Carl A. Lindsay

Professional Obsolescence: Implications for Continuing Professional Education.

This paper describes and illustrates the utility of the Content- Based Group-Assessment Model for developing programs of con tinuing professional education. The model provides a generalized and systematic procedure for assessing the educational needs of a defined group of practitioners and for translating the identified needs into knowledge areas which can form the basis for develop ing continuing education programs. A recent study of physical educators is used to demonstrate the potential utility of the model in developing curricular programs for that group of professionals.

Machiavellian Attitudes: Some Measurement and Behavioral Considerations

Two studies were conducted, one to evaluate the role of test-taking strategies on the scores of Christies scale for Machiavellian attitudes (Mach V), and the other to examine the joint relationship of college academic achievement to scholastic ability, birth order and Machiavellianism. The first study indicated that subjects can manipulate their responses to the Mach V scale in specified directions given a specific test strategy. Academic achievement was found to be an additive function of scholastic ability and Machiavellianism, whereas the hypothesized moderator effect of ability on the relationship between Machiavellianism and achievement (i.e., brighter students are better able to implement Machiavellian strategies in the achievement of higher grades) was not supported. Results were discussed in terms of the conceptualization and measurement of Machiavellianism as a multidimensional vari

Comparative Validities of the Strong Vocational Interest Blank Academic Achievement Scale and the College Student Questionnaire Motivation for Grades Scale

a recent interest in the predictive validity of two scales of academic motivation: the Strong Vocational Interest Blank (SVIB) Academic Achievement Scale (AACH) (Campbell, 1966; Campbell and Johansson, 1966), and the College Student Questionnaire (CSQ-1) Motivation for Grades (MG) Scale (Myers, 1965; Peterson, 1965; Furst, 1966). Both scales stem from different approaches toward the measurement of academic motivation, but each being strongly empirically oriented is moderately correlated with achievement. No studies to date have examined the comparative validities of these two scales. Therefore, the present study was undertaken to (a) compare the simple and incremental validities for college freshmen, and (b) form some tentative hypotheses about the differential validities of the two academic motivation scales. A discussion of the content, rationale, and statistical properties of the two scales of interest may be found in Lindsay and Althouse (1968). Method-Subjects. The SVIB was administered to all incoming Pennsylvania State University freshmen during the summer of 1966

MODIFYING FACULTY ROLES TO INSTITUTIONALIZE CONTINUING PROFESSIONAL EDUCATION

New functions in the university often begin as satellites, marginal to the core of the academic disciplines and the faculty. With success they seek to institutionalize those functions sometimes by incorporating them into the faculty role pattern. This study examined the receptivity across a university faculty to the role changes associated with continuing education for established professionals. Working with mid-career practitioners may offer an unusual degree of intellectual stimulus and affinity to faculty members. Respondents evaluated the importance of a set of role behaviors, some traditional, some new. Application of multiple discriminant analysis to these ratings identified agreement on several basic values along with four subcultural groupings based on views of applied knowledge and the degree of relationship to an established profession.