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The organization and administration of ESL programs in selected public and private universities : factors related to program integration and effectiveness
The main purpose of this study was to provide empirical data that would help to clarify the organizational role of university English as a Second Language (ESL) programs and that would provide at least preliminary indications regarding the influence of certain "role" factors, "organizational" factors, and "demographic" factors on the integration and effectiveness of these programs. The primary focus of the investigation was the perceived or Organizational Sent Role of university ESL programs rather than the actual or Received Role of these programs, the latter already having been extensively documented in the literature. Drawing from role set theory, particularly the work by Kahn and colleagues (1964), Sent Role was delineated as that role which is "sent" or defined for an ESL program by the Organizational Role Set--that is, those significant others in the university who in some way depend on or interact with the program. The research population was identified as all U.S. universities which had at least 500 foreign students enrolled during 1981-82, considerable foreign student enrollments in their Engineering and Business/Management programs, and an intensive ESL program. From this population a random sample of 40 universities was drawn, and within each university the Organizational Role Set was sampled by selecting five representatives (the dean, a department head, and three faculty) from each college of Engineering and college of Business. Based on an extensive review of related literature and assistance from a jury of experts, two questionnaires were developed: a University Questionnaire to measure the Sent Role and an ESL Questionnaire to indicate the Received Role of ESL programs in the sampled universities. University Questionnaires were mailed to the ten Organizational Role Set representatives and an ESL Questionnaire to the ESL director at each institution. A total of 318 usable questionnaires were received, for an effective individual response rate of 72.1%. At least some responses were received from all 40 universities, but two were dropped from analyses at the university level due to low within-group response rates, leaving an effective institutional response rate of 95%. Descriptive statistics were computed to indicate the distribution, first, of respondents by position and field on single-item measures, and then of institutions on several component and summary index measures of the perceived and received roles and the perceived effectiveness of university ESL program. Zero-order correlation analyses and hierarchical regression analyses were then performed to explore interrelationships among these major constructs and a number of control variables.
Study and teaching (Higher)
Major educational administration
1986 Dissertation J17
Study and teaching (Higher)
Jacobs, Holly L. (1986). The organization and administration of ESL programs in selected public and private universities : factors related to program integration and effectiveness. Texas A&M University. Texas A&M University. Libraries. Available electronically from
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