesoffered 1 2 3 4 5

3. Studente helping to wr1te the couree syllabuees 1 2 3 4 54. Flex1bi11ty over work deadlines 1 2 3 4 55. A "systems" course structure, broken up into units of

learning to be mastered in turn (like TEC & BEC) 1 2 3 4 56. Lots of case-work and/or group discussions 1 2 3 4 57. Only a few formal lectures 1 2 3 4 58. Lots of one-to-one tutorials 1 2 3 4 59. Lots of opportunities for independent study for students 1 2 3 4 5

10. Courses or seminars that pull the various subjects together 1 2 3 4 5I 11 . Short resident1al periods during the course 1 2 3 4 5

'" 12. Opportunities for some of the learning within the courseto be by correspondence 1 2 3 4 5

13. Study sk111s and remedial sessions for new etudents 1 2 3 4 514. Students having a choice of how their studies will

be assessed 1 2 3 4 515. A lot of careful advice and counselling by staff 1 2 3 4 516. Careful select10n of students for the course 1 2 3 4 517. Exp11c1t 1nformat1on about the college 1 2 3 4 518. Exp11c1t 1nformation about the course 1 2 3 4 519. Exp11c1t informat10n about the course object1ves 1 2 3 4 520. Courses that make use of students' own contributed experience 1 2 3 4 521. Careful and obvious matching of college studies to outside

mater1al and practice, in your working life 1 2 3 4 522. Flex1ble attendance; several alternative timetable arrangements

available 1 2 3 4 5

Not at Not very Moder- Quite Veryall Important ately Important Important

Important Important

23. Attent~on to comfort in your college timetable (e.g. adequatemeal or coffee breake, not too long a day) 1 2 3 4 5

24. Exempt~on from parts of the course for appropr~ate workexper~ence 1 2 3 4 5

25· Prov~s~on of fac~l~t~es for relaxmg m college 1 2 3 4 526. Integrat~on of part-t~e students mto the college soc~ life

(e.g. through the etudents' un~on) 1 2 3 4 527. Teachmg co-operat~on and cred~t transfer between colleges 1 2 3 4 528. Fmanc~l support for part-t~e students 1 2 3 4 5

29. Prov~s~on of further courses at a h~gher level, following onfrom th~s one 1 2 3 4 5

30. Improved l~brary and mformat~on access 1 2 3 4 5(If your score on th~s ~s 3. 4 or 5, suggest br~efly, in thespace below, Just how you th~ th~s might be done - what yourmam deta~led needs would be)

31. If there ~s anythmg else we haven't menhoned that in your ~deal world would be how you would ll.ke the kmd oflearnmg you are domg now to be set up, please descr~be ~t to us in the space below (contmue on more paper ~fyou need ~t.)

-- -------------------~-

Mostly Half & Mostly Def~~tely

false Half true trueDefinitely

false

SECTION DL~ke Sect~on C ~ the first questionna1Xe this eect~on asks about the 'climate' of the department or school of wh~ch yourcourse forms a part. Th~s tJ.me, however, we are interested in what you actually found the 'cllJllate' ~ your department orschool to be like, rather than what you expected. Below you will once again find a set of statements that could be madeabout an academ~c department. This time, for each one, please ring the number against it that corresponds to how true youhave found ~t to be, about your department or school this year.

I

())

1 The goals and purposes of the work are clearly defined for the student2. Teachers here typ~cally exhibit a great interest in and enthusiasm for

the~r spec~al fields of interest3. Teachers go out of the~r way to establish friendly relat~ons with students4. Students are concerned only w~th the work at hand and have few ~teJ;ests

beyond th~s area5. Most people here seem to be espec~lly considerate of others6. Most of the teachers are very thorough and really probe into the

fundamentals of their subJects7. Careful reason~g and clear log~c are valued most h~ghly in assessmg

students papers, reports or d~scuss~ons

8. Certam students in the claBs are respons~ble for petty quarrels9. Students hes~tate to express the~r real opin~ons

10. The env1Xonment of the Department stimulates interest in things otherthan the subject ~t teaches

11. Many students here develop a strong sense of responsibility about theirrole m contemporary social and pol~tical life

12. Class d~scuss~ons are typ~cally v~gorous and intense13 Lecturers clearly explam the goals and purposes of their courses14. The students are encouraged to help each other15. Many of the lecturers are enthus~ast~c about their teachmg assignments16. The goal s of the Department are well-defmed17. Student compet~t~on fac11~tates acqU1s~tion of knowledge18 I have a clear ~dea of the purposes of each course of study19 Students cooperate equally well w~th all claBs members20. The values most stressed here are open mmdedness and object~v~ty

21. There is a lot of interest amongst students in books, music, painting,sculpture, theatre, f~lm and so on

22 Most students here seem to enjoy stUdying their course subjects23. Most of the courses really probe ~to the fUndamentals of their subjects

1

11

11

1

111

1

1111111111

111

2

22

22

2

222

2

2222222222

222

3

33

33

3

333

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3333333333

333

4

44

44

4

444

4.4444444444

444

5

55

55

5

555

5

5555555555

555

Defim.tely Moetly Half & Mostly Defm1.telyfalee false Half true true

24. Examinatione here prov1.de a genuine measure of a student's achievementand understanding of what has been taught 1 2 3 4 5

25· Some students refuse to mix with the rest of the class 1 2 3 4 526. Students are encouraged to criticiee administrative policies and practices 1 2 3 4 527. Students here are act1.vely concerned about national and mternat1.onal

affa1.rs 1 2 3 4 528. Students commonly share their problems with other students in the class 1 2 3 4 529. Long. serious. intellectual discussions are common among the students 1 2 3 4 530. Assessmente and examinations here generally provide a good opportun1.ty

for the student to display h1.S knowledge and understanding of thecourse material 1 2 3 4 5

31. There is an undercurrent of feelings among studente that tend to pullthe ,class apart 1 2 3 4 5

32. Teachere rarely or never call etudents by their firet names 1 2 3 4 533. Studente gather frequently in informal social activities 1 2 3 4 534. Most coursee are a real intellectual challenge 1 2 3 4 535· Certam students don't 11.ke other students 1 2 3 4 536. Only certam kmd of 1.deas may be expressed freely in class 1 2 3 4 5

I 37. There is little intereet in modern art and music 1 2 3 4 50'\ 38. Moet of. the teachers are thorough and are dedicated workers in their fields 1 2 3 4 5

I 39· The obJectives of education m the Department's fielde are well defined. 1 2 3 4 540. Certam students are cons1.dered uncooperative by the class 1 2 3 4 541- Some of the teachers react to questions in class as if the students were

cr1.t1.c1.smg them personally 1 2 3 4 542. Students are serious and purposeful about their work 1 2 3 4 543· Students commonly share their problems with staff members 1 2 3 4 544. Teachers usually outline course objectives at the beginning of each course 1 2 3 4 545. The course is made up of individuals who do not know each other well 1 2 3 4 546. The expreSS1.on of strong personal belief or conviction is pretty rare 1 2 3 4 547. Students are so preoccupied with their studies that they rarely concern

themselves W1.th anythmg else in social and informal discussion groups 1 2 3 4 548. Counsellmg and guidance services are really personal, considerate

and extens1.ve 1 2 3 4 549· Most students cooperate well with other class members 1 2 3 4 550. Students are encouraged to take an active part in social reforms or

pol1.tical programmes 1 2 3 4 5

SSRC PART-TmE MANAGEMENT STUDENTS PROJECT

PILOT QUESTIONNAIRE III (MODIFIED)

Th1S 1S the th1rd and last of the three quest10nna1res that make up thestat1st1cal survey part of th1s proJect. It 1S 1n four parts -

~~~and (D)

about attitudes to college learn1ngabout student problemsabout ways 1n wh1ch courses m1ght be 1mprovedabout how you see your college department.

To answer quest10ns on these areas you will need to have had fa1rlycomplete exper1ence of a course of study. W1ll you therefore pleaseanswer them about your last year's course (1981/82)?

Could you please put your name, course and college here, so that wecan match up th1s quest10nna1re w1th others 1n the ser1es? Th1S pagewill be detached from the ma1n quest10nna1re and destroyed after use.

Thank: you very much for your help 1n th1s enqu1ry.

NAME _

COLLEGE -------------------COURSE

YEAR OF COURSE ----------------

ITID (1-4)

IT] (5-6)

IT] (7-8 )

D (9)

- 2 -

Th~s ~s a PILOT run of th~s quest~onna~re, to test ~t ~n var~ous ways. oneof wh~ch ~s its length.

To help us, therefore, w~ll you please

MARK the po~nt you got to after 15 m~nutes w~th an arrow ___..~ (1)

--------------..~(2)

and MARK the point you got to after 30 m~nutes (~f you d~dn't f~n~sh

f~rst) w~th a second arrow

Please also feel free to make any comments that suggest themselves to youon the quest~ons (of clar~ty, d~ff~culty, relevance or whatever) e~ther

~ the marg~n or on the blank space on th~s sheet. In part~cular, you w~ll

not~ce that Sect~on E ~s scored ~n a d~fferent way from the other sect~ons

we would very much l~ke to know whether or not th~s gave r~se to any problems

SECTION A

Th1S sect10n asks you some quest10ns about your att1tudes to college learn1ng.statements, on the usual f1ve-po1nt scale, accord1ng to how true you th1nk theythat there's noth1ng I good' or 'bad' about them as far as we're concerned.)

In 1t, please rate the follow1ngare about you. (Please note

QU1teUntrue

Ma1nlyUntrue

True about Mostly Veryhalf the t1me True True

l.2.

3.

4.5.

6.

I lLke to plan my own learn1ngWhen faced w1th a management challenge at work,I am ready to=novate and take r1sksI d1dn't know how to plan my own learn1ng at the beg1nn1ngof thlS academlc year

I usually know what I want to learnI can usually d1stingU1sh clearly when my learn1ng 1S relevantto me and when It lsn'tWhat I expect of myself at college conf11cts w1th what I expectof myself at work

1

1

1

1

1

1

2

2

2

2

2

2

3

3

3

3

3

3

4

4

4

4

4

4

5

5

5

5

5

5

7. What I expect of myself at college conf11cts w1th what othersexpect of me there

8. What I expect of myself at work conf11cts with what othersexpect of me there

9. People at college expect d1fferent th=gs of me from peopleat work

10. I have a rather cr1t1cal att1tude to what happens\It college

11. I lLke attend1ng classes at college12. I'd rather study at college part-t1me than w1th the Open

Un1vers1ty

13. I was fed up w1th school when I was 1614. When I was younger, I wasn't an academlc sort of person15. At present I prefer academ1c to pract1cal stud1es

16. G01ng out to work between school and h1gher education has beenvaluable for me

1

1

1

11

1

111

1

2

2

2

22

2

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2

3

3

3

33

3

333

3

4

4

4

44

4

444

4

5

5

5

55

5

555

5

QU1teUntrue

Ma1nlyUntrue

True abouthalf the t1me

Mostly VeryTrue Tn,le

17. I came on thlS course because of a crlS1S In my 11fe18. I often meet W1th fellow students from my course outs1de classes19. I have a lot of fr1ends on my present course

20. I f1nd my stud1es support and help me21. I prefer courses that have a practical or personal value for me22. I don't much 11ke compet1t1on among students on a course

23. I learn best when I'm work1ng at someth1ng spec1f1c of my ownchoos1ng

24. I learn best when the mater1al 1S arranged 1n blocks about7 - 10 hours long

25. I prefer to feel that I know prec1sely what I'm gett1ng from anyp1ece of study1ng I do

111

111

1

1

1

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222

2

2

2

333

333

3

3

3

444

444

4

4

4

555

555

5

5

5

26. I27. I28. I

feel a need for all of my learn1ng to make sense, as a wholewould l1ke to be able to understand the changes g01ng on arounddon't really feel I know how to study

1me 1

1

222

333

444

555

29. I feel hes1tant about work1ng on my own30. I l1ke to be qU1te sure I'm accurately 1nformed about the

courses at college31. My stud1es don't relate to my work as closely as I'd l1ke

11

1

22

2

33

3

44

4

55

5

32. I try to put the th1ngs I've learnt at college 1nto pract1ce 133. I don't now expect as much from college study as I d1d at the

beg1nn1ng of th1S academic year 134. I'm beg1nn1ng to th1nk again about my cho1ce of career 1

35. I prefer teaching that helps me f1nd out th1ngs for myself to be1ngtold things ill formal lectures 1

36. I would rather watch than l1sten 137. I prefer learnillg about concrete examples to learn1ng about

abstract theor1es 1

2

22

22

2

3

33

33

3

4

44

44

4

5

55

55

5

Qu~te Ma~nly True about Mostly VeryUntrue Untrue half the lime True True

38. I like work~ng ~n small groups when I'm learn=g I 2 3 4 539. I like there to be a relaxed atmosphere and a sense of commun~ty ~n a

college I 2 3 4 540. I feel a need for other people to th~nk well of me ~n college I 2 3 4 5

41. I need someone among the 'lecturers I can turn tofor adv~ce I 2 3 4 5

42. '!he college ought to g~ve me cred~t for what I've learnt ~n theouts~de world I 2 3 4 5

43. If I had to choose, I would prefer a younger teacher to an older one I 2 3 4 5

44. I l~ke be~ng able to organ~se my stud~es for myself I 2 3 4 5

SECTION B -.This sect10n lists some of the things that can cause problems to part-time students. Please rate them according tohow much difficulty they have caused you in your studies on this course. If you think we've left any sources ofdifficulty out, please write them in at the end of the list, and rate them too.

l.2.3.

4.5.6.

7.8.9.

10.11.lZ.

13.14.15.

16.17.18.

Tiredness following a hard day's workSpeed of response to deadlines demanded at collegeVolume of course work set ('homework')

Problems of financeLack of t1me for studyProblems with fam11y or soc1al life

The course was too difficultThe course was too superficialToo much theory, and not enough practice at college

Not enough integration between studies and workObstacles to putting my learning into practice at workThe need to complete the exam syllabus meant I couldn't follow upmy real study 1nterests

Too much learning by rote (just learning things off)Problems over getting back into studying againProblems over going on studying in an orderly manner

Teaching methods that I hadn't encountered beforeNot enough social life in college for meNot enough encouragement at work to study

Littleor no

Difhculty

111

111

111

11

1

111

111

Not verydiffi­cult

222

222

222

22

2

222

2Z2

Mod.Diffi­cult

333

333

333

33

3

333

333

VeryDiffi­cult

444

444

444

4

44I,

444

VerygreatDifficulty

555

555

555

55

5

555

555

Little Not very Mod. Very Veryor no diffi- Diffi- D1ffi- great

Difficulty cult cult cult Difficulty

19. I found it hard to get to and use libraries and otherinformation sources 1 2 3 4 5

20. The courses weren't well enough publicised 1 2 3 4 52l. Lack of good advice over WhiCh course to take 1 2 3 4 5

22. Having to repeat material that had already been 1 2 3 4 5covered before. (If your answer is score 1 or 2, wasit that you were allowed not to repeat the material,or that you didn't mind repeating it?

23. Problems over the timetabling and course organisation 1 2 3 4 5

SECTION C

Th~s sect~on l~sts some of the ways part-t~me courses, and college prov~s~on for part-t~me students, m~ght

perhaps be ~mproved. Please rate each from 1 to 5 accord~ng to how ~mportant you see ~t as a contr~but~on

to mak~ng a student's time at college successful,

!coI

Not atall

Important1. Teach~ng methods that help you f~nd th~ngs out

for yourself 12. Consultat~on w~th students over the range of courses

offu=d 13. Students help~ng to wr~te the course syllabuses 14. Flexili~l~ty over work deadl~nes 15. A "systems" course structure, broken up ~nto unl.ts of

learn~ng to be mastered ~ turn (l1ke TEC & BEC) 16. Lots of case-work and/or group ~scuss~ons 17. Only a few lectures 18. Lots of one-to-one tutor~als 19. Lots of opportun~ues for ~dependent study for students 110. Courses or seminars that pull the var~ous subJects together 111. Short res~dential "study schools" dur~ng the course 112. Opportun~t~es for some of the learn~ng w~thin the course

to be by correspondence 113. Study sk~lls and remed~al sess~ons for new students 114. Students hav~g a choice of how the~r stud~es w~ll

be assessed 115. A lot of careful adv~ce and counsell~ng by staff 116. Careful select~on of students for the course 117. Expl~c~t ~nformauon about the college 118. 11 course 1

19. ---------------------11---------- course ob]ectl.ves 1

20. Courses that make use of students' own contr~buted

Not veryImportant

2

222

2222222

22

222222

Moder­atelyImportant

3

333

3333333

33

333333

QlllteImportant

4

444

4444444

44

444444

VeryImportant;

5

555

5555555

55

555555

experl.ence21. Careful and obv~ous match~g of college stud~es to

outs~de mater~al and practJce, ~n your work~g l~fe

22. Flexilile attendance; several alternat~ve timetablearrangements ava~lable

1

1

1

2

2

2

3

3

3

4

4

4

5

5

5

nUL c:LL. nu\.. yeLJ ~'V"""''''''''''''''''l

all Important ImportantImportant

"(............. T -~ J

Important Important

23.

24.

25.

26.

27.

28.

29.

30.

Attention to comfort in your college timetable(e.g. adequate meal or coffee breaks, not toolong a day)Excemption from parts of the course for appropriatework experienceProvision of facilities for relaxing in college

Integration into the college social life (e.g.through the students' union)Teaching co-operation and credit transferbetween collegesFinancial support for part-time students

Prov1sion of further courses at a higher level,following on from this oneImproved library and information access(If your score on this is 3,4 or 5, suggest briefly,in the 'pace below, just how you think this might bedone - what your main detailed needs would be)

1

11

1

11

11

2

22

2

22

22

3

33

3

33

33

4

44

4

44

44

5

55

5

55

55

31. If there is anything else we haven't mentioned that in your ideal world would be how you would like the kind oflearning you are doing now to be set up, please describe it to us in the space below (continue on more paper ifyou need it.)

SECTION t>L1ke Sect10n C 1n the f1rst quest10nna1re th1s sect10n asks about the 'c11mate' of the department or school of wh1ch yourcourse f arms a part. Th1S t1me, however, we are 1fiterested Ln wha.t you actually found the 'c11mate' 1n your department orschool to be 11ke, rather than what you expected Below you w111 once aga1fi f1nd a set of statements that could be madeabout an academ1c department. Th1S t1me, for each one, please r1ng the number aga1nst 1t that corresponds to how true youhave found 1t to be, about your department or school th1s year.

Dehn1telyfalse

Mostlyfalse

Half &Half

Mostlytrue

Dehn1t-elytrue

The goals of the Department are well def1ned 1Student competit10n faci11tates acquis1t10n of knowledge 1I have a clear 1dea of the purposes of each course of study 1

5

5

55

5

55

55

5

55

555555

55

555

44

44

4

4

44

44

4

444

4

444

44

444

3

33

33

3

3

33

33

3

333

33

333

333

22

2

22

2

2

222

223

22

2

22

22

222

1

1

11

11

1

1

11

11

enjoyprobe

students here seem toof the courses really

Students are concerned on~ w1th the work at hand and have few 1nterestsbeyond th1S areaMost people here seem to be espec1ally cons1derate of othersMost of the teachers are very thorough and really probe 1fito the fundamentalsof the1r subJects

The goals and purposes of the work are clearly def1ned for the studentTeachers here typ1cally exh1b1t a great 1nterest 1n and enthus1asm forthe1r spec1al f1elds of 1nterestTeachers go out of the1r way to estab11sh friendly relat10ns W1th students

careful reason1ng and clear 10g1c are valued most h1ghly 1n assess1ng studentspapers, reports or d1SCUSS10nscerta1n students 1n the class are respons1ble for petty quarrelsStudents hes1tate to express the1r real 0p1n10nsThe enV1ronment of the Department st1mulates 1nterest 1n th1figs other thanthe subJect 1t teachesMany students here develop a strong sense of respons1b111ty about the1r role1fi contemporary soc1al and po11t1cal 11fe 1Class d1scuss10ns are typ1cally v1gorous and 1ntense 1

Lecturers clearly expla1n the goals and purposes of the1r courses 1The students are encouraged to help each other 1Many of the ·lecturers are enthusiast1c about the1r teacmng ass1gnments 1

MostMost

Students cooperate equally well W1th all class members 1The values most stressed here are open m1ndedness and obJect1v1ty 1There 1S a lot of 1nterest amongst students in books,mus1c, pa1fit1ng,sculpture 1

theatre, f11m and so on.study1ng the1r course subJects1nto the fundamentals of the1r subJects

3.4.

11.

l.2.

7.

8.9.10.

5.6.

22.23.

12.1314.15.16.17.18.19.20.21.

9I

Deflnltely Mostly Half & Mostly Deflnitelyfalse false Half Lrue true

26..

2526.27.28.29.30.

31.32.33.34.35.

136...... 37.-'138.

39.40.41.

42.43.44.45.46.47.

48.49.50.

Examlnatlons here provide a genuine measure of a student's achievement andunderstanding of what has been taughtSome students refuse to mix with the rest of the classStudents are encouraged to criticise administrative policies and practicesStudents here are actively concerned about national and international affairsStudents commonly share thelr problems with other students in the classLong, serious, inLellectual discuS~lons are common among the studentsAssessments and examinatlons here generally provide a good opportunity for the studentto dlsplay his knowledge and understanding of the course materialThere is an undercurrent of feelings among students that tend to pull the class apartTeachers rarely or never call students by their flrst namesStudents gather frequently in informal social activitiesMost courses are a real lntellectual challengeCertain students don't like other studentsOnly certain klnd of ldeas may be expressed freely ln classThere lS little interest in modern art and musicMost of the teachers are thorough and are dedicated workers in their fieldsThe objectives of educatlon in the Department's fields are well defined.Certain student~ are considered uncooperative by the classSome of the teachers react to questions in class as if the students werecriticising them personallyStudents are serious and purposeful about their workStudents commonly share their problems with staff membersTeachers usually outline course objectives at the beginning of each courseThe course is made up of individuals who do not know each other wellThe expression of strong personal belief or convictlon is pretty rareStudents are so preoccupied with their studies thaL they rarely concern themselveswith anything else in social and informal discussion groupsCounselling and guidance services are really personal, considerate and extensiveMost sLudents cooperate well with other class membersStudents are encouraged to take an active part in soclal reforms or political

programmes

111111

11111111111

111111

111

1

222222

22222222222

222222

222

2

333333

33333333333

333333

333

3

444444

44444444444

444444

444

4

555555

55555555555

555555

555

5

OlJO~SSRC Part-Time Management Students Project

Staff Queet10nnaire

This project, as you know, is concerned w1th how part-time management studentsin h1gher education perce1ve their learning env=onments and their own learningstyles and needs. To help us evaluate those perceptions, however, it would beuseful to know how closely they were matched by staff perceptions of sim11armatters. Accordingly, I am aeking colleagues teaching ooursee on which etudentshave been eampled - which includes youreelf - if they would be kind enough tofill in the followmg queetionnaire and return it direct to me in the reply-paidenvelope prOVided. It is, of course, entirely oonfidential, though we do need toknow your college to be able to match up staff and etudent reponses.

Thank you very muoh for your help.Cbr1S de Winter Hebron,Principal Investigator,SSRC Projeot Co-023,Faculty of Human1t1es,Newoastle upon Tyne Polyteohn1c.

SECTION A : CONTROL DATA FOR COMPO'rER PROGRAMME

1. Please give your college:

2. Please t1ck any of the following ooureee on which you teach:

!PM

lIM Cert or Diploma

IMS Cert or Diploma

Diploma in Human Ree. Mgmnt.

MBA, MSc (Management), M.Eng.

llMS

Part Time Full Time

0 0CJ CJ

0 0

D D

0 CJ

D 0

liNC/HC Management o o

SECTIONB-2-This section asks about the 'cliJDate' of your department or school. Academic 'cliJDates' vary very much from onecollege department (or school) to another: they are a mixture of various facilities, features, rules and procedures,characteristics, classroom and other activities, students' interests, and so on. Below you will find a set ofstatements that could be made about an academic department. For each one, please<!'.fui)the number against it thatcorresponds to how true you think that it is about your department or school.

Definitely MOstly Half & MOstly Definitelyfalse false half true true

1. The goals and purposes of the work are clearly defined for the student 12. Teachers here typically exhibit a great interest in and enthusiasm for

their special fields of interest 13. Teachers usually go out of their way to establish friendly relations

with students 1

4. students are concemed only with the work at hand and have few interestsbeyond this area 1

5. Most people here seem to be especially considerate of others 16. Most of the teachers are very thorough and really probe into the

fundamentals of their subjects 1

7. Careful reasoning and clear logic are valued most highly in assessingstudent papers, reports or discussions 1

8. Certain students in the class are responsible for petty quarrels 19. students hesitate to express their real opinions 1

10. The environment of the Department stimulates interest in things otherthan the subject it teaches 1

11. Many students here develop a strong sense of responsibility about theirrole in contemporary social and political life 1

12. Class discussions are typically vigorous and intense 113. Lecturers clearly explain the goals and purposes of their courses 114. The students are encouraged to help each other 115. Many of the lecturers are enthusiastic about their teaching assignments 1

16. The goals of the Department are well-defined 117. Student competition facilitates acquisition of knowledge 118. I have a clear idea of the purposes of each course of study 119. Students cooperate equally well with all class members 120. The values most stressed here are open mindedness and objectivity 121. There is a lot of interest amongst students in music, painting, sculpture,

books, theatre, films and so on 122. Most students here seem to enjoy studying their course subjeots 123. Most of the courses really probe into the fundamentals of their subjects 1

2

2

2

22

2

222

2

22222

22222

222

33

3

333

3

3333333333

333

4

4

4

44

4

444

4

4444444444

444

5

5

5

55

5

555

5

5555555555

555

- 3 -Definitely Moetly Half & Moetly Definitelyfalee falee half true true

24. Exam1 natl.one and/or formal aesessments here provide a genuine measure ofa student's achl.evement and understanding of what has been taught

25. Some students refuse to mix wl.th the rest of the class26. Students are encouraged to criticise administrative policies and practices27. Students here are actl.vely concerned about national and international

affal.rs28. Studsnts commonly share theu problema with other students in the class29. Long, serl.ous, mtellectual dl.scussl.ons are common among the students

30. Assessments and examinations here generally provide a good opportunityfor the studsnt to dl.splay hl.s knowledge and understanding of the coursematerlAI

31. There l.S an undercurrent of feelinge among students that tend to pull theclass apart

32. Teachers rarely or never call students by their fl.rst names33. Students gather frequently m informal social activl.ties34. Most coursss are a real intellectual challenge35. Certam students don't liks other students36. Only certain kmd of l.deas_may be expressed freely in class37. Thsre l.s-ll.ttle mtsrest in modern art and music38. Most of the teachers- ars thorough and are dedicated_ workers l.D theu fields39. The objectives of education in the Department's_fields are well defined40. Certain students are considsred uncooperative by the class41. Some of the tsachers react to questl.ons in class as if the students

were criticismg them personally42. Students are ssrl.OUS and purposeful about their work43. Studsnts commonly share thel.r problems with staff members44. Tsachers usually outlins course objectives at the beginning of each course

45. The course is made up of mdividuals who do not know each other well46. The expression of strong personal bell.ef or convl.ctl.on is pretty rare47. Students are so preoccupl.ed with their studies that they rarely concern

themselves wl.th anythmg else in soclAI and informal discussion grOUpS48. CounsellJ.ng and gul.dance services are really personal, considerate and

extenSl.ve49. Most students cooperate well wl.th other class members50. Students are encouraged to take an actl.ve part in soclAI reforms or

poll.tl.cal programmes

111

111

1

11111

11111

1111

11

1

11

1

222

222

2

22222

222

22

2222

22

2

22

2

333

333

3

3333333333

333333

3

33

3

444

444

4

4444444444

444444

4

44

4

555

555

5

5555555555

5555,

55

5

55

5

- 4 -SECTION CBelow are 20 statements on educational ideas and problems, about which we all have belief's, opinions and attitudes. Thisscale is an attempt to let you express your belief's and opinions. There is no right answer.Please put a ring round the figure which best expresses your view.

strongly Disagree No AgreeDisagree Opinion

Stronglyagree

1. The goals of' education should be dictated by students' interests and needs, aswell as by the larger demands of' society 1

2. No subject is more important than the personalities of' the students 13. Schools of' today are neglecting the three R's 14. The ideal student-lecturer relationship is the relationship between a student

who needs academic direction, guidance and control, and a lecturer who is anexpert supplying direction, guidance and control 1

5. Lecturers should have academic freedom to teach what they think is right and best 16. The backbone of' the curriculum is subject matter; activities are useful mainly

to f'acilitate the learn1.nej of' subject matter 17. Lecturers should encourage students to study and criticise our own and other

economic systems and practices 18. Traditional moral standards should not just be accepted, they should be examined

and tested in solving the present problems of' students 19. Learning is experimental, the student should be taught to test altematives

bef'ore accepting any of them 110. The curriculum consists of subject matter to be learned and skills to be acquired 111. The true view of education is so arranging learning that the student gradually

builds up a store-house of knowledge that he can use in the future 112. One of the big difficulties with modern education is that discipline is often

sacrificed to the interests of students 113. The curriculum should contain an orderly arrangement of subjects that represent

the best of our cultural heritage 114. Discipline should be governed 1ly long-range interests and well-established standards 115. Education and educational institutions IIlUSt be sources of new social ideas;

education must be a social programme undergoing continual reconstruction 116. Lecturers must teach the student at his own level and not at the level of the

course year he is in 1

222

22

2

2

2

2

2

2

2

22

2

2

22

2

2

333

33

3

3

3

33

3

3

33

3

3

33

3

3

444

44

4

4

4

44

4

4

44

4

4

44

4

4

555

55

5

5

5

55

5

5

55

5

5

55

5

5

_ 5 _, .

SECTION D

Th1S section lists soms of ths thlOge that can cause problsms to part-time students. Please rate them according tohow much d1ff1culty you th10k they have caused students on your courses. If you think we've left any sources ofd1ff1culty out, please write them in at the end of the list, and rate them too.

L1ttle Not very Mod. Very Veryor no d1ff1cult difh- diffi- great

d1fficulty cult cult d1fficulty

1• Tiredness follovl.ng a hard day's work 1 2 3 4 52. Speed of response to deadl10es demanded at college 1 2 3 4 53. Volume of course work set ('homework') 1 2 3 4 54. Problems of finance 1 2 3 4 55. Lack of time for study 1 2 3 4 56. Problsms w1th fam11y or social life 1 2 3 4 57. Course at too d1fficult a levsl 1 2 3 4 58. Course too superf1cial - d1dn I t explain thlOge in enough detail 1 2 3 4 59. Course too theoretical - didn't discuss practics snovgb 1 2 3 4 5

10. Not enough lOtegration between stud1es and work 1 2 3 4 511- Obstacles to putting the learning into practice at work 1 2 3 4 512. The~need to complete. thee exam syllabus at the expense of the student's

real stud lOterests ._.. 1 213. Too much learnl.ng by rote just learning thinge off 1 2 3 4 514. Problems over· getting .back into studying again 1 2 3 4 519. Problems over go1OfCon" studY11?fj in an orderly manner 1 2 3 4 51 • Teaching. methods unfamihar to the students 1 2 3 4 517. Not enough encouragement at work to study. 1 2 3 4 518. Diff1culty 10 gettlOg to and UBlOg hbranes and other

1Oformatlon sources 1 2 3 4 519. Lack. of good advice over which course to take 1 2 3 4 520. Having to repeat material that had already been covered before 1 2 3 4 5

~

21. Problema over timetabling and course organ1sation 1 2 3 4 522. Teach10g not part1c1pat1ve enough 1 2 3 4 5

SECTION E - 6 -

This section asks about your picture of what YOU expect of a student

How IllUch would you approve or disapprove of the sort of student who •••••

1. Tu=s in essays on time2. Keeps the weekends free for recreation3. Avoids involvements in political societies4. Works mainly with exam requirements in view5. Wants to have a career in academic research6. Attends student union meetings whenever possible7. Makes contacts with local groups outside the college8. Defends his own point of view9. Breaks college rules he doesn't agree with

10. Reads a newspaper every day11 • Tells the lecturer if he is asking for too IllUch work from him12. Attends lectures and classes regularly13. Dresses tidily14. Reads only in his own subjects1 • Talks' sho 'dur breaks1. Has =y outside interests17. 'Sticks to what the book says' when doing written assignments18. Joins no student union societies19. Takes an interest in international affairs20. Does very little private study except at exam time21 • Knows precisely the way in which he wants his career to develop22. Arrives late for lectures23. Fails to return library books on time24. Takes few notes during lectures25. Addresses lecturers by their Christian names26. Keeps his personal problema to himself27. Chooses his college friends entirely from his own department28. Takes geod care of college property29. Prefers to work on his own30. Changes to a different course after a few months31. Asks questions during lectures32. Prefers a career in industry and commerce33. Complains about the course to members of staff34. Spells correctly35. Criticises a lecture to the lecturer's face36. Helps other students with their work

Stronglyapprove

111111111111111111111111111111111111

Approvebut notstrongly

222222222222222222222222222222222222

Itdoesn'tmatter

33333333333333

333333333333333333333

Disapprovebut notstrongly

44444444444444

444444444444444444444

Stronglydis­approve

55555555555555

555555555555555555555

,f

cliO aESRC PART-TIME MANAGEMENT STUDENTS' PROJECT

CODE BOOK

THE FILES

There are 18 f1les on the tape. The order lS 11sted, and the nature of

each named f1le glven, on the attached computer pr1ntout sheet.

The general pr1nc1ples followed are:

1. Quest1onna1re f1les are 1n order of del1very, p1lot f1rst.

2. For each quest1onna1re, command f1les precede data f1les.

3. Where more than one command or data f1le eX1sts, bas1c commands/

central data precede add1t1onal commands/data.

THE VARIABLES

(1) On each student data hle record, the f1rst n1ne d1g1tS make up a

sequence Wh1Ch un1quely 1dent1f1es the spec1f1c case be1ng recorded.

Th1S corresponds to the f1rst four var1ables of each relevant bas1c

command f1le, Wh1Ch, however named - the names d1ffer from f1le to f1le

- 1nvar1ably glve the follow1ng data, 1n th1S order

Case, Inst1tut1on, Course Type, Course Year

(NB Value labels for 'Case' and 'Inst1tut1on' are conf1dent1al to the

or1g1nal study under the terms of the agreement made w1th the 1nst1t­

ut10n concerned and are not d1sclosed below).

(2) Thereafter, except as noted 1n (3) below, the var1ables on the bas1c

command f1les correspond exactly to the 1tems on each quest1onna1re,

1n the order shown on the quest1onna1re concerned. The var1able name

for each var1able has been chosen to suggest the quest1onna1re 1tem.

e.g." MODE = Mode of Attendance

LIKECOL = 'I llke attend1ng classes at college'

Where a quest10n lS asked several t1mes (e.g. about percept10ns of

d1fferent roles) the var1able name ends 1n a number Wh1Ch 1nd1cates the

part1cular repet1t1on (In whole set of quest1onna1res) e.g. TIME 3

= 'Turns 1n work on t1me' (3rd occurrence of 1tem).

(3) Except10ns to th1S general rule occur only where, to save record space,

certa1n sect10ns of a quest1onna1re have been coded earl1er (or later)

than they appear on the quest1onna1re form 1tself. Th1S has 1n fact

occurred only on Ma1n Quest1onna1re 2, where Sect10n E has been coded

1mmed1ately after Sect10n B, as 1tems 61-70 on Record 1, and on P1lot

Quest1onna1re 3, where the command and data f1les both follow the order

of the mod1f1ed verS1on, not the or1g1nal.

(4) Ma1n Quest1onna1res 2 and 3 also 1nclude an extra 1tem, at the end of

the var1able llSt, Wh1Ch repeats the 1tem 'MODE' from Quest1onna1re 1

for ease of d1saggregat1on.

(5 )

(6)

-2-

The flrst nlne dlglts on each staff data flle case are organlsed dlff­

erently from (1) above. There lS no 'Case' varlable, the flrst

varlable llsts the lnstltutlon (coded ldentlally to the student lnstlt­

utlons to enable comparlsons agaln the ldentltles of the lnstltutlons

are not dlsclosed below); the next seven correspond exactly to the

llst of courses taught In Sectlon A of the Questlonnalre. Thls set

of lnformatlon lS NOT repeated on the second record of the case.

The remalnder of the varlables on the staff data records correspond to

the staff questlonnalre ltems, as In (2) above, the ltems are a

selectlon of those used In the student questlonnalres, and the same

nomenclature lS used.

The varlables on the two COMPUTE flIes correspond to factors or sub­

scales of the LEQ, (Q1 Part C & Q3 Part D) Educatlonal Attltudes (Q1

Part D) and Management/Student Behavlour scales (Q1 Part E & Q2 Parts

B and D), respectlvely. They are as follows

LEQ seven factors, obtalned by Rothman & Ayoade In the orlglnal devel-

opment.

EVALN' Evaluatlon of Dept. (as Good or Bad to study In)

ACENTH Academlc Enthuslasm

GOLDIRN: Goal Dlrectedness

AUTHNM Authorltarlanlsm

BRDINT: Breadth of Interests

STDINTN' Interactlon between students/students & staff

INTMAT. Intellectual Maturlty

The scallng has been modlfled to run from -2 to +2. 0 equates to a

mean score on Rothman's orlglnal lnvestlgatlon.

Edul. Attltudes Scale. Four subscales, derlved by lnspectlon.

STDCENT' Student-Centredness

CONTCENT: Content-Centredness

RADLIB Holdlng of radlcal/llbertarlan attltudes

TRAD Respect for/concern wlth tradltlon

The scorlng for these runs from 1 to 5, on the same Llckert Scale as

the orlglnatlng ltems.

Management/Student Behavlour. Four subscales, derlved by content analysls

of ltem wordlng.

ORGAUTH Acceptance of Orgnalsatlon's Authorlty

BREADTH- Breadth of Interests

DISRESP: Concern wlth Appearlng Respectable

ISOLATE- Soclal Isolatlon (vs. gregarlousness)

The scorlng for these runs from -1 to +1, 0 lndlcates a neutral pOlnt

The mean1ng

-3-

(show1ng ne1ther the qual1ty ment10ned nor 1tS Oppos1te).

THE VALUE LABELS

(l) For those 1terns Wh1Ch correspond to L1ckert or S. D. type scales, the

values are the numer1cal values for the scale concerned.

of these lS glven on the quest1onna1re form.

(2) For Ques. I, Sec A, except quest10ns 16, 19 and 20 (coded as 1tems 27

and 30 - 32) ,and for Ques. 2, Sec A QuestlOn 2, the value labels and

the1r mean1ngs are aga1n glven on the quest1onna1re form, bes1de the

box concerned.

(3) The sconng for Ques. I, Sec A QuestlOn 16 (ltem 27) uses the same

value labels as quest10n 14 (ltem 25), appl1ed to the ]obs/profess1ons

11sted by use of the Reg1strar-General's tables.

(4) The scor1ng for Ques. I, Sec A, quest10n 19 (ltems 30 & 31)corresponds

to the actual number of complete years glven, except that 10 or above

lS coded as 9.

(5) The scor1ng for Ques. I, Sec A, quest10n 20 (ltem 32), lS as follows'

Value

1

2

3

4

5

6

7

8

9

Label

CSE or C1ty & GU1lds (Craft)

GCE '0' Level

ONC or C1ty & GU1lds(Techn1c1an)/D1p 1n Sec.Stud1es

GCE 'A' Level

HNC or C1ty & GU1lds(Full Tech)IPM or IMSCertLOcaUB

HND, 'Undergraduate' Profess1onal qual1f1cat1on,Dlp.H.E •

BA, B Sc etc/Ed1nburgh or Oxbr1dge MA

Post-Graduate Profess1onal Qual1f1cat1on/DMS

H1gher Degree

(6) The scoTlng for Ques. 2, Sect10n E, lS as follows

Value Labels

Quest10ns 1 - 8 Sex Employ'l'

1 YES MALE YOURSELF

2 NO FEMALE A COMPANY

(7) On the open1ng student case 1dent1f1er sequences, the value labels for

'case' and 'lnst1tut1on' are not glven, as expla1ned above. That for

'Year of Course' corresponds to the actual year of the course (F1rst,

Second, Th1rd etc). The value labels for 'Course' are as glven below

Value Label Value--- Label

DMS General

MBA

IPM

IIM Certlhcate

IIM Dlploma

71 P/Grad DlP Edul.Technology

72 MA Hlstory of Ideas

73 MA Dvpt. of SClence & Tech.

81 RSA TEFL

82 Dlp. In Maths Educ.

83 Cert. In School Llbrary Studles

84 Cert. In Health Educ.

85 Post Q. Famlly Therapy

86 In-Servlce B Ed

87 B Sc Health Studles

88 BA Applled Computlng

64 Dlploma In Admlnlstratlon

65 Cert. In Quallty Assce.

66 Dlploma In Marketlng

67 Dlploma In Accountlng

68 STAB

69 Actlon Learnlng SetsPubllc Admln.

Constructlon

Lelsure Mgnt.

Educatlon

Industrlal Prodn.

""

"

""

M Sc Management

M Eng.

CMS

S~BEC HNC Management

21

22

11

12

13

14

15

16

01

02

03

31

41

42

51

52

53

61

62

63

IMS Certlhcate

IMS Dlploma

Inst. of Health Servlce Admln.

DlP In Human Res. Mgmt.

Dlp.ln Personnel Mgmt.

Dlp.ln Industrlal Admln.

91 Dlp. Bldg.Surveyors IAAS

92 HTC Surveylng

93 Unlv.of London Dlp.ln Nurslng

94 HNC Med. Lab. SClence

95 HTC Clvll Englneerlng .q& S<01SEoc. M1\1<:' feUd. '5""'~ IU

(8) On the Staff Questlonnalre, the value labels for ltems 3 to 9 (questlon 2

on the form) are:

o - Do Not Teach 1-Part-Tlme 2-Full-Tlme 3-Both Modes