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FACULTY USE OF EVALUATIVE INFORMATION IN DECISION MAKING: THE INFLUENCE OF LOCUS OF CONTROL AND TIME (HIGHER EDUCATION)
Abstract
Evaluators and decision makers have been critical of the lack of use of evaluative information. That criticism extends to college faculty and their use of information provided from student ratings of their teaching performance. The purpose of this research was to test predictions from the conflict model of decision making (Janis & Mann, 1977) regarding the use of information by college faculty. Forty-four faculty of a small, state-supported college in the midwest volunteered to participate in the study described to them as a validation study of a mandated evaluation instrument. A 2 x 2 analysis of variance design (Factor 1 was Locus of Control: Internal or External; Factor 2 was Time: Long or Short) was used to determine if differences existed in the types of information desired or in the conceptual or instrumental use of information. The relationship between the conceptual use of information and the quality of that information (reliability, relevance, and supportiveness) was also assessed for each of the four groups. Two a priori hypotheses related to additional information desired by the faculty groups were supported: (a) internals in the long-time condition (vigilant decision makers) were significantly less interested in irrelevant information than they were interested in information that was either supportive, challenging, or directed toward shifting responsibility, and (b) externals in the short-time condition (defensive avoidance through bolstering) were significantly more interested in supportive information than information directed toward shifting responsibility or information that was irrelevant. No significant differences were found among the four faculty groups in their conceptual or instrumental use of information. Significant positive relationships between conceptual use of information and its relevance, reliability, and supportiveness were found for all the groups. Although not all the expected differences were found, the research presents some evidence that the results of evaluations are used by college faculty in making decisions to modify or maintain instructional practices.
Subject Area
Educational psychology
Recommended Citation
CONWAY, KATHLEEN LYNCH, "FACULTY USE OF EVALUATIVE INFORMATION IN DECISION MAKING: THE INFLUENCE OF LOCUS OF CONTROL AND TIME (HIGHER EDUCATION)" (1986). ETD collection for University of Nebraska-Lincoln. AAI8614447.
https://digitalcommons.unl.edu/dissertations/AAI8614447