Context, Structure, and Academic Effectiveness: Evidence from West Germany
基于35个大学院系的样本，研究了院系的研究与教学效能如何受背景因素（如学科范式发展、学生重视程度、资源可用性）和结构因素（学术控制、官僚控制）的影响，发现背景因素比结构因素更能预测效能。
Using a sample of 35 university departments, this study relates aspects of research and teaching effectiveness in university departments to contextual and structural contingen cies. Three contextual measures (paradigm development, student emphasis, resource availability) and two structural measures (academic control, bureaucratic control) serve as independent variables. The contextual variables are found to be better predictors of effectiveness than the structural variables. Implications for developing and testing structural contingency theories as well as programmes for university reforms are discussed.