%0 Thesis %1 phalunas_relationship_1991 %A Phalunas, Julia Winnings %C Morgantown, WV %D 1991 %K ADMINISTRATION, EDUCATION, FINANCE Higher, %T The relationship between Carnegie classifications of public institutions of higher education and their economic development activities %X The purpose of this study was to determine the type and/or extent of the relationship between an institution's Carnegie classification and its economic development activities in United States institutions of higher education. Research questions dealing with frequency and priority for performance of selected economic development activities were pursued. Ten selected economic development activities served as the study's dependent variables. Higher education institution classifications of the Carnegie Foundation for the Advancement of Teaching served as independent variables. Usable data were collected from 102 public and fifty private United States institutions of higher education. Statistical treatment was performed on public data involving frequency counts and measures of central tendency and variability. The latter included Chi Square and Fisher's Exact Probability tests for priority data. Although private institution data were insufficient for statistical analysis, raw data were included in the Appendix. Data analysis showed that the ten selected economic development activities were performed by institutions representing all five public classifications of higher education. Human resource development was the most frequently performed activity, followed by business seminars. Vocational and agricultural job training was performed least, followed by international marketing. Frequency differences were found between public classifications. Statistically significant priority differences were found for applied problem-solving scientific research, basic scientific research, vocational and agricultural job training, and technology transfer. These differences involved four of the five public institution classifications. These findings represent an addition to the literature in that they provided empirical evidence that all five public classifications of institutions of higher education were represented by participation in the same full range of economic development activities and that significant priority differences by classification existed for selected activity performance. Ancillary data also were collected related to organization of economic development programs, external arrangements for activity performance, sources of financial support, program focus, and most effective economic development activities.

@phdthesis{phalunas_relationship_1991, abstract = {The purpose of this study was to determine the type and/or extent of the relationship between an institution's Carnegie classification and its economic development activities in United States institutions of higher education. Research questions dealing with frequency and priority for performance of selected economic development activities were pursued. Ten selected economic development activities served as the study's dependent variables. Higher education institution classifications of the Carnegie Foundation for the Advancement of Teaching served as independent variables. Usable data were collected from 102 public and fifty private United States institutions of higher education. Statistical treatment was performed on public data involving frequency counts and measures of central tendency and variability. The latter included Chi Square and Fisher's Exact Probability tests for priority data. Although private institution data were insufficient for statistical analysis, raw data were included in the Appendix. Data analysis showed that the ten selected economic development activities were performed by institutions representing all five public classifications of higher education. Human resource development was the most frequently performed activity, followed by business seminars. Vocational and agricultural job training was performed least, followed by international marketing. Frequency differences were found between public classifications. Statistically significant priority differences were found for applied problem-solving scientific research, basic scientific research, vocational and agricultural job training, and technology transfer. These differences involved four of the five public institution classifications. These findings represent an addition to the literature in that they provided empirical evidence that all five public classifications of institutions of higher education were represented by participation in the same full range of economic development activities and that significant priority differences by classification existed for selected activity performance. Ancillary data also were collected related to organization of economic development programs, external arrangements for activity performance, sources of financial support, program focus, and most effective economic development activities.}, added-at = {2018-06-19T15:20:34.000+0200}, address = {Morgantown, WV}, author = {Phalunas, Julia Winnings}, biburl = {https://www.bibsonomy.org/bibtex/27f585410bdbb4f2ec58fa8382faa4a42/prophe}, interhash = {53e07cc0dcc7303fbd5525a50f2f8411}, intrahash = {7f585410bdbb4f2ec58fa8382faa4a42}, keywords = {ADMINISTRATION, EDUCATION, FINANCE Higher,}, school = {West Virginia University}, shorttitle = {The relationship between {Carnegie} classifications of public institutions of higher education and their economic development activities}, timestamp = {2018-06-19T15:20:34.000+0200}, title = {The relationship between {Carnegie} classifications of public institutions of higher education and their economic development activities}, type = {{PhD} {Thesis}}, year = 1991 }