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dc.contributor.authorMulvaney, John Philip
dc.date.accessioned2005-04-01T00:00:01Z
dc.date.available2010-06-18T23:41:53Z
dc.date.issued1992-01en_US
dc.date.submitted2005-04-01en_US
dc.identifier.citationThe Characteristics Associated with Perceived Quality in Schools of Library and Information Science 1992-01, 62(1):1-27 Library Quarterlyen_US
dc.identifier.urihttp://hdl.handle.net/10150/106165
dc.description.abstractThe purpose of the present study is to determine, by building a model that predicts a judgment of perceived quality, what the profession means by "perceived quality of schools of library and information science." The study examines quantifiable characteristics of two groups of library schools: those ranked in both of Herbert S. White's perception studies and those not ranked in both. Multiple regression and discriminant analysis were used to build a model that showed clear differences between the two groups of schools. On the basis of several variables that define aspects of a program's size, finances, age, leadership, and rigor, the analysis showed that ranked and unranked schools form two mutually exclusive groups whose membership can be predicted with better than 98 percent accuracy. It also showed the perceived quality of a school's master's degree (M.L.S.) program is associated with the following variables, listed in decreasing order of importance: the half-life of the school's doctoral graduates, its budget and outside income, its age, its faculty's productivity, and the number of its students.
dc.format.mimetypeapplication/pdfen_US
dc.language.isoenen_US
dc.subjectLibrary and Information Science Educationen_US
dc.subject.otherLibrary education communityen_US
dc.subject.otherAccreditationen_US
dc.subject.otherEducation evaluationen_US
dc.subject.otherDiscriminant analysisen_US
dc.titleThe Characteristics Associated with Perceived Quality in Schools of Library and Information Scienceen_US
dc.typeJournal Article (Paginated)en_US
dc.identifier.journalLibrary Quarterlyen_US
refterms.dateFOA2018-06-27T09:34:49Z
html.description.abstractThe purpose of the present study is to determine, by building a model that predicts a judgment of perceived quality, what the profession means by "perceived quality of schools of library and information science." The study examines quantifiable characteristics of two groups of library schools: those ranked in both of Herbert S. White's perception studies and those not ranked in both. Multiple regression and discriminant analysis were used to build a model that showed clear differences between the two groups of schools. On the basis of several variables that define aspects of a program's size, finances, age, leadership, and rigor, the analysis showed that ranked and unranked schools form two mutually exclusive groups whose membership can be predicted with better than 98 percent accuracy. It also showed the perceived quality of a school's master's degree (M.L.S.) program is associated with the following variables, listed in decreasing order of importance: the half-life of the school's doctoral graduates, its budget and outside income, its age, its faculty's productivity, and the number of its students.


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