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Counseling Students' Decision Making Regarding Teaching Effectiveness: A Conjoint Analysis
Author(s) -
Pietrzak Dale,
Duncan Kelly,
Korcuska James S.
Publication year - 2008
Publication title -
counselor education and supervision
Language(s) - English
Resource type - Journals
SCImago Journal Rank - 0.608
H-Index - 40
eISSN - 1556-6978
pISSN - 0011-0035
DOI - 10.1002/j.1556-6978.2008.tb00067.x
Subject(s) - warrant , conjoint analysis , psychology , workload , graduate students , medical education , higher education , applied psychology , pedagogy , preference , computer science , medicine , financial economics , political science , law , economics , microeconomics , operating system
The authors examined the relative importance of 4 attributes of decision making for student evaluation of teaching effectiveness: perceived knowledge base of the professor, professor's delivery style, course organization, and course workload. Participants were 234 counseling graduate students from 6 midwestern universities in the United States. Data were analyzed with classic conjoint analysis using an additive model with full‐profile method. Results indicated that decisions about teaching effectiveness are complex and based on multiple attributes. There was sufficient variability in the decision‐making process to warrant caution in overgeneralizing results. Implications for faculty development and faculty hiring are considered.