Academic Disciplines: Holland's Theory and the Study of College Students and Faculty

By John C. Weidman. 2005

213 citations recorded by the source corpus.

Subfields: Education, Political Science and International Relations

View Paper: https://www.semanticscholar.org/paper/58251908d4060fa909d8d6b6648b09babb175227

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Citations in the corpus

Identifying Exemplary Teachers and Teaching: Evidence from Student Ratings 1 (2007, background): “…and courses (Cashin, 1990); in instructional choices of faculty (Franklin & Theall, 1992); in their effects on students’ assimilation into the disciplines (Smart, Feldman, and Ethington, 2000); and in the extent to which teachers communicate expectations about course work (Franklin & Theall, 1995).”
What Do College Students Have to Lose? Exploring the Outcomes of Differences in Person-Environment Fits (2004, methodology): “In our own work (see especially Smart et al., 2000), we have examined the validity of all three basic assumptions of Holland’s theory.”
The Effects of Student–Faculty Interaction on Academic Self-Concept: Does Academic Major Matter? (2014, methodology): “Indeed, there exists a number of higher education studies that use Holland’s theory as a framework, and the studies generally support the validity of Holland’s theory by demonstrating a significant relationship between students’ academic majors and their college experiences and outcomes (e.g., Feldm”
COLLEGE MAJOR CHOICE: An Analysis of Person–Environment Fit (2006, background): “’’ Recent research suggests that congruence between person and environment is critical to the success of college students (Feldman, Smart, and Ethington, 1999; Smart et al., 2000).”
Non-response in student surveys: The Role of Demographics, Engagement and Personality (2005, methodology): “As seen in Table 2, the four personality scales derived from the CIRP are investigative, social, artistic and enterprising (Smart et al., 2000).”
The surprising persistence of Biglan's classification scheme (2017, methodology): “While Jones (2011) places it alongside the model from Smart, Feldman, and Ethington (2000), Biglan’s scheme is cited more than five times as often, even accounting for its earlier publication.”
The Effects of Discipline on Deep Approaches to Student Learning and College Outcomes (2008, background): “While not all of Holland’s types of environments are as clearly connected to deep learning as the paradigmatic nature of the hard–soft dimension, his typology of disciplinary environments has proved useful in understanding certain areas of collegiate teaching (Smart et al. 2000; Smart and Umbach 200”