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Educators’ attitudes towards distance education are known to be influenced by many factors. This study incorporated survey data that measured business educators’ attitudes toward distance education at both the baccalaureate and masters levels of instruction. Two simultaneous equations models were developed that described the relationship between the respondents’ attitudes and other factors relevant to their receptivity and support of distance education. Key influential factors were found to be the experience of the respondent and their perception of difficulties with and appropriateness of distance education. Key differences between the models were based on the teaching role and age of the respondent.

A series of longitudinal and cross sectional studies, collected as part of the Seattle Study, were reanalyzed. A longitudinal sequential analysis (N = 232), wherein subjects were measured every seven years for four time periods, was completed on the Primary Mental Abilities test. Cohort differences were at least as strong as age differences; cohorts were generally relatively stable over the measured periods, showing little cognitive decline. A cross-sectional sequential analysis (N = 2813) was completed for the same time periods; decline with age was more evident than with the longitudinal sequential analysis. A cross-sectional analysis for the fourth time period (N = 611) showed the most marked decline of all. Interpretation of outcome was highly dependent on the analysis used.