1. Perceptions concerning the character education of college students
Chris M. Ray
Oklahoma State University
Association for Moral Education: November 5, 2005

2. Problem Statement
There is a common perception of decreasing values in America’s youth (Wynne, 1985). Violent crimes, teen pregnancy, and suicide have all been increasing in recent years.
Additionally, Josephson (1992) and other have reported an increase in children’s self-report of cheating and lying in their personal and public lives.

3. Problem Statement
Recent scandals such as those involving the Enron Corporation and WorldCom indicate that these declines are not limited to children.
While not all of these concerns are strictly moral in nature there is a growing trend toward responding to these and related social problems by the teaching of moral and social values in our educational system.

4. Review of Related Literature
Research suggests that individual perceptions are the best predictors of individual behavior and that educators’ beliefs influence their perceptions, judgments, and practices (Bandura, 1986; Dewey, 1933; Pajares, 1992; Rokeach, 1968).
As such, understanding the nature of beliefs, attitudes, and perceptions is essential to understanding choices, decisions, and effectiveness.

5. Review of Related Literature
Research further indicates that education has a direct relationship to the development of individuals (Colby, Kohlberg, Gibbs & Lieberman, 1983a; Colby, et. al., 1983b; Rest, 1983; Kohlberg, 1969).
According to Colby, et. al. (1983a) and Gould (1978), character development has been determined to continue beyond the college years into the mid 30s.

6. Purpose of Study
Therefore, the purpose of this study was to describe the perceptions of college faculty, staff, and students concerning the ways that higher education influences the character development of college students

7. Research Questions
What are the perceptions of faculty, staff, and students regarding methods and approaches to the character development of college students?
How do current methods and approaches relate to ideal practices?
Are there any demographic differences among the various perceptions?
List of research questions…

8. Method Q-Method Demographic survey Q-Sort procedure 48 statements
Range of -5 to +5
2 conditions of instruction
What are ways that college students currently develop character and human values?
What are ways that college students could develop character and human values?
The completed Q-sort represents the subjective perspective of the participant (Brown, 1993)
Demographic survey
They are unfamiliar with Q-Methodology

9. Instrument Development
Structured factorial design
Dalton’s (1985) “Values Activities Matrix”
4 Approaches
(values transmission; values clarification; moral reasoning; moral action)
3 Methods
(instruction; consultation; administration)
12 combinations, 4 statements each
Refer to next slide for actual matrix and definitions

10. Participants 11 Students 10 Staff 1 Faculty Member 6 Males, 5 Females
1 Male, 0 Females
Describe above…

11. Data Analysis Data was analyzed using PQMethod (Schmolck, 2000).
Principal components factor analysis (PCA)
Varimax rotation
Q-analyzed
Attempted factors, both PCA and Centroid, Varimax and Hand-rotated

12. Results 6 sorts did not define any factor 3 Confounded
Factor A
Factor B
Factor C
Total
% Expl. Var 21 16 8
45%
Sorts/Factor 18 14 6
38/44
Explain table…
6 sorts did not define any factor
3 Confounded
3 Non-significant

13. Participant Perceptions?
Factor A - Formal Learning
“Traditional settings are the key”
Strongest Defining Statements
By encountering appropriate role models (+5)
Through class discussions of moral issues (+5)
By being informed of institutional rules and regulations (-5)
Through participation in a committee reviewing student fees (-5)
Lecture style (transmission/assimilation)
Externally-imposed
Research Question 1:
What are the current and ideal perceptions of faculty, staff, and students regarding methods and approaches to the character development of college students?

14. Participant Perceptions?
Factor B - Judicious Learning
“Rule systems shape character”
Strongest Defining Statements
By participating in individual counseling (+5)
Through successful mediation of conflicts (+5)
By participating in orientation classes (-5)
Through meetings with academic advisor (-5)
Experiential in nature
Self-imposed
Research Question 1:
What are the current and ideal perceptions of faculty, staff, and students regarding methods and approaches to the character development of college students?

15. Participant Perceptions?
Factor C - Guided Learning
“Future preparation builds character”
Strongest Defining Statements
Through meetings with academic advisor (+5)
Through successful mediation of conflicts (+5)
By familiarizing themselves with the student code of conduct (-5)
Through participation in an advisory committee to develop a new campus policy (-5)
Utilizes a mentor / guide
Research Question 1:
What are the current and ideal perceptions of faculty, staff, and students regarding methods and approaches to the character development of college students?

16. Actual vs. Ideal? Factor A Factor B Factor C Do Not Define Actual 7 53
Ideal 11 1
Factor C
Five participants defined this as “actual”
Only one of those individuals defined this as “ideal”
Others - 2 to A, 1 to B, 1 to undefined

17. Demographic Differences?
Position
Factor A
Factor B
Factor C
Do Not Define
Faculty 2
Staff 4 10 3
Student 12
Students and Faculty loaded more heavily on Factor A
Staff sorts loaded more heavily on Factor B
2 of staff sorts on Factor A are mine

18. Demographic Differences?
Gender
Factor A
Factor B
Factor C
Do Not Define
Male 9 4 6 5
Female 10 1
All participants defining Factor C were male
5 of the 6 sorts not defining a Factor were male

19. Demographic Differences?
Age
Factor A
Factor B
Factor C
Do Not Define
18-25 12 3 4
26-33 2 9 1
34-41
42-49
58-65
Most sorters defining A were 18-25
Most sorters defining B were 26-33

20. Conclusions Actual vs. Ideal Demographic Differences
“Purposive Learning” (Factor C) is perceived to occur, though it doesn’t seem to be perceived as ideal
There were no major differences between actual and ideal for the other two factors
Demographic Differences
Position - Staff tend to view judicial systems as the primary effort whereas students and faculty tend to view the formal (classroom) setting as the primary effort
Gender - Factor C seems to be predominately male (all sorters were male)
Age - Most sorters for Factor A were 18-25, whereas most sorters for Factor B were 26-33

21. Suggestions for Further Research
Continue research to obtain greater faculty involvement
Further examine perceptions as related to the roles of individual participants
Further examine Factor C as a predominantly male factor
Replicate study at an institution with a clear honor code to identify potential impact
Only 1 faculty member participated - would need a better timeline to obtain faculty participation.
Revise activities to increase heterogeneity