WorldCat Identities

University of California, Berkeley Center for Research and Development in Higher Education

Works: 120 works in 239 publications in 1 language and 7,691 library holdings
Genres: Conference papers and proceedings  Periodicals 
Classifications: LB2331, 378.10560973
Publication Timeline
Most widely held works about University of California, Berkeley
Most widely held works by University of California, Berkeley
Beyond the open door by K. Patricia Cross( Book )

5 editions published between 1926 and 1976 in English and held by 942 WorldCat member libraries worldwide

The creative college student: an unmet challenge by Paul Heist( Book )

6 editions published between 1968 and 1985 in English and held by 760 WorldCat member libraries worldwide

Eight authors focus on creativity and creative college age youth, topics include the creative student in liberal arts and sciences, the artistically talented and the educational establishment, and the creative student and academic standards. Directions toward solution are reviewed; considerations in the assessment of creativity are appended. A selected bibliography cites 150 items, 27 of them annotated. (Jd)
Conformity: standards and change in higher education by Warren Bryan Martin( Book )

4 editions published between 1969 and 1984 in English and held by 699 WorldCat member libraries worldwide

Challenges to graduate schools by Ann M Heiss( Book )

4 editions published in 1970 in English and held by 468 WorldCat member libraries worldwide

The minority student on the campus; expectations and possibilities by Robert A Altman( Book )

5 editions published between 1970 and 1973 in English and held by 458 WorldCat member libraries worldwide

In this book the Western Interstate Commission for Higher Education (wiche) and the Center for Research and Development of Higher Education, University of California, Berkeley, present the papers of the Twelfth Annual College and University Self-Study Institute. The purpose of institutes such as this has been to provide a forum for researchers and practitioners in higher education to discuss the major issues confronting colleges and universities and cooperatively to seek solutions to problems currently challenging the academic community. The topic for this institute was "The Minority Student on Campus: Expectations and Possibilities." The 20 papers presented were divided into the following 7 major groups: (1) Introduction, (2) Minority Students and the Campus Environment: Research Perspectives, (3) Minority Students and the Campus Environment: Student Perspectives, (4) Minority Students on Campus: Questions of Power and Priorities, (5) Non-Curricular Programs for Minorities, (6) Curricular Programs for Minority Students, and (7) Pluralism and Peace on Campus. (Ej)
Colleges & universities as agents of social change by W. John Minter( Book )

3 editions published in 1968 in English and held by 386 WorldCat member libraries worldwide

Papers of the Tenth Annual College Self-Study Institute, held in 1968, are presented. They include: "Colleges and Universities as Agents of Social Change: An Introduction," by T.R. McConnell; "Agent of Whom?" By Harris L. Wofford, Jr.; "The University as an Instrument of Social Action," by Roger W. Heyns; "The Tightening Tension: The University's External Relations," by Eldon L. Johnson; "Colleges and Universities as Agents of Social Change: Goals and Conflicts," by Algo D. Henderson; and "The University as an Economic and Social Unit," by Kenneth E. Boulding. A 108-item annotated bibliography is also included. (Lbh)
The individual and the system; personalizing higher education by Institute on College Self-Study( Book )

4 editions published in 1967 in English and held by 323 WorldCat member libraries worldwide

Value change and power conflict in higher education by W. John Minter( Book )

4 editions published in 1969 in English and held by 280 WorldCat member libraries worldwide

These papers deal with the relationship between basic changes in values taking place in society and campus power conflicts. Specifically, the papers address the following questions. What are the traditional and emerging value patterns which appear to be at the root of the power conflicts? What are the public's interests in these competing value patterns and power conflicts? What are the interests of faculty, students, minority group members, and administrators? What are the implications for the roles of these groups on academic governance? How can college administrators deal effectively with the competing aspirations and values of the various campus and public groups? Contributors are: John D. Millet, Henry David Aiken, Richard L. Rosenberg, T.R. McConnell, Susan S. Lloyd-Jones, Virgil Roberts, and Rosemary Park. (Af)
An evaluative look at nontraditional postsecondary education by Berkeley University of California( Book )

3 editions published in 1979 in English and held by 272 WorldCat member libraries worldwide

Three papers focusing on various aspects of nontraditional postsecondary education, are presented in this volume. The first paper by Cross and Zusman explores the issue of nontraditional population needs and associated program responses. The second paper, by Bowen, Edelstein, and Medsker, focuses on the kinds of information that decisionmakers in nontraditional postsecondary education need and use. Finally, the third paper, by Ruyle and Watkins, explores specific kinds of data that might be obtained and the instrumentation to obtain them in an actual field evaluation of nontraditional postsecondary education. The appendixes to the papers provide descriptions of studies focusing on characteristics and needs of adult learners. (Jh)
Campus and capitol; higher education and the state by W. John Minter( Book )

3 editions published in 1966 in English and held by 250 WorldCat member libraries worldwide

Seven papers and an extensive annotated bibliography deal with the relationship of State and Federal government to higher education. The authors and titles of the papers are (1) Samuel B. Gould, "The University and State Government: Fears and Realities," (2) Daniel G. Aldrich, Jr., "Maintaining Institutional Identity and Autonomy in Coordinated Systems," (3) Lyman A. Glenny, "Politics and Current Patterns in Coordinating Higher Education," (4) John F. Morse, "The Federal Government and Higher Education: Old Answers Breed New Questions," (5) Charles S. Benson, "The Effects of Federal Support on Allocation of Campus Resources," (6) Fred Harvey Harrington, "The Compact for Education," and (7) T.R. McConnell, "The University and the State--A Comparative Study." (Hw)
The junior college student, a research description by K. Patricia Cross( Book )

2 editions published in 1968 in English and held by 209 WorldCat member libraries worldwide

A review of research on characteristics of junior college students permits certain generalizations. Since present tests show that they score lower academically than 4-year college students (although individuals may do equally well), their special abilities and aptitudes need further study. Though they tend to come from families of low socioeconomic status, the extent of this influence is uncertain. How much is due to the parents' social-cultural values and how much to economic factors should be explored. Cost affects college attendance, alone and in combination with such factors as accessibility, motivation, source of funds, family attitudes, etc. More statistical correlations of these factors are needed. Junior college students are attracted more by the practical (low cost, proximity, job training) than by the intellectual and, as a result, have lower educational and vocational aspirations. Thus it appears that more data are needed on their knowledge of available pursuits and on what influences their decisions. It has been shown that they prefer applied curricula, are less flexible in thought and attitude, and have low self-esteem. Much more study therefore is needed on their values, self-images, and human relations. Lacking confidence in their academic ability, they frequently criticize their high school courses, perhaps because their particular nonacademic abilities are overlooked in traditional testing. Much more research must be done, especially on the adequacy of these tests for their unique qualities. (Hh)
Inventory of current research on higher education, 1968 by Dale M Heckman( Book )

4 editions published between 1968 and 1974 in English and held by 200 WorldCat member libraries worldwide

The public challenge and the campus response; [proceedings] by 13Th, University of California, 1971 College and University Self-Study Institute( Book )

3 editions published in 1971 in English and held by 179 WorldCat member libraries worldwide

Evaluating university teaching by Milton Hildebrand( Book )

5 editions published in 1971 in English and Undetermined and held by 178 WorldCat member libraries worldwide

This study defines and describes effective teaching so that instructors can be helped to improve and so that graduate students can be better prepared for the teaching function of academic life. The means devised to accomplish this is a series of evaluations in the form of questionnaires that involved more than 1,600 students and faculty over the 3-year study period. The report contains chapters concerning the development of the teacher description scales, the ratings of teachers related to characteristics of courses and students, and the results of the evaluations. A final chapter deals with finding a more valid, reliable, and effective means of incorporating the evaluation of teaching into advancement procedures. (Hs)
Outputs of higher education: their identification, measurement, and evaluation. Papers from a seminar held at Washington, D.C., May 3-5, 1970 by Western Interstate Commission for Higher Education( Book )

4 editions published in 1970 in English and held by 173 WorldCat member libraries worldwide

The purpose of the seminar was to find some answers to, and a deeper understanding of the following questions. (1) What is the purpose or are the purposes of higher education? (2) What are the benefits of higher education to the individual and to society? (3) Can the outputs of higher education be named and measured? (4) Where is higher education going, where do we want it to go, and where does it need to go? Several issues were identified: (1) the summons to accountability by students, society, and the legislature; (2) flagging financial support; and (3) higher education's earlier overreaction to short-term needs. The papers in this publication deal generally with the problem of output. Papers by F.E. Balderston and John Vaizey survey the problem. The conceptual analysis of output is dealt with by David G. Brown, C. West Churchman, Alain C. Enthoven, and Kenneth S. Tollett. Some approaches to measurement of output are suggested by Alexander W. Astin, John E. Brandt, Robbin R. Hough, and John P. Miller. A bibliography and a list of participants are included. (Af)
SCOPE, grade eleven profile 1968 questionnaire selected items; a descriptive report from the Center for Research and Development in Higher Education by Berkeley University of California( Book )

7 editions published between 1968 and 1969 in English and held by 144 WorldCat member libraries worldwide

The primary research emphasis of School to College: Opportunities for Post Secondary Education (scope) is to analyze and report the interrelationships of yearly data in such ways as to help answer questions about why different students behave and believe as they do, and how these actions and attitudes influence the decision-making process. For this study, eleventh grade students from four states completed a questionnaire. Several new areas of student life were investigated in this report. Among these are guidance contacts with counselors and teachers about work, and information about counselors and teachers. Students also used a series of 20 role behaviors to describe themselves in three different situations: (1) at home, (2) at school, and (3) with friends. For each item response in this grade 11 report, it is possible to observe similarities and differences between the sexes, across aspiration groups, and among the four states. One noted conclusion was that grades as an incentive to learning are more attractive to girls than to boys. Complete data tables are presented according to student response to the questionnaire. (Author/KJ)
Urban multi-unit community colleges: adaptation for the '70s by Ernest G Palola( Book )

2 editions published in 1972 in English and held by 137 WorldCat member libraries worldwide

This study examines the relationship between the organizational structure of multi-unit community college districts and the performance of urban campuses in serving disadvantaged students. Emphasis is on the expanding functions and changing structure of urban community colleges, the relationship between district office and district colleges, and problems and constraints involved in programing for "new" community college students. Several comprehensive exemplary special programs are discussed in a special chapter. Four key problems found were: (1) the great concern about the possibilities of urban campuses "going black"; (2) the lack of awareness shown by faculty regarding the daily problems and circumstances of life in the ghetto; (3) budgeting models which are not particularly relevant to urban educational programs; and (4) conflict which arises over such matters as basic assumptions and directions, staff recruitment and promotions, assignments, authority relations, and office location. Recommendations were: (1) district offices will be most effective if they act as a coordinating body rather than a governing one; (2) inner-city campuses will be more successful if they have a clearly delimited definition of institutional mission and role and carefully preplanned programs; (3) faculty, to be effective, must be sensitive, knowledgeable and adaptable; (4) community support is needed; and (5) additional sources of money are vitally important. (Author/RN)
Planning for self-renewal; a new approach to planned organizational change by Ernest G Palola( Book )

2 editions published in 1971 in English and held by 106 WorldCat member libraries worldwide

This monograph presents the findings of a study of planning and change at 80 colleges and universities, private and public, located in four separate states--California, Florida, Illinois and New York. In Chapter I, different substantive crises now facing higher education are presented and discussed. The next chapter (ii), analyzes planning styles as they relate to the crises in higher education. The majority of institutional planning speaks to problems of growth and efficiency of management, but little time is spent in planning on the more substantive problems in direction, structure, and programs. Chapter iii concerns the mapping of conditions or correlates of different styles of planning. In essence, the chapter points up why some institutions, for example, small, homogeneous, liberal arts colleges, are better able to deal with educational matters in their planning. Chapter iv presents six brief institutional vignettes of different styles of planning. The objective of Chapter v is to "reach beyond planning," I.E., to determine what steps and conditions are needed for plans to become a reality. A fundamental problem in education is that far too often planning activities result in "a plan" but little implementation of plans. Finally, the last chapter draws together the various impressions and insights gained via the study in order to suggest how institutions can better prepare themselves for continuous self-renewal. (Cu)
Institutions in transition; a study of change in higher education by Harold L Hodgkinson( Book )

5 editions published between 1970 and 1971 in English and held by 90 WorldCat member libraries worldwide

This report presents the result of a comprehensive study of changes that have occurred in higher education over the last two decades. Part 1 presents a longitudinal analysis based on data in the us Office of Education directories. The data deal with: (1) type of institutional control; (2) level of degree offered; (3) type of program offered; (4) sexual composition of student body; (5) student enrollment; and (6) institutions added, dropped, or merged. Part 2 discusses the questionnaire to which 1230 institutions responded, its methodology, and the representativeness of the sample. The questionnaire was designed to answer the major question: to what degree do variables such as the above plus size of institution, institutional purpose, and geographic location, seem to be related to specific changes an institution has undergone? Samplewide trends in changes are discussed in terms of the student body, faculty, and administration, and changes are analyzed in terms of each variable. The report also presents a summary of changes by type of institution, and the results of the questionnaire sent to the institutional presidents in which they listed the most significant events that had taken place in their institutions' recent history. A summary of the academic preparation and mobility patterns of the presidents is included. The report concludes with a special analysis of student protest. (Af)
Boards of trustees: their decision patterns; report on research by James Gilbert Paltridge( Book )

3 editions published between 1973 and 1978 in English and held by 89 WorldCat member libraries worldwide

This document surveys the matters to which boards of trustees address themselves and analyzes the degree and detail of attention devoted to various types of decisions in a broad array of subject classifications. The research concentrated on the boards of four-year institutions of public (state)higher education. It employed a nonreactive data-gathering technique, the key operational step of which was the coding of more than 7,000 individual trustee board actions from content analyses of the official board recrods of over 100 meetings by 20 trustee boards. Results encompassed characteristics of trustee boards and the institutions they govern; the volume and range of matters considered by boards; policy decisions, operating decisions, and delegated decisions; and board decision patterns. Appendices included descriptive characteristics of the sample trustee boards and the institutions or systems they govern and coding protocol for subject areas and general subclassifications of trustee actions. A 21-item bibliography is included. (Mjm)
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Alternative Names

controlled identityUniversity of California, Berkeley. Center for Higher Education

California Center for Research and Development in Higher Education

California. University. Center for Research and Development in Higher Education

Center for Research and Development in Higher Education (Berkeley, Calif.)


University of California Berkeley, Calif Center for Research and Development in Higher Education

University of California, Berkeley Center for research and development in higher education

English (82)