Search

Most institutions like to have at their disposal a list of schools comparable to their own for a variety of purposes. The criteria that can be used for determining such a list are, however, numerous and it would appear to be impractical to expect one list based on certain criteria to be useful for all purposes. The Institutional Data Card was designed to enable the Office of Institutional Studies at the University of Massachusetts to have at hand accurate and up-to-date information on a sample of institutions. These data will not only be used to determine lists of institutions comparable to the University in terms of various criteria, but will also be used in planning future studies and surveys. This paper focuses on the coding and operation of the card itself. A previous paper described the rationale behind the system, and a third paper will evaluate the actual operation of the system once it has been implemented. (Author/HS)

In Spring 1968, the College of Arts and Sciences of the University of Massachusetts requested the office of Institutional Studies to survey its entire graduating class in order to elicit opinions concerning the College's undergraduate academic program. Questionnaires were returned by 582 students, approximately 49% of the class. Respondents recorded their feelings about the general value of specific requirements and the worth of continuing certain courses. They also suggested changes for making the educational experience more meaningful. It was found that most students had selected their major field before entering their sophomore year; believed the total number of credit hours required outside their major was too high and the maximum number of credits in their major was too low; felt that several core requirements had contributed little to their understanding of the subject; believed subjects in the social sciences had contributed most to their understanding of a particular area; and expressed a desire to change 7 out of 8 of the core requirements. Further analysis showed the influence of grade point average and major on response and the relationship between the respondent's perception of a requirement's contribution to his understanding of an area and his recommendations that the course be retained, increased or reduced in scope. (JS)

Selected budget formulas currently in use for university operations are described as a background for examining a budgetary model that would provide for the integration of separate formulas. Data on the formulas were collected from states with system-wide coordinating boards that are responsible for budgetary reviews. The most common formula relates faculty positions in some way to the number of students, but some do not recommend the appropriate numbers of necessary support personnel. Most salary requests are related to the regional or national academic market, but 1 board in a state with a high per capita income recommends "target salaries" that are based upon the midpoint between "A" and "AA" on the AAUP compensation scales plus fringe benefits at 8% of salary. Libraries are being justified by boards that have adopted the Clapp-Jordan formula guidelines, which include faculty size, number of students, and the numbers and nature of fields of study at various levels of instruction. Formulas for maintenance are related to gross square or gross cubic footage. It is felt that unconnected formulas could be integrated through or replaced by a model that would simulate the total instructional program. This model would identify the allocation of resources as a total package rather than as separate units, and may be more appropriate for techniques of program budgeting than are formulas. (WM)

Results are summarized from data gathered from sample institutions of higher education, concerning the policies on alcoholic beverages served in student unions, as well as sleeping, dining and parking facilities. (FS)

THE EFFICIENCY OF ADMINISTERING OFF-CAMPUS HOUSING AND UNIVERSITY-OWNED APARTMENTS WAS GREATLY INCREASED WITH THE USE OF KEYSORT. THE KEYSORT PRINCIPLE IS DESCRIBED, AND THE PROCEDURES INVOLVED IN RENTAL LISTINGS AND APARTMENT APPLICATIONS ARE DETAILED. KEYSORT HAS THE FOLLOWING ADVANTAGES--(1) IT PROVIDES THE RIGHT INFORMATION TO THE RIGHT CLIENTS IN A MATTER OF SECONDS, (2) IT REQUIRES ONLY A SMALL STAFF TO SERVE A LARGER NUMBER OF CLIENTS, (3) IT FULFILLS THE SAME FUNCTION AS MORE COMPLEX DATA PROCESSING EQUIPMENT AT A MODEST INITIAL COST, (4) IT ELIMINATES ROUTINE ADMINISTRATIVE WORK, (5) IT PROVIDES A PERMANENT RECORD OF EVENTS AND SUBSEQUENT ACTIONS, AND (6) IT ALLOWS STATISTICAL DATA TO BE EASILY OBTAINED AND USED. (HM)

FROM INFORMATION OBTAINED BY QUESTIONNAIRES FROM 20 OF 25 PROVOSTS OR ACADEMIC VICE-PRESIDENTS, THIS SURVEY REPORT OUTLINES MAIN FEATURES OF THE PASS-FAIL OPTION AS OFFERED AT NINE COLLEGES OR UNIVERSITIES AND THE EXTENT TO WHICH SUCH AN OPTION IS BEING CONSIDERED BY OTHER SCHOOLS. WHILE CONSIDERABLE VARIATION IN SPECIFIC PASS-FAIL PROGRAMS IS REPORTED, GENERAL PRACTICES INCLUDE--(1) FRESHMEN ARE NOT ALLOWED THE OPTION, (2) STUDENTS ARE ALLOWED ONE PASS-FAIL COURSE A TERM, WITH A LIMIT TO NUMBER OF CREDITS ALLOWED AND NO SUCH CREDITS TO BE EARNED IN A STUDENT'S MAJOR FIELD, (3) INDIVIDUAL SCHOOLS OR DEPARTMENTS DECIDE WHICH COURSES ARE PASS-FAIL, AND (4) THE GPA IS AFFECTED BY FAIL, BUT NOT BY PASS. APPENDICES INCLUDE A SUMMARY OF RESPONSES AND AN OUTLINE OF THE PASS-FAIL GRADING SYSTEM AT THE CALIFORNIA INSTITUTE OF TECHNOLOGY. (JK)