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Organizational Learning ContractsNew and Traditional Colleges$

Paul S. Goodman

Print publication date: 2011

Print ISBN-13: 9780199738656

Published to Oxford Scholarship Online: May 2011

DOI: 10.1093/acprof:oso/9780199738656.001.0001

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(p.205) Bibliography

(p.205) Bibliography

Source:
Organizational Learning Contracts
Publisher:
Oxford University Press

Chapter 1 References

Belanger, C., Mount, J., & Wilson, M. (2002). Institutional retention and image.” Tertiary Education and Management, 8(3), 217–30.

Braxton, J. M., Vesper, N., & Hossler, D. (1995). Expectations for college and student persistence. Research in Higher Education, 36(5), 595–611.

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Goodman, P.S. (2001). Technology enhanced learning: Opportunities for change. Mahwah, NJ: Lawrence Erlbaum, Inc.

Kraatz, M. S. & Zajac, E. J. (1996). Exploring the limits of the new institutionalism: The causes and consequences of illegitimate organizational change. American Sociological Review, 61, 812–36.

Kuh, G. D., Gonyea, R. M., & Williams, J. M. (2005). What students expect from college and what they get. In T. E. Miller, B. E. Bender, J. H. Shub & Associates (Eds.), Promoting reasonable expectations: Aligning student and institutional views of the college experience. (pp. 34–64). San Francisco: Jossey-Bass.

Levine, J. (2001). The remaking of the American university. Innovative Higher Education, 25(4), 253–67.

Pike, G. R., Kuh, G. D., & Gonyea, R. M. (2003). The relationship between institutional mission and students’ involvement and educational outcomes. Research in Higher Education, 44(2), 241–61.

Rhodes, F. (2004). Reinventing the university. In L. Weber & J. Duderstadt (Eds.), Reinventing the research university (pp. 3–14). London, Paris, Geneva: Economica.

Rousseau, D. M. (1995). Psychological contracts in organizations. Thousand Oaks, CA: Sage Publications.

Sax, L. J., Lindholm, J. A., Astin, A.W., Korn, W.S., & Mahoney, K.M. (2001). The American freshman: National norms for fall 2002. UCLA Higher Education Research Institute (HERI) 37th Annual Report.

Zemsky, R. & Duderstadt, J. (2004). Reinventing the research university: An American perspective. In L. Weber & J. Duderstadt (Eds.), Reinventing the research university (pp. 15–28). London, Paris, Geneva: Economica.

Zhao, H., Wayne, S. J., Glibkowski, B. C., & Bravo, J. (2007). The impact of psychological contract breach on work-related outcomes: A meta-analysis. Personnel Psychology, 60(3), 647–80.

(p.206) Chapter 2 References

Anderson, J. R. (2000). Learning and memory: An integrated approach. New York: Wiley.

Barnett, S. M. & Ceci, S. J. (2002) When and where do we apply what we learn? A taxonomy for far transfer. Psychological Bulletin, 128(4), 612–37.

Gersick, C. J. G. (1988). Time and transition in work teams: Toward a new model of group development. Academy of Management Journal, 31, 9–41.

Gersick, C. J. G. (1989). Marking time: Predictable transitions in task groups. Academy of Management Journal, 32, 274–308.

Jackson, S. E. & Schuler, R. S. (1985). A meta-analysis and conceptual critique of research on role ambiguity and role conflict in work settings. Organizational Behavior and Human Decision Processes, 36(1), 16–78.

Kahn, R. L., Wolfe, D. M., Quinn, R. P., Snoek, J. D. & Rosenthal, R. A. (1964). Organizational stress: Studies in role conflict and ambiguity. New York: John Wiley & Sons.

Rousseau, D. (1995). Psychological contracts in organizations: Understanding written and unwritten agreements. California: SAGE Publications.

Tubre, T. C. & Collins, J. M. (2000). A meta-analysis of the relationships between role ambiguity, role conflict, and job performance. Journal of Management, 26, 155–69.

Chapter 3 References

Best Colleges 2010 [Electronic Version]. U.S. News and World Report, Accessed Mar. 2010.

Braxton, J. M., Vesper, N., & Hossler, D. (1995). Expectations for college and student persistence. Research in Higher Education, 36(5), 595–611.

Kuh, G. D., Gonyea, R. M., & Williams, J. M. (2005). What students expect from college and what they get. In T. E. Miller, B. E. Bender, J. H. Schub & Associates (Eds.), Promoting reasonable expectations: Aligning student and institutional views of the college experience (pp. 34–64). San Francisco: Jossey-Bass.

Light, R. (2001). Making the most of college: Students speak their minds. Cambridge, MA: Harvard University Press.

Miles, M. B. & Huberman, A. M. (1994). Qualitative data analysis: An expanded sourcebook. California: SAGE Publications.

Pike, G. R. & Kuh, G. D. (2005). A typology of student engagement for American colleges and universities. Research in Higher Education, 46, 185–209.

Chapter 4 References

Baker, R. W., McNeil, O. V., & Siryk, B. (1985). Expectation and reality in freshman adjustment to college. Journal of Counseling Psychology, 32, 94–103.

Bandura, A. (1997). Self-efficacy: The exercise of control. USA: W.H. Freeman and Company.

Bean, J. P. (1983). The application of a model of turnover in work organizations to the student attrition process. Review of Higher Education, 6(2), 129–48.

Berger, J. B. & Braxton, J. M. (1998). Revising Tinto’s interactionalist theory of student departure through theory elaboration: Examining the role of organizational attributes in the persistence process. Research in Higher Education, 39(2), 103–119.

Braxton, J. M. & Brier, E. M. (1989). Melding organizational and interactional theories of student attrition: A path analytic study. Review of Higher Education, 13(1), 47–61.

Darlaston-Jones, D., Pike, L., Cohen, L., Young, A., Haunold, S., & Drew, N. (2003). Are they being served? Student expectations of higher education. Issues in Educational Research, 13(1), 13–52.

Desrochers, L. A. (2007). A fragile birth. New Directions for Higher Education: Special issue on the founding of the University of California, Merced, 139, 13–26.

(p.207) Dweck, C. S. & Legett, E. L. (1988). A social-cognitive approach to motivation and personality. A Psychological Review, 95(2), 256–73.

Ehrenberg, R. G. (2005). Method or Madness? Inside the U.S. News & World Report College Rankings. Journal of College Admission, 189, 29–35.

Ewell, P. T. & Jones, D. P. (1993). Actions matter: The case for indirect measures in as-sessing higher education’s progress on the national education goals. Journal of General Education, 42, 123–48.

Feldman, D. C. (1981). The multiple socialization of organization members. The Academy of Management Review, 6(2), 309–318.

Helland, P. A., Stallings, H. J., & Braxton, J. M. (2001–2002). The fulfillment of expectations for college and student departure decisions. Journal of College Student Retention: Research, Theory, and Practice, 3(4), 381–96.

Howard, J. A. (2005). Why should we care about student expectations? In T.E. Miller, B.E. Bender, J.H. Schub and Associates (Eds.), Promoting reasonable expectations: Aligning student and institutional views of the college experience (pp. 10–23). San Francisco: Jossey-Bass.

Kuh, G. D. (1995). The other curriculum: Out-of-class experiences associated with student learning and personal development. The Journal of Higher Education, 66(2), 123–55.

Kuh, G. D. (1999). How are we doing? Tracking the quality of the undergraduate experience, 1960s to the present. The Review of Higher Education, 22, 99–119.

Kuh, G. D. (2001). Assessing what really matters to student learning: Inside the National Survey of Student Engagement. Change, 33, 10–17.

Kuh, G. D. (2005). Student engagement in the first year of college. In L. M. Upcraft, J. N. Gardner, & B.O. Barefoot (Eds.), Challenging and supporting the first year student: A handbook for improving the first year of college (pp. 86–107). San Francisco: Jossey-Bass.

Kuh, G. D., Gonyea, R. M., & Williams, J. M. (2005). What students expect from college and what they get. In T. E. Miller, B. E. Bender, J. H. Schub and Associates (Eds.), Promoting reasonable expectations: Aligning student and institutional views of the college experience (pp. 34–64). San Francisco: Jossey-Bass.

Kuh, G. D., Lyons, J., Miller, T., & Trow, J. (2003). Reasonable expectations: Renewing the educational compact between institutions and students. Washington, DC: NASPA.

Lipsky, S. (2003). College study: The essential ingredients. Upper Saddle River, NJ: Pearson/Prentice Hall.

Longden, B. (2006). An institutional response to changing student expectations and their impact on retention rates. Journal of Higher Education Policy and Management, 28(2), 173–87.

Miller, T., Kuh, G. D., & Paine, D. (2006). Taking student expectations seriously: A guide for campus applications. NASPA–Student Affairs Administrators in Higher Education.

Olsen, D., Kuh, G. D., Schilling, K. M., Schilling, K., Connolly, M., Simmons, A., et al. (1998). Great expectations: What first-year students say they will do and what they actually do. Annual Meeting of the Association for the Study of Higher Education, Miami, FL.

Pike, G. R. & Kuh, G. D. (2005). A typology of student engagement for American colleges and universities. Research in Higher Education, 46, 185–209.

Rousseau, D. M. (1995). Psychological contracts in organizations. Thousand Oaks, CA: Sage Publications.

Stern, G. G. (1966). Myth and reality in the American college. AAUP Bulletin, 52, 408–414.

Tinto, V. (1997). Classrooms as communities: Exploring the educational character of student persistence. Journal of Higher Education, 68(6), 599–623.

Tinto, V. (1987). Leaving College: Rethinking the causes and cures of student attrition. Chicago, IL: University of Chicago Press.

Vroom, V. H. (1964). Work and motivation. New York: John Wiley & Sons.

(p.208) Win, R. & Miller, P. W. (2005). The effects of individual and school factors on university students’ academic performance. Australian Economic Review, 38(1), 1–18.

Yorges, S., Bloom, S. L., DiFonzo, A. J., & Chando, E. M. (2005). Great expectations? Student reactions when courses don’t measure up. Psychology and Education: An Interdisciplinary Journal, 44, 18–29.

Zhao, H., Wayne, S. J., Glibkowski, B. C., & Bravo, J. (2007). The impact of psychological contract breach on work-related outcomes: A meta-analysis. Personnel Psychology, 60(3), 647–80.

Chapter 5 References

Berger, J. B. & Braxton, J. M. (1998). Revising Tinto’s interactionalist theory of student departure through theory elaboration: Examining the role of organizational attributes in the persistence process. Research in Higher Education, 39(2), 103–119.

Flanagan, J. C. (1954). The critical incident technique. Psychological Bulletin, 51, 327–58.

Garcia, T. & Pintrich, P. R. (1994). Regulating motivation and cognition in the classroom: The role of self-schemas and self-regulatory strategies. In D. H. Schuck and B. J. Zimmerman (Eds.), Self-regulation of learning and performance: Issues and educational applications (pp. 127–54). London: Taylor & Francis.

Kuh, G. D. (2001). Assessing what really matters to student learning: Inside the National Survey of Student Engagement. Change, 33, 10–17.

Kuh, G. D., Gonyea, R. M., & Williams, J. M. (2005). What students expect from college and what they get. In T. E. Miller, B. E. Bender, J. H. Schub & Associates (Eds.), Promoting reasonable expectations: Aligning student and institutional views of the college experience (pp. 34–64). San Francisco: Jossey-Bass.

Lambert, A. D., Terenzini, P. T., & Lattuca, L. R. (2007). More than meets the eye: Curricular and programmatic effects on student learning. Research in Higher Education, 48(2), 141–68.

Light, R. (2001). Making the most of college: Students speak their minds. Cambridge, MA: Harvard University Press.

Pascarella, E. T., Edison, M. I., Nora, A. Hagedorn, L. S., & Terenzini, P. T. (1996). Influences on students’ openness to diversity and challenge in the first year of college. Journal of Higher Education, 67(2), 174–95.

Wilson, Jack M. (2001). The development of the studio classroom. In P. S. Goodman (Ed.), Technology-enhanced learning: Opportunities for change (pp. 265–88). Mahwah, NJ: Lawrence Erlbaum Associates.

Chapter 6 References

Allen, N. J. & Meyer, J. P. (1990). The measurement and antecedents of affective, continuance, and normative commitment to organization. Journal of Occupational Psychology, 63, 1–18.

Ancona, D. G., Goodman, P. S., Lawrence, B. S., & Tushman, M. L. (2001). Time: A new research lens. Special Topic Forum on Time and Organizational Research, Academy of Management Review, 26, 645–63.

Best Colleges 2010 [Electronic version]. U.S. News and World Report, 2010. Accessed Mar. 2010.

Best Colleges 2008. U.S. News and World Report, 2008.

Birnbaum, R. (1988). How colleges work: The cybernetics of academic organization and leadership. San Francisco, CA: Jossey-Bass.

Cameron, K. S. (1981). Domains of organizational effectiveness in colleges and universities. Academy of Management Journal, 24, 25–47.

(p.209) Duderstadt, J. (2000). A university for the 21st century. Ann Arbor: University of Michigan Press.

Goodman, P. S. & Pennings, J. (1977). New perspectives on organizational effectiveness. San Francisco: Jossey-Bass.

Goodman, P. S. (1979). Assessing organizational change: The Rushton quality of work experiment. New York: Wiley-Interscience.

Goodman, P. S. (2001). Technology enhanced learning: Opportunities for change. Mahwah, NJ: Lawrence Erlbaum.

Lawler, E. E. & Worley, C. G. (2006). Built to change: How to achieve sustained organizational effectiveness. San Francisco: Jossey-Bass.

Rhodes, F. (2004). Reinventing the university. In L. Weber and J. Duderstadt (Eds.), Reinventing the research university (pp. 3–13). London, Paris, Geneva: Economica.

Schneider, B. & Bowen, D. E. (1995). Winning the service game. Boston: Harvard Business School Press.

Zammuto, R. (1982). Assessing organizational effectiveness: Systems change, adaptation, and strategy. Albany, NY: State University of New York.

Zemsky, R. & Duderstadt, J. (2004). Reinventing the university: An American perspective. In L. Weber and J. Duderstadt (Eds.), Reinventing the research university (pp. 15–28). London, Paris, Geneva: Economica.

Chapter 7 References

Greis, G. P. (2009). From the ground up: The founding and early history of the Franklin W. Olin College of Engineering, a bold experiment in engineering education. Needham, MA: Olin College.

Honan, W. H. (1997, June 6). $200 Million, largest gift ever, endows new engineering college. New York Times.

Miller, R. K. (2000). Invention, 2000. Olin College. n.d. Web. 12 Jan. 2010. [http://www.olin.edu/about_olin/invention2kf.asp].

Somerville, M., Anderson, D., Berbeco, H., Bourne, J., Crisman, J., Dabby, D., et al. (2005). The Olin curriculum: Thinking toward the future. IEEE Transactions on Education, 48(1), 198–205.

Chapter 8 Reference

Ducrot, J., Miller, S., & Goodman, P. (2008). Learning outcomes for a business information systems undergraduate program. Communications of the Association for Information Systems, 23, 95–122.

Chapter 9 Reference

Wilson, J. (2001). The development of the studio classroom. In P. Goodman (Ed.), Technology enhanced learning: Opportunities for change. Mahwah, NJ: Lawrence Erlbaum.

Chapter 10 References

Best Colleges 2008 [electronic version]. U.S. News and World Report. n.d. Web. Jan. 2009.

Duderstadt, J. (2003). The future of the public university in America. Baltimore: The Johns Hopkins University Press.

Emery, F. E. & Trist, E. (1969). Socio-technical systems. In F. E. Emery (Ed.), Systems thinking (pp. 21–32). Harmondsworth, England: Penguin.

(p.210) Goodman, P. S. (1979). Assessing organizational change: The Rushton quality of work experiment. New York: Wiley-Interscience.

Goodman, P. S. (2001). Technology enhanced learning: Opportunities for change. Mahwah, NJ: Lawrence Erlbaum, Inc.

Goodman, P. S. & Griffiths, T. (1991). A process approach to the implementation of new technology. Journal of Engineering and Technology Management, 8, 261–85.

Wilson, J. M. (2001). The development of the studio classroom. In P. S. Goodman (Ed.), Technology enhanced learning: Opportunities for change (pp. 265–88). Mahwah, NJ: Lawrence Erlbaum Associates.