MSU LIBRARIES RETURNING MATERIALS: P1ace in book drop to remove this checkout from w your record. FINES will be charged if book is returned after the date stamped be10w. lilimégfifio zoos f’x'w 3"“ lixd’I r? 3" ‘ 61/ ADOPTION AGENT ATTRIBUTES AND THEIR RELATION TO ACADEMIC INNOVATION by Gayle Webb Hill A DISSERTATION Submitted to Michigan State University in partial fulfillment of the requirements for the degree of DOCTOR OF PHILOSOPHY Department of Psychology 1982 ABSTRACT ADOPTION AGENT ATTRIBUTES AND THEIR RELATION TO ACADEMIC INNOVATION By Gayle Webb Hill Multivariate analyses were used to investigate the effect of dissemination techniques on adoption of a new university program and the relation of adoption agent attributes to individual and collective adoption. Although there were no statistically significant differ- ences among the experimental conditions. correlational and cluster analyses showed that collective adoption was significantly related to the adoption agent's social status in the organization and to organiza- tional support for implementation of the new program. Values and per- ceived need for a new program were not substantially related to either Individual or Collective Adoption. High Collective Adoption was accompanied by rather low individual adoption, but high Individual Adoption was accompanied by moderate Collective Adoption. ACKNOWLEDGEMENTS I would like to thank my committee members, George Fairweather (Chairperson), Esther Fergus, Norbert Kerr, and Dozier Thornton, for their guidance in this research. I would also like to thank Michael Cook and Dennis LaFave who contributed directly and indirectly to this research as members of the Experimental Social Innovation research project. And finally, I would like to thank Patterson Terry who kept the Hewlett-Packard 2000 word-processing editor running through many manuscript revisions. ii TABLE OF CONTENTS LIST OF TABLES. O O O O O O O O O O O 0 LIST OF FIGURES . . . . . . . . . . . . LIST OF APPENDICES. O O O O O O O C C 0 Chapter I. II. INTRODUCTION. . . . . . . . . . . The Adoption Agent's Role in the Organization Adoption Agent Attributes . . . . Values, Attitudes and Beliefs . Use of Cosmopolitan Information Communication . . . . . . . . . Personality Variables . . . . . Social Status . . . . . . . . . .Formal Decision-making Power. . The Context of Adoption . . . . . Sources Perception of Innovation Attributes Expected Organization Reaction. Implications and Conclusions. . . The Current Research. . . . . . . Hypotheses. . . . . . . . . . . METHOD. 0 O O O O O O O O O O O 0 saw pl e O C O O O O O O O O O O O 0 Experimental Design . . . . . . . Assignment to Conditions. . . . Meeting Conditions. . . . . . . Departmental Prestige Strata. . Time: Repeated Measures. . . . iii Page vi vii viii 30 31 33 37 37 37 38 38 46 III. IV. Procedure . . . O O O O O O 0 O 0 . O . O O O Follow-up Telephone Interview . . . . . . . Adoption Agent Questionnaire . . . . . . . . Computation of Scale Scores . . . . . . . . Pretesting. . . . . . . . . . . . . . . . . Test-Retest Reliability 0 o o o o o o o o o Questionnaire Administration. . . . Similarity of Contact-Department Attitudes. Outcome Scales. . . . . . . . . . . . . . . . Computer Programs . . . . . . . . . . . . . . RESULTS . . . . . . 0 . . . O . . . O O . O . Sample Attrition. . . . . . . . . . . . . . . Comparative Analyses. . . . . . . . . . . . . Associative Analyses. . . . . . . . . . . . . Cluster 1: Collective Adoption and Social Status. Cluster 2: Individual Adoption. . . . . . . Cluster 3: Contact's Expectations, Values and Perceptions of Need. . . . . . . Cluster N: Departmental Values, Knowledge and Support. . . . . . . . . . . . . Adoption Agent Profils. . . . . . . . . . . . summary . . . . . . 0 O . O . O O . O O . 0 . DISCUSSION. . . . O O . . . O . O . O . . . . Congruence of Results with Existing Literature. Values, Attitudes, and Beliefs. . . . . . . Use of Cosmopolitan Information Sources . . Communication Potential in the Department and Formal Decision-making Power. . . . . Personality Variables . . . . . . . . . . . Social Status . . . . . . . . . . . . . . . Innovation Attributes . . . . . . . . . . . Expected Organization Reaction. . . . . . . Attributes Related to Collective Adoption . . Attributes Related to Individual Adoption . . Limitations of the Current Research and Implications for Future Research. . . . . . iv no '49 50 50 52 52 56 58 58 60 65 65 66 73 77 78 79 80 80 85 86 89 90 90 91 91 92 93 9A 95 97 REFERENCES. APPENDICES. 101 116 Table 10 11 12 13 14 15 16 LIST OF TABLES Summary of Adoption Agent Questionnaire (AAQ) and Faculty Questionnaire (FQ) Scales Used in Pilot Testing Summary of Revised Adoption Agent Questionnaire (AAQ) and Faculty Questionnaire (FQ) Scales . . . . . . . . . Means and Standard Deviations of Adoption Agent Scales from Pilot sample . . . . . . . . . . . I I . . . . O O Test—Retest Reliability of Adoption Agent Scales During Pilot Testing. . . . I . . . . . O . . . . . O 0 Means and Standard Deviations of Adoption Agent Scales for the Experimental Sample . . . . . . . . . . . . . . Internal Consistency of Revised Adoption Agent Scales . Implementation Outcome Scales . . . . . . . . . . . . . Means and Standard Deviations of Outcome Items and Scales Internal Consistency of Outcome Scales. . . . . . . . . Repeated Measures Analysis of Variance for Individual and Collective Adoption. . . . . . . . . . . Means and Standard Deviations of Outcome Scales by Experimental Conditions . . . . . . . . . . . . . . . . Pearson Correlations of Adoption Agent Scores with Outcome Scores. . . . . . . . . . . . . . . . . . . . . Four Clusters of Scale Scores and Experimental Variables Correlations between Oblique Cluster Domains. . . . . . Mean Cluster Scores of Adoption Agent Otypes. . . . . . Homogeneities of Cluster Scores of Adoption Agent Otypes vi Page 51 53 54 55 57 59 61 62 63 69 70 7:: 7o 77 81 83 LIST OF FIGURES Figure Page 1 Faculty Meeting Agenda. . . . . . . . . . . . . . . . . 41 2 Faculty-Student Meeting Agenda. . . . . . . . . . . . . ”3 3 Contact Attrition in Adoption Agent Sample. . . . . . . 67 A Adoption Agent Sample After Attrition . . . . . . . . . 67 5 Comparison of Individual Adoption Scores according to Prestige Level . . . . O . . . . O . . . O . . . . . 71 6 Comparison of Collective Adoption Scores according to Prestige Level . O O O O O . I O O I O I . . O O O O 72 7 A Comparison of Adoption Agent Otypes with the Highest and Lowest Adoption Scores. . . . . . . . . . . 8” vii LIST OF APPENDICES Appendix A Outline of Program Contents . . . . . . . . . . . . . . B Faculty Questionnaire . . . . . . . . . . . . . . . . . C APA Journals Used to Determine Prestige Ranking . . . . D Script for First Call to Chairpersons . . . . . . . . . E Consent Form. . . . . . . . . . . . . . . . . . . . . . F Letter to Chairperson Describing Research . . . . . . . G Script for 2-Week Follow—up Telephone Call to Department Chairpersons. . . . . . . . . . . . . . . H Script for First Call to Contact. . . . . . . . . . . . I Letter to Contact Requesting Consent Form . . . . . . . J Letter to'Contact Including Itinerary and Requesting Vita . . . . . . . . . . . . . . . . . . . . K First Follow-up Phone Call to Contact . . . . . . . . . L Protocol for 90-day Follow-up Interview . . . . . . . . M Data Form fer 90-day Follow-up Interview. . . . . . . . N Protocol and Data Form f6r 270-day Follow-up Interview. 0 Cover Letter for Pilot Testing of Adoption Agent Questionnaire by Unpaid Consultants . . . . . . . P Cover Letter for Pilot Testing of Adoption Agent Questionnaire by Paid Consultants . . . . . . . . . . . Q Adoption Agent Questionnaire. . . . . . . . . . . . . . viii Page 116 122 133 134 136 137 143 145 147 148 149 152 153 157 162 163 164 Cover Letter for Administration of Adoption Agent Questionnaire . . . . . . . . . . . . . . . . . . . 179 Follow-up Letter to Contacts Requesting Return of Adoption Agent Questionnaire. . . . . . . . . . . . . . . 180 ix CHAPTER I INTRODUCTION The rate of knowledge accumulation in the world today has focused much attention on information dissemination and utilization. Researchers are finding that the dissemination of their findings to individuals and organizations can be as difficult as executing the model validating research (Fairweather, Sanders & Tornatzky, 1974). Although much research has examined individual adoption, little research has examined collective adoption in groups, committees, or organizations. Collective adoption is usually long-lasting because the decision to abandon adoption is also made collectively (Rogers & Shoemaker, 1971, p. 271-277). Acknowledgement of the social con- text is necessary in collective adoption in that group members who do not value the innovation may impede its operation. The goal of the current research is to examine the attributes of an organizational member who introduces a new idea to the organization and to identify the characteristics of this person that are associated with individual and collective adoption. Persons in this role have been called adoption agents (Wallace, 1974), technical managers (Gee & Tyler, 1976), entrepreneurs (Roberts, 1969), innovators (Presser, 1969), bureaucratic entrepreneurs (Lambright, 1978), boundary spanners (Keller & Holland, 1978). gatekeepers (Allen, 1977). product champions (Chakrabarti, 1974) and users (von Hippel, 1976). In this research, they will be called "adoption agents" because their role seems to incorporate aspects of the two primary participants in infor- mation dissemination and utilization: (a) adoptors, who seek informa- tion, and (6) change agents, who disseminate information. Because little empirical research was available on adoption agents, a profile of their attributes will be extrapolated from research on adoptors and change agents. Inf6rmation being disseminated to and by adoption agents will often be called an "innovation". This term has been used loosely in the literature, but usually referred to information presumed to be new to or heretofore unused by the user group (see Pareck & Chattopadhyay, 1966; Presser, 1969; von Fleckstein, 1974). Information that seemed innovative to one group, however, may not have seemed innovative to another. Although the term "innovation" implies a national or inter- national newness of the information, this definitional aspect of an innovation was seldom established. Innovation adoption has also been called technological change (Corwin, 1972; Rogers, 1958a). The Adoption Agent's Role in the Organization An adoption agent's influence in adoption may be affected by individual characteristics, situational variables, information sources, and innovation variables related to one or more aspects of adoption: (a) awareness, when someone becomes aware that a need exists, (6) interest, when an innovation receives attention by the organization and is adapted to the needs of the organization, (c) evaluation and legiti- mization, when the innovation is approved or sanctioned by those who possess status and power in the organization and who represent the organization's norms and values, (d) decision-making, when the decision to act is made, and (e) action or implementation of the innovation (Rogers, 1962, p. 306; Rogers & Shoemaker, 1971, p. 276ff). The adop- tion agent's awareness of, interest in, and evaluation of an innovation may determine whether she or he is willing to support it. The organi- zation's awareness of, interest in, and evaluation of the innovation may determine whether the adoption agent is willing to encourage others to adopt it. The adoption agent's effectiveness in encouraging others in the organization may depend on the ability to legitimize the innova- tion, participate in decision-making, and implement the decision. A hypothetical profile of an adoption agent is proposed in the paragraphs below. Adoption Agent Attributes Research has indicated that several types of variables can affect an adoption agent's behavior. Research in social psychology indicated that the decision to attempt to influence others is related to the net advantage to the individual, consequences for the group, the subjective probability that the innovation will be successful, and the prospect of being rewarded for fulfilling a leadership role (Cartwright & Zander, 1968, p. 219; Hemphill. 1961, p. 213). A case history (Evans, 1967) of innovation in a university setting indicated that innovation adoption was related to (a) individual characteristics, e.g., cosmopoliteness and academic rank, (6) perceptions of the innova- tion, e.g., consonance with existing practices, and (c) contextual fac- tors, e.g., receptivity of the social climate, receptivity of the local community, and receptivity in the academic discipline. An examination of the adoption of innovative school programs (Corwin, 1972) indicated that "the situation into which an innovation is introduced...seems to be as critical as the [innovation] strategy itself" (p. 452) (see also Bandura, 1978, 1979). Innovation adoption (technological change) was correlated with seven factors (in order of decreasing proportion of total variance accounted for): (a) quality and interdependence of boundary personnel, (b) organizational control exercised by each organizational unit, (c) uniqueness of outside change agents, (d) status of staff, (e) quality and modernization of context, (f) competence of administration, and (g) professionalism and social liberalism of staff. Adoption was most strongly correlated with "quality and interdependence of boundary personnel." In the following pages, attributes that may characterize adoption agents will be discussed in eight categories: (a) values, attitudes and beliefs, (b) use of cosmopolitan information sources, (c) communication behaviors, (d) personality variables, (e) social status, (f) formal decision- making power. (g) perceptions of innovation attributes, and (h) eXpected organization reactions. Little research is available about the relations among these variables. Values, Attitudes and Beliefs One assunption frequently found in the literature was that the goals and methods of an innovation must be compatible with the adoptor's attitudes and beliefs in order to engage attention and commitment to the innovation (Becker, 1970; Fairweather et al, 1974; Hawley, 1946; Hoffer & Stangland, 1958; Kivlin and Fliegel, 1967: McCorkle, 1961; Ramsey, Polson & Spencer, 1959: Rogers, 1962; Rogers & Shoemaker, 1971; Tornatzky and Klein, 1980). This assumption is congruent with the concepts of selective exposure, selective percep- tion, and selective retention. The concept of selective exposure suggests that adoptors will seek information that is congruent with existing values; the concept of selective perception suggests that the adoptor will tend to interpret the information according to past experience; and the concept of selective retention suggests that the adoptor will remember ideas that are congruent with her or his opinions (Hawley, 1946; McCorkle, 1961; Rogers, 1962). The role of attitudes toward innovativeness in general was indicated in an early study (Rogers, 1958a) in which "change orienta- tion" was significantly correlated with technological change. Change orientation was defined as the degree to which an individual possessed a favorable attitude toward technological changes. Technological change was operationally defined as adoption of specified farm practices. The correlation between change orientation and technologi- cal change remained significant when five independent variables were controlled (communication competence, status achievement, cohesion with local group, family integration, and cohesion with kinship group). When change orientation was measured as attitudes toward formal educa- tion and acceptance of change in nonagricultural areas (education, religion, movies) (Wilkening, 1950), it seemed to be positively related to farmers' sons acceptance of innovations in farming. Specific values related to adoption were reported in a study of commercial and environmental innovations (Pampel & van Es, 1977). Innovation adoption was related to farming orientation but not to innovativeness or profitability orientation. Farming orientation was defined as (a) business- oriented, i.e., inclined to use practices that "involve close participation in the agribusiness, commercial market system," or (b) motivated by "normative concerns of social responsibil- ity and attachment to farming." Farmers tended to adopt commercial practices or environmental practices, but not both. These results were supported in a subsequent study (Taylor & Miller, 1978). Membership in an Amish society was significantly correlated with innovation adoption in three stages of adoption: knowledge, persuasion, and decision- making. Amish farmers (tradition- al orientation) were believed to view farming as a way of life, whereas non-Amish farmers (commercial orientation) were believed to view farm- ing as a commercial enterprise. These assumptions were not empirically tested, however. Cultural orientation and perceived need for the innovation were the best predictors of adoption. In kibbutz societies, values affected the acceptance and use of television sets at the beginning of Israeli television broadcasting (Gurevitch & Loevy, 1972). Although no statistical tests were report- ed, a less orthodox kibbutz movement acquired television sets by earlier dates and had greater exposure to broadcasts than did a more orthodox kibbutz movement. The more orthodox movement was believed to see private viewing of television as a challenge to its value of social collectivism. Traditionalism was also negatively correlated with a practice adoption scale and use of a soil innovation among farmers (Ramsey et al., 1959). Attitudes, beliefs and values may depend on the individual's knowledge about the innovation. In agriculture, adoption was correlat- ed with the correctness of the farmer's knowledge of the principles underlying the innovation, the formality of the source of education (f6rmal instructional sources vs. interpersonal/social sources), and years of experience growing a particular crop (Opare, 1977). For an educational innovation, adoption was correlated with time spent with the change agent for those persons who had problems with the dissemi- nated information, but not for persons who had no problems with the information (Louis, 1977. p. 347). Problems ranged from "lack of relevance" to "difficulty of actually using [the information] in [its intended] context". Utilization of information was negatively correla— ted with the nunber of problems checked by the potential adoptors. At least one study has contradicted these findings, however. In a study of diffusion of instructional innovations aimed at univers- ity professors, adoption was correlated with information exchange, but not to the needs or values of the adoptors (Nash & Culbertson, 1977. p. 22; Rogers & Agarawala-Rogers, 1976). In summary, the widespread belief that adoption is related to attitudes, beliefs, and values compatible with the innovation has received some correlational support. Some operational definitions of dependent and independent variables were not empirically confirmed, however, e.g., traditional versus commercial farming orientation (Taylor & Miller, 1978). Extrapolations from this research suggest that an effective adoption agent is likely to support the adoption of an innovation that is compatible with the agent's attitudes, beliefs and values. These attitudes, beliefs and values may be manifested in selective exposure, selective perception, selective retention, attitudes toward technological change, commercial vs. social responsi- bility values, commercial vs. traditional values, perceived threats to traditional values, knowlege or understanding of the innovation, source of education about an innovation, or number of problems in implementing an innovation. Use of Cosmopolitan Information Sources The distinction between cosmopolitans and locals was origin- ally proposed by Merton (1957) who defined cosmopolitans as those who were oriented toward the world outside their local community. Locals were defined as those oriented toward the community. In a study of personal influence, Merton concluded that the influence of cosmopoli- tans. was primarily a function of acknowledged skills and accomplish- ments, whereas the influence of locals was a function of interpersonal contacts developed over time in the community. Subsequent authors have used the term cosmopoliteness in the study of flow of communication (Katz & Lazarsfeld, 1955). degree of influence, informal relations, organizational participation, propensity to accept or reject organizational rules (Gouldner, 1957. 1958). eval- uation of research ideas and projects, (Goldberg, Baker & Rubenstein, 1965), organizational orientation (Glaser, 1963), geographic mobility and dependence- identification (Abrahamson, 1965), classification of bases of power (Filley & Grimes, 1968), and work goals (Ritti, 1968) (see Blau & Scott, 1962, or Kornhauser, 1962, for a more extensive review, of. Grimes & Berger, 1970). These studies have not investiga- ted adoption, although some authors have studied roles associated with adoption, e.g., technological gatekeeper (Allen, 1977). Congruence in the conclusions of these studies is difficult to assess since many operational definitions of cosmopoliteness have been used, e.g., loyalty to the organization, commitment to professional skills, reference group orientation, (Gouldner, 1957. 1958), and news orienta- tion (Katz & Lazarsfeld, 1955). There has been some question about the use of a bipolar cosmpolitan- local dimension. One study (Goldberg et al, 1965) indicated that the dimensions that described cosmopolitans and locals were not bipolar. Locals were defined as those "whose primary loyalty is to the organization for which they work...and who seek recognitition primarily from their organizational superiors" (p. 704). Cosmopolitans were defined as "those who are oriented toward seeking status within their professional group,...who are strongly committed to their distinctive professional ideology, and who seek the approval and recog- nition of peers outside the organization as well as those within it" (p. 704). When scientists were asked which motivations were important to them, many scored highly as both local and cosmopolitan (Glaser, 1963; Goldberg et al., 1965). Factor analysis indicated two indepen- dent dimensions: (a) a Self- oriented or Professional Self- gratification factor that reflected desire for status and respect from 1O colleagues plus an interest in doing technical work that is meaningful and enjoyable, and (b) an Organizational Responsibiity factor that reflected awareness of the organizational context and a sense of responsibility for meeting organizational requirements. An examination (Grimes & Berger, 1970) of another cosmopolitan- local scale (Gouldner, 1958) found not one, but six profiles: (a) Dedicated-- Locals, (6) True Bureaucrats-- Locals, (c) Homeguard-- Locals, (d) Elder-- Locals, (e) Empire Builder- Cosmopolitans, and (f) Outsider-- Cosmopolitan. Much of this research has deviated considerably from Merton's original concept based on personal influence. In the studies cited above, the behavior most commonly studied and the one most relevant to innovation adoption was the use of external reference groups as sources of information. Rogers (1958a) studied "communication competence," which he defined as the degree to which an individual regards as credible the more technically accurate sources of information. Typical items in this index were: contact with the Extension Service, number of farm magazines read, number of farm television shows watched, and attendance at agricultural evening classes. The index was significantly correlated with adoption (technical change) when five other variables (change orientation, status achievement, cohension with locality group, family integration, and cohesion with kinship group) were controlled. Similar results were reported by Coleman, Katz and Menzel (1957) and several unpublished studies (of. Rogers, 1962, p. 181). Congruent results were reported in a study of high adoption potential (low risk) (HAP) and low adoption potential (high risk) (LAP) 11 medical programs (Becker, 1970). Adoption was correlated with use of scientific information sources, use of sources likely to provide information about "new things in public health", and use of sources characterized as both. Early adoptors learned about the program from meetings outside the state whereas late adoptors tended to learn about them from the local medical society. Other information sources (rated from most to least cosmopolitan) were: professional journals, post- graduate courses, the State Health Department, drug or other industries, other health officers, health department staff, and volun- tary health agencies. In general, early adoptors were described as individuals who were likely to use a large number of information sources (Abd-Ella, Hoiberg & Warren, 1981; Gross, 1949; Marsh & Coleman, 1954b; Rogers, 1962), were willing to expend great effort to secure information (Coughenour, 1960; Fliegel, 1956; Marsh & Coleman, 1955), travelled widely beyond the boundaries of their organization, tended to belong to groups and organizations that included other innovators (Evans, 1967; Gross, 1949; Gross & Taves, 1952; Marsh & Coleman, 1954b; Menzel & Katz, 1955; Rogers, 1961) and communicated with and formed friendships with other innovators even across considerable geographical distance (Rogers, 1962). Early adoptors read non- local publications, were affiliated with national and international groups, and belonged to professional occupations with a high rate of migration (Rogers & Agarawala- Rogers, 1976). Early adopting (innovative) farmers travelled to urban centers more often than the average farmer (Gross, 1949: Gross & Taves, 1952; Katz, 1961; Ryan & Gross, 1943) and early 12 adopting (innovative) medical doctors were more likely to attend out- of- town professional meetings than were later adoptors (Menzel & Katz, 1955). Use of external information sources seemed to be especially common in university settings where educational innovation has tradi- tionally depended on the circulation of individuals. Instructors bring innovations with them from graduate school and gain cosmopoliteness through the diversity of university positions they have held. Such diversity increases the instructor's awareness of the general needs of the university as well as the needs of one field (Evans, 1967). Communication across institutional and disciplinary boundaries can be continued through professional meetings, journals, associations, news- letters, faculty retreats, workshops, interinstitutional seminars and tours (Hefferlin, 1969; Parker & Paisley, 1966; Rogers & Agarawala- Rogers, 1976). Those who used cosmopolitan information sources may have benefitted from opportunities inherent in their organizational roles. Cosmopolitan behavior seemed to be concentrated at both the top and bottom extremes of organizational hierarchies. At the top, executives travel widely and interact with high— level members of other oraniza- tions, thereby learning about global practices outside the organiza- tion. At lower organizational levels, persons learn about the details of outside practices as they deal with customers and incoming materials (Rogers & Agarawala- Rogers, 1976). Those who use cosmopolitan infor- mation sources sometimes develop a reputation in the organization as a key source of information (Allen, 1977). 1 13 In summary, use of cosmopolitan information sources is one of the most consistently investigated aspects of cosmopolitness and is an aspect found significantly correlated with innovation adoption. Cosmo- politan sources include professional meetings, associations, journals, and informal relationships with other adoptors across considerable geographical distances. Use of cosmopolitan information sources has been encouraged in university settings that depend on diversity of information for educational innovation. Extrapolations from this research suggest that an effective adoption agent's awareness of and interest in new information and innovative ideas may come through use of cosmpolitan information sources. Communication Innovation adoptors sometimes encourage others to adopt. Instead of being studied in adoptors, however, communication skills have been studied in change agents. Communication skills may play an important role in the initiation phase of collective adoption where new ideas are examined and adapted to the needs of the organization. There is some evidence that sheer volume of communication influences the decisions of others. Groups seem more likely to accept a solution that is proposed by a frequent talker rather than an infrequent talker (Reicken, 1958). Communication effectiveness may be increased if the talker and receiver share interpersonal trust, daily contact, and frequent exchange of information. Face- to- face communi- cation may reduce the receiver's tendency to resist through selective exposure, selective perception, and selective retention. Personal 14 influence from peers seemed more important in evaluation stages of adoption than at other stages, and more important in uncertain than clearcut situations (Menzel & Katz, 1955; Rogers, 1962). Support for the influence of face- to- face contact was seen in a correlational study of diffusion of a new drug (Menzel & Katz, 1955). More than half of the persons who adopted the drug did so within a few days after face- to- face contact with persons who had already adopted. Only 91 adopted without face— to- face contact. In a dissemination experiment involving a rehabilitation program for mental patients (Fairweather et a1, 1974), workshop presentations and a demon- stration ward were more effective than a brochure condition in promot- ing adoption. Both oral and written communication skills are believed to be important during the implementation of the innovation (Gee & Tyler, 1976). Proximity may facilitate communication and resource sharing during the evaluation stage when users are deciding whether or not to try an innovation (Havelock, 1969). Face- to- face communication has allowed presentation or clarification of information, was more likely to receive attention than impersonal (e.g., printed) communication, and provided a feeling of accessibility and credibility in the change agent (Fairweather et a1, 1974; Rogers, 1962). In summary, an organization's tendency to adopt an innovation can be influenced by a change agent's ability to communicate informa- tion about the innovation and about its compatability with the organi- zation's needs and goals. Frequent face- to- face communication may reduce the information receiver's tendency to resist the innovation. 15 Extrapolations from this research suggest that an adoption agent who influences others in a organization is a skilled communicator who has frequent face- to- face contact with others. These attributes may be manifested in an adoption agent's frequency of communication, frequency of face-to-face contact, shared interpersonal trust, regularity of con- tact, and frequency of proximity to others. Personality»Variables There is little empirical research about personality charac— teristics of adoptors or change agents. One study (Loy, 1969) measured adoption of a controlled- interval method of training by swimming coaches. Discriminant function analysis showed that all except one of Rogers and Shoemaker's (1971) adoptor categories (see also Rogers, 1958b) could be distinguished on five scales from the Sixteen Personal- ity Factor Questionnaire (Cattell & Eber, 1957). Discriminations among Innovators, Early Majority, Late Majority, Laggards (the Early Adoptor category was not used) were found for venturesomeness, imaginitiveness, dominance, sociability, and self- sufficiency, but not for persever- ence, intelligence, shrewdness, experimentiveness or sensitivity. Discriminations among these four categories were also significant for measures of professional status, educational status, and membership in a professional association, but not for peer status, occupational status, social status, distance travelled to attend a professional function, or writing to an expert for information or advice. Using the significantly related variables, only one of 49 adoptors was classified incorrectly in categories that had been defined by "'natural' group— 16 ings" according to time of adoption. Multiple correlation analysis between innovativeness and 18 of the above 19 variables accounted for 601 of the variance. The variables with the greatest explanatory power were professional status, and venturesomeness. Innovativeness was significantly negatively correlated with sociability and shrewdness. Many other personality characteristics have been ascribed to persons involved in innovation adoption, but they have not been investigated empirically. For example, successful advocacy is believed to be related to personal initiative, level of motivation and driving ferce for achievement (LaPiere, 1965). The successful entrepreneur has been described as a prodigious worker with skills and experience in the relevant field (Gee & Tyler, 1976). Researchers have informally ob- served that early adoptors tended to differ from later adoptors in their younger age (Abd-Ella et al., 1981; Lowry, Mayo & Hay, 1958; Rogers, 1962; but see Gross, 1949), self- confidence (Gee & Tyler, 1976; Rogers, 1962), "less fatalistic views" (Rogers & Shoemaker, 1971), values (Rogers, 1962), low security orientation (Evans, 1967), mental ability and conceptual skill (COpp, 1958; Rogers, 1962; Rogers & Beal, 1958), high income (Enos, 1958; Gartrell, 1977; Graham, 1956; Gross, 1949; Rogers, 1962), high family aspirations (Abd-Ella et al, 1981). tendency to be less rigid and dogmatic (Rogers, 1957, 1962). high education (Coughenour, 1960; Gross, 1949; Hoffer & Stangland, 1958; Rogers, 1962; Straus, 1960), high social participation (Menzel & Katz, 1955), position in sociometric networks (Becker, 1970), and tendency to be specialized in career (Rogers, 1962). Researchers have also observed achievement orientation in inventors and entrepreneurs 17 (Gee & Tyler, 1976), creativity in inventors (Gee & Tyler, 1976), preference for hard work in innovators and entrepreneurs (Gee & Tyler, 1976), independence in inventors and scientists (Gee & Tyler, 1976), emotional adventurousness in inventors, internal locus of control in boundary spanners (Dailey, 1979), intelligence in scientists (Gee & Tyler, 1976; Rogers, 1962; Rogers & Shoemaker, 1971), internal locus of control orientation in boundary Spanners (Dailey, 1979), orientation toward personal goals rather than competitive goals in inventors, resourcefulness in inventors, risk- taking in entrepreneurs, innovators and early adoptors (Gee & Tyler, 1976; Rogers, 1962; Rogers & Shoemaker, 1971), self- confidence in entrepreneurs (Gee & Tyler, 1976; Rogers, 1962), high social participation in technological gatekeepers and cosmopolitans (Allen, 1977; Gouldner, 1957: Menzel & Katz, 1955; Rogers & Shoemaker, 1971), venturesomeness in innovators (Rogers, 1962; Rogers & Havens, 1962), and use of rational means to reach goals in innovative farmers (Cougenour, 1960). In summary, personality variables have been related to innova- tion adoption and have been used successfully to distinguish among four adoptor categories. Many personality characteristics used to describe adoptors and change agents, however, have not been empirically investi- gated. Extrapolations from this research suggest that an effective agentn agent is venturesome, imaginative, dominant, unsociable, self- sufficient, has high professional and educational status, and belongs to one or more professional associations. These attributes may be manifested in personality inventories, self- reports, and ratings from friends and colleagues. 18 Social Status Formal and informal roles in an organization are associated with avenues for communication and influence that may lead to innova- tion adoption. Adoptors who are opinion leaders seem to have great potential for encouraging others to adopt an innovation (Katz, 1957; Lionberger, 1953; Marsh A Coleman, 1954a; Wilkening, 1952; Young A Coleman, 1959). Although opinion leaders do not always occupy formal positions of high authority, they have informal power through their social status, wealth, and knowledge (Rogers A Agarawala- Rogers, 1976; Rogers A Shoemaker, 1971; Wilkening, Tully A Presser, 1962). Because opinion leaders must continue to earn the esteem of their colleagues in order to maintain their position in the social structure (Rogers, 1962, p. 170; Rogers A Shoemaker, 1971, p. 246), however, they are limited by the organization's innovativeness or conservativeness. They tend to be tied more closely to organization norms than is the average member of the organization (Homans, 1950; Lionberger, 1953, Marsh A Coleman, 1954a; Menzel, 1960; Rogers, 1962; Wilkening, 1952). Opinion leaders tend to be early adoptors rather than first adoptors (Katz, 1957: Lionberger, 1953: Marsh A Coleman, 1954a; Rogers, 1962; Rogers A Shoemaker, 1971; Wilkening, 1952; Young A Coleman, 1959). They and their followers seem to unify the diverse interests of group members and to point out positive aspects of the innovation (Gee A Tyler, 1976; Hefferlin, 1969; Rogers, 1962, p. 170). Frequently, an Opinion leader's influence is limited to one area or one type of innovation (Katz A Lazarsfeld, 1955; Merton, 1957; Rogers, 1962; Wilkening et al, 19 1962). They generally do not stimulate need awareness or initiate attention to new ideas, but instead screen new ideas. Some of the influence of opinion leaders may come from their use of cosmopolitan information sources. Opinion leaders seemed (a) to use more mass media information sources such as professional journals, than do their followers (Menzel A Katz, 1955; Lionberger, 1953). (b) to be more likely to attend out of town professional meetings and more likely to belong to formal organizations (Katz, 1957; Lionberger, 1953), (c) to have a greater degree of both formal and informal face- to- face contact with others (Rogers, 1962), and (d) to have greater participation in social organizations (Lionberger, 1953) than their followers (Lionberger, 1953). A number of studies suggested, however, that opinion leaders were first adoptors when an innovation was supported by group norms (Graham, 1954, 1956; Lionberger, 1953; Marsh A Coleman, 1956; Menzel, 1960; Rogers, 1962; Wilkening, 1952); otherwise, marginal persons were the first to adopt (Becker, 1970). This conclusion was supported in Becker's (1970) study of adoption trends for High Adoptive Potential (HAP) (low risk) or Low Adoptive Potential (LAP) (high risk) medical programs. The first adoptors of the HAP program were cosmopolitan, liberal opinion leaders with interests extending beyond their peer group, whereas the first LAP program adoptors were localite, older and conservative. The HAP program pioneers described themselves as possessing considerable influence among their peers. For both HAP and LAP programs, adoption was correlated with the individual's centrality in three sociometric networks (Discussion, Advice- information, and 2O Friendship) and for all three networks combined. Opinion leadership (centrality) tended to be more highly correlated with time of adoption in a group that viewed innovation as prestigious than in a group that did not. The LAP program seemed to cause a "system delay", i.e., those with influence in the organization waited until individuals outside of the central influence network demonstrated the practicability of the program. High status persons were believed to follow first adoptors and were themselves followed by those in other adoptor categories (Menzel A Katz, 1955). Innovations may be most strongly sought by members who do not control power and decision- making (Rogers A Shoemaker, 1971, p. 283, 291). Many first adoptors were described as misfits (Linton, 1952), disgruntled and frustrated (Barnett, 1941), venturesome, eager to try new ideas and eager to take risks (Rogers, 1962), marginal individuals (Barnett, 1953) who had stronger attachments to outside groups than to the norm- holding group (Rogers, 1962, p. 203) and those who perceived themselves as deviating from community norms on innovativeness (Rogers, 1962, p. 202; Rogers A Rogers, 1961). Their effectiveness in promoting adoption may depend on their ability to identify the opinion leaders of the organization, to influence them and others, and to adapt the innovation to the needs of the organization. This was suggested in a study of dissemination of innovation information to mental hospitals (Fairweather et al, 1974): the social status of the person who received information about the innovation was not related to the hos- pital's adoption of the innovation. The social statuses studied were (from high to low): superintendent, psychiatrist, psychologist, social 21 worker, and nurse. These professionals may have had roughly similar access to the opinion leaders in the organization. However, in an academic setting where a broader range of statuses was studied, formal status seemed to be related to change (Hefferlin, 1969, p. 79). Faculty members seemed to be more influential than either students or administrators in getting a program of study added to a curriculum. Students seemed to be influential in originating course changes and additions to the curriculum. Administrators seemed to be influential in getting requirements changed and in adding new units to the institu- tion. One study (Rogers, 1958a) reported mixed results about the relation of social status to adoption. "Status achievement", which was measured by items such as rental status, education, net worth, prestige self- rating, and formal participation, was correlated with innovation adoption (technological change) when five other independent variables were controlled. The controlled variables were change orientation, communication competence, "cohesion" with local group, family integra- tion, and "cohesion" with kinship group. "Cohesion," defined as "the degree to which an individual accepts the roles prescribed by a reference group" (p. 140) was expected to be negatively correlated with adoption, but the results were not statistically significant. The correlation of adoption with two additional measures of "cohesion" with local groups (i.e., kinship orientation and family integration) were also not significant (see also Gross, 1949). In summary, opinion leaders seemed to have the potential to influence others, but were themselves influenced by the organization's 22 norms of innovativeness or conservativeness. Persons with high social status were often the first to adopt low- risk innovations. Deviant members in the organization were often the first to adopt high— risk innovations. Extrapolations from this research suggest that an effec- tive adoption agent is an opinion leader in an innovative organization or a marginal member of a conservative organization. If the innovation has high adoption potential, an effective adoption agent might be an opinion leader in a conservative organization. These attributes may be manifested in selfreports or sociometric ratings of social status, wealth, knowledge, attachments to groups outside the immediate organi- zation, and deviations from community norms. Formal Decision- making Power Persons with formal decision- making power usually have access to the resources needed to adopt an innovation. They may help make these resources available through executive decision- making or through recommendations to a collective decision- making group. In the present review, however, little empirical research was discovered that addressed the relation of formal decision— making power to innovation adoption. Rogers and Shoemaker (1971) stated that adoption of a collective innovation seemed to be positively related to "the degree of power concentration in a system" and to "the degree to which the social system's [Opinion leaders] are involved in the decision— making process" (Rogers A Shoemaker, 1971, p. 281, 284). This suggests that a decision to adopt will be most strongly influenced by an opinion leader who also holds a formal decision- making role (Gamson, 1968; Hawley, 23 1962; Rosenthal A Crain, 1968). In summary, the decision- maker has access to a variety of resources necessary for innovation adoption. A decision- maker may influence adoption through executive or committee decision or by convincing organization members to adopt. Extrapolations from these opinions suggest that an adoption agent who holds a formal decision- making role in the organization is able to influence collective decision- making. These attributes may be manifested in the adoption agent's committee memberships, executive positions, self- reports of decision- making power, or sociometric ratings of decision- making power. The Context of Adoption A study of strategies for organizational innovation indicated that "the way an innovation is conceived and implemented is a product of a combination of forces inside and outside the organization" (Corwin, 1972, p. 451). Characteristics of the innovation, service applications and outcomes of the innovation as experienced by the organization, characteristics of the extended environment, the social organization's internal characteristics, and federal or state support of the innovation seemed to be related to routinization of an innova- tion (Yin et al, 1978, p. 52-56; see also Pincus, 1974). These variables are discussed below in two categories: innovation attributes and expected organization reaction. Perceptions of Innovation Attributes In a meta- analysis of 75 articles (Tornatzky and Klein, 24 1980), the innovation characteristics most frequently related to adoption were (a) compatability, (6) relative advantage, (0) complex— ity, and (d) cost. Compatability was defined as "the degree to which an innovation is perceived as being consistent with the existing values, past experiences, and needs of the receivers" (Rogers A Shoemaker, 1971, p. 145). Compatability was measured along two dimensions: (a) value compatability, i.e, cognitive compatability with values or norms, and (6) practical compatability, i.e., operational congruence with existing practices (Tornatzky A Klein, 1980) or needs (Paul, 1977). Forty articles that discussed compatability were analyzed (Tornatzky A Klein, 1980). Of 13 amenable to meta- analysis, 10 reported that compatability was positively related to adoption. Relative advantage was defined as "the degree to which an innovation is perceived as being better than the idea it supersedes" (Rogers A Shoemaker, 1971, p. 138). This concept has been inconsis- tently measured, however. Twenty- nine articles that discussed relative advantage were analyzed. Five that were amenable to meta- analysis reported that relative advantage was positively related to adoption. Complexity was defined as "the degree to which an innovation is perceived as relatively difficult to understand and use" (Rogers A Shoemaker, 1971, p. 154). Twenty-one studies that discussed complexity were analyzed (Tornatzky A Klein, 1980). Of the seven amenable to meta- analysis, six reported that complexity was negatively related to adoption. Cost was investigated in twenty studies (Tornatzky A Klein, 25 1980), but its relation to adoption was inconsistent. Six additional innovation characteristics were non- significantly or inconclusively related to adoption: (a) communicability, i.e., the degree to which aspects of an innovation can be conveyed to others (Rothman, 1974, p. 441), (b) divisibility, i.e., the extent to which an innovation can be tried on a small scale prior to adoption (Fliegel, Kivlin A Sekhon, 1968, p. 446). (c) profitability, i.e., the level of financial profit to be gained from adoption, (d) social approval, i.e., the status gained from one's reference group for adopting, (e) trialability, i.e., the degree to which an innovation can be experimented with on a limited basis (Rogers A Shoemaker, 1971, p. 155) or for a limited time, and (f) observability, i.e., the degree to which innovation results are visible to others (Rogers A Shoemaker, 1971, p. 155). Innovation attributes seemed to be related to adoptor characteristics in several studies. For example, in Becker's (1970, p. 281) study, adoptors of the High Adoption Potential (low risk) innova— tion seemed to be motivated by the prospect of gaining the admiration of their professional peers, whereas adopters of Low Adoption Potential (high risk) innovations seemed to want prestige in their local commun- ities. Users also seemed to have different perceptions of innovation attributes. Small- scale and middle— scale farmers differed in their perception of cost, convenience, risk, uncertainty, and the desirabil- ity of radical change related to a dairy innovation (Kivlin A Fliegel, 1967). Perceptions of the innovation may have interacted with the com- plexity of the innovation (Opare, 1977). In general, the research on innovation attributes showed a 26 need f6r multidimensional experimentation, improved measurement and conceptualization of innovation attributes, and an examination of the relation of innovation attributes to both adoption and implementation (Tornatzky A Klein, 1980; see also Downs and Mohr, 1976; Havelock,1969; Zaltman, Duncan A Holbeck, 1973). In summary, the four innovation attributes most strongly related to adoption were compatability, relative advantage, complexity, and cost. Six additional innovation attributes (communicability, divisibility, profitability, social approval, trialability, observabil- ity) were discussed, but their relation to adoption was unclear. Extrapolations from this research suggest that an adoption agent who supports adoption or encourages others to adopt has positive percep- tions of the innovation's complexity, cost, compatability with existing values and practices, and relative advantages for organization members. Perceptions of innovation attributes may depend on the adoption agent's motivations and knowledge of the innovation. These attributes may be manifested in the adoption agent's self- report of perceptions of the innovation and expectations about the results of adoption. Expected Ogganization Reaction Before deciding whether to adopt an innovation, adoptors seemed to consider the organization's probable reaction by assessing the evidence (a) that the innovation was compatible with the organiza- tion's needs and priorities (Havelock, 1969; Kivlin A Fliegel, 1967; Pincus, 1974; Rogers A Shoemaker, 1971; Van der Ban, 1960), (b) that others had or would have a favorable evaluation of the innovation 27 (Kivlin A Fliegel, 1967; Marsh A Coleman, 1954b; Wilkening, 1950), (c) that the organization would reward participation in the implementation of the innovation (Evans, 1967; LaPiere, 1965; Siegel A Kammerer, 1978). (d) that the organization perceived or would recognize a need for the innovation (Moore A Cantrell, 1976; Pincus, 1974; Sutherland, 1959; Taylor A Miller, 1978). (e) that the organization had or could get resources needed to adopt the innovation (Rogers A Shoemaker, 1971), (f) that the organization's environment was amenable to adop- tion, e.g., in the form of organizational, professional, or community support (Becker, 1970; Evans, 1967; Gee A Tyler, 1976; Havelock, 1969; Pincus, 1974; Rogers A Shoemaker, 1971; Sarason, 1967; Siegel A Kammerer, 1978; Yin et al., 1978). (3) that there had not been a number of prior changes adopted recently or proposed but not implemented (Sarason, 1967), and (h) that there was not a currently high rate of organizational change (Corwin, 1972). The accuracy of these percep- tions seemed to indicate the adoptors's ability to predict the conse- quences of implementation, to adapt the innovation to current condi- tions, and to work effectively within prevailing constraints (Rogers A Shoemaker, 1971). In Becker's (1970) study of high and low adoption potential medical programs, expected organization reaction was based on the compatability of innovation attributes and organization values. Adoptive Potential was defined as probable ease or difficulty of diffusion based on attribute ratings made by five judges. The attri- butes that were rated were: 1. was of obvious practical value in the minds of most 28 professionals in the field 2. might be easily communicated to other professionals 3. represented a major departure from traditional public health activity 4. conflicted with important values in the health field 5. might be opposed by the county medical society 6. might be opposed by the majority of interested groups in the community 7. if adopted, would threaten the health officer's position or reputation 8. if adopted, would threaten or conflict with established major economic interests (p. 272) Adoptive Potential seemed to determine who adopted the innovation and seemed to influence the delay between the time the program was intro- duced to an organization and the time it was adopted. Effects of favorable organization reactions were also found in an agricultural study (Flinn, 1970). Innovation adoption by farmers was likely when the community favored innovativeness. Adoptors seemed to adopt when others supported the innovation or when at least one other was an especially ardent advocate. As the number of people who adopted increased, there seemed to be pressure for the remaining persons to adopt (interaction effect) (Rogers, 1962). Multiple messages about the innovation, if sent in a variety of formats and through coordinated channels, seemed to increase the probability that a potential adoptor would attend to and understand the innovation and 29 (Havelock, 1969). A federal research study of a flood insurance program (Moore A Cantrell, 1976) indicated that felt need for an innovation led to rapid adoption. The number of communities who adopted the National Flood Insurance Program of 1968 increased dramatically after flooding occur— red. The presence of "established channels" for decision- making and implementation (structural differentiation) and experience with flood- ing damage were the most crucial variables leading to the community's request for flood insurance. In another study, total rainfall was cor- related with adoption of agricultural practices in Iowa (Abd-Ella et al., 1981). Similar results were reported in a study of environmental innovations (Taylor A Miller, 1978). Perceived need for pollution con— trol was correlated with innovativeness in knowledge, persuasion, and decision- making stages of adoption. Some adoptors seemed to be influenced by expectations of reward, such as an increase in salary (LaPiere, 1965), or an increase in prestige (Becker, 1970; Blau, 1963; Cancian, 1967; Cyert A Marsh, 1963; LaPiere, 1965), and by past experience of reward (Havelock, 1969). A reward's motivational strength seemed to be affected by the investment of time and resources necessary to receive it (Rogers, 1962). In a university setting, expectations for security and tenure seemed to influence adoption (Evans, 1967, p. 146). Young, less- established faculty members with heavier teaching loads and often lower salaries seemed eager to implement new ideas, but tended to resist innovation because of their desire for security, tenure, retirement benefits, and fitting in with other faculty members. Innovations 3O perceived as high in reward and low in risk seemed to be adopted most rapidly (Fliegel A Kivlin, 1966). In summary, expected organization reaction to the innovation seemed to strongly influence the decision to adopt an innovation. The accuracy of the adoptor's expectations and perceptions about the organization may affect the success with which an innovation is intro- duced, implemented, and routinized. Adoption was related to perceived need for the innovation and expected ease of adoption. Extrapolations from this research suggest that an adoption agent who supports or promotes adoption is a member of an organization that has positive attitudes of and assessments of the innovation, that perceives a need for the innovation, and that expects rewards for innovating. Expected organization reaction may be measured in the adoption agent's ratings of (a) the innovation's compatability with organization values, attitudes, and beliefs, (6) the organization's knowledge of and famil- iarity with the innovation, (c) the organization's perception of a need for the innovation, (d) the current rate of organizational change that might have depleted organizational resources, and (e) the organiza- tion's expectations of reactions from groups in its social environment. Implications and Conclusions The preceding review has suggested a profile of an adoption agent in a user organization. An effective adoption agent is expected to be an individual whose attitudes, values and beliefs are compatible with the innovation and its implementation, who uses cosmopolitan infbrmation sources, who has high communication skills and exceptional 31 personality attributes, who occupies a position of opinion leadership, high social status, and/or decision- making power, and who attempts to introduce a feasible innovation to a receptive organization. The literature did not indicate the relative predictive value of these characteristics, however, nor did it indicate the effects of variable interactions. Perhaps any individual could induce adoption in an organization that is receptive. Perhaps only a skilled communicator could persuade an organization that is resistant. The Current Research The purpose of the current study was to investigate adoption agent attributes that may be related to innovation adoption. This ' research was carried out as part of a national experiment entitled "An Experiment to Promote the Use of An Innovative Graduate Training Program," directed by George W. Fairweather, and funded by a grant from the National Institute of Mental Health for 1981-83. The goals of the national experiment were (a) to disseminate a psychology doctoral program to teach students the values and research methods necessary to integrate scientific research with problem- focused treatment and decision- making, and (b) to investigate institutional and behavioral variables that may be associated with adoption of aspects of the program. The psychology doctoral program was based on the Experimental Social Innovation methodology first expressed by Fairweather (1967) in a description of problem- oriented, longitudinal research using random assignment to experimental conditions. Working with other faculty members at Michigan State University, Fairweather designed the Ecolog- 32 ical Psychology Program (Tornatzky, Fairweather and O'Kelly, 1970; Tornatzky, 1976) to train innovative, socially concerned, and methodo- logically sophisticated social scientists to work collaborativly with social program decision- makers. The success of this program has been measured by its success in training students to establish research practice in community agencies and to conduct experimental thesis and dissertation research in community settings. Twenty-five students have earned Ph.D.'s and have easily found positions in government, community agencies, and academia. The current research will attempt to identify the adoption agent attributes that are related to the adoption of this graduate program. Adoption agent attributes will be divided into two main categories (a) personal and social attributes and (b) perceptions of the innovation context. Personal and social attributes include attitudes toward the innovation, personality characteristics such as sociability and perseverence, skills such as ability to communicate effectively, and social characteristics such as social status or decision- making power. Perceptions of the innovation context include expected rewards, perceived professional support, perceptions of inno- vation attributes, expected reactions from the department, and expec- tated reactions from the community in which the department is located. Case studies and descriptive accounts of educationl innova- tions suggest that organizational characteristics indicate receptivity to change (Berelson, 1960; Berte, 1972; Hefferlin, 1969; Heiss, 1970; Mahew, 1974; Zaltman, Duncan A Holbeck, 1973). However, little empirical research was available to indicate which organizational 33 characteristics affect adoption or how it is affected. It is generally agreed that organizational prestige or reputation is an important determinant of the organization's receptivity to innovative change. However, there is some disagreement as to whether receptivity to curriculum change, educational innovation, and new developments within disciplines is positively related to the prestige of the organization (Berelson, 1960; Clark, 1968; Hagstrom, 1965) or negatively related to the prestige of the organization (Blau, 1973; Heiss, 1970; Mahew, 1974). Rogers and Shoemaker (1971) suggested that organizations that are "steeped in tradition" are usually inflexible whereas modern institutions are usually receptive to innovation. The present research will address these issues by comparing adoption rates in high, medium, and low prestige academic departments. Hypotheses Since little empirical research has been focused on adoption agents, hypotheses and selection of variables have been based on rational extrapolations from the existing literature on change agents and adoptors. In the current research, innovation adoption will be defined as the extent to which the adoption agent or the adoption agent's department has adopted the Ecological Psychology program. Two experimental hypotheses will be tested: Hypothesis 1: Degree of adoption will be greater when the adoption agent receives information from faculty and students in the Ecological /Community program than from faculty only. Hypothesis 2: Degree of adoption will differ according to the 34 level of prestige of the adoption agent's organization. In addition, twenty correlational hypotheses will be tested: Hypothesis related to the training. Hypothesis related to the Hypothesis related to the Hypothesis related to the Hypothesis related to the Hypothesis related to the innovation. Hypothesis related to the adoption agent's degree implementation Hypothesis related to the adoption agent's use of sources. Hypothesis related to the adoption agent's communication potential in department. 3: Adoption rates will be significantly positively adoption agent's opinions about innovations in graduate 4: Adoption rates will be significantly positively adoption agent's perceptions of need for the innovation. 5: Adoption rates will be significantly positively adoption agent's value of the innovation goals. 6: Adoption rates will be significantly positively adoption agent's perceptions of innovation attributes. 7: Adoption rates will be significantly positively adoption agent's expectations about the innovation. 8: Adoption rates will be significantly positively adoption agent's attitudes toward implementing the 9: Adoption rates will be significantly positively of knowledge related to of the innovation. 10: Adoption rates will be significantly positively cosmopolitan information 11: Adoption rates will be significantly positively the 35 Hypothesis 12: Adoption rates _will be significantly positively related to the adoption agent's self- perceptions. Hypothesis 13: Adoption rates will be significantly positively related to the adoption agent's social status in the department. Hypothesis 14: Adoption rates will be significantly positively related to the adoption agent's degree of formal decision-making power in the department. Hypothesis 15: .Adoption rates will be significantly positively related to the adoption agent's belief that the department has positive opinions about innovations in graduate training. Hypothesis 16: Adoption rates will be significantly positively related to the adoption agent's belief that the department perceives a need for the innovation. Hypothesis 17: Adoption rates will be significantly positively related to the adoption agent's belief that the department values the goals of the innovation. Hypothesis 18: Adoption rates will be significantly positively related to the adoption agent's expectation that the department will have positive perceptions of the innovation. Hypothesis 19: Adoption rates will be significantly positively related to the adoption agent's expectation that the department will will support the implementation of the innovation. Hypothesis 20: Adoption rates will be significantly positively related to the adoption agent's belief that the department has a high degree of knowledge related to implementation of the innovation. Hypothesis 21: Adoption rates will be significantly positively 36 related to the adoption agent's expectation that the university will support the implementation of the innovation. Hypothesis 22: Adoption rates will be significantly positively related to the adoption agent's expectation that the community will support the implementation of the innovation. CHAPTER II METHOD Sample The sample for this research was approximately one half of the population of 128 United States college and university psychology departments which offered Ph.D. degrees but did not have a graduate program (M.A. or Ph.D.) in program evaluation, community psychology, community/clinical, applied social psychology, or applied experimental psychology as reported by Graduate Study in Psychology 1981-1982 (APA, 1980). Professional schools were not included in the population because they did not have typical psychology graduate programs. Three psychology departments were excluded from the population because of extensive prior contact with MSU's Ecological Psychology program The sample, then, consisted of 63 psychology departments. Experimental Design The goal of the experiment was to identify the personal, social, and institutional variables that facilitate a psychology department's adoption of a prototype graduate training program. Departments were invited to nominate a faculty member to attend a meet- ing in which information about the Ecological Psychology program would 37 38 be presented. The experimental design was a 2 x 2 x 3 x 2 factorial (Meeting Conditions x Fiscal Year x Departmental Prestige x Follow- up Interview) with the last factor as a repeated measure. Assignment to Conditions Within Departmental Prestige stata (high, medium, low). the 63 departments were randomly assigned to a Meeting Condition (Faculty or Faculty- Student Presentation), and to one of two consultants. Depar- tments were randomly assigned to conditions until a cell was filled, and then randomly assigned to the remaining cells. Random selection and assignment were determined by a random numbers table, by coin toss- ing, and by random draw with replacement until cells were filled. The Fiscal Year (April, October) in which participants attended a Meeting Condition was determined by the participant's availability. The departmental representative who attended the meetings will be referred to as a departmental "contact." Meeting Conditions The two meeting conditions (Faculty Presentation, Faculty- Student Presentation) were divided into four parts in order to meet fiscal year funding constraints. The Faculty condition was presented on April 23-24 and October 15-16, 1981. The Faculty- Student condition was presented on April 27-28 and October 19—20, 1981. In both April and October, the Faculty- Student condition was presented on Thursday and Friday, and the Faculty condition was presented on the following Monday and Tuesday. The order of conditions was held constant to facilitate the familiarity of meeting speakers with presentation 39 materials and because of limited travel funds for consultants. One student presenter and one faculty presenter who attended the April meetings were unable to attend the October meetings. The agenda was the same for both Meeting Conditions (see Out- line of Program Contents in Appendix A). In both conditions, contacts and speakers sat around a large conference table. Speakers were inter- spersed among contacts. All participants had name plates in front of them. Contacts were invited to make comments or ask questions at any time during the presentation of a topic. Informal discussion was encouraged. Transcripts were taken unobtrusively by a court stenc- grapher who sat in the back of the room. The participants were inform- ed of the recordings at the start of the meetings. At some meetings the contacts requested further information about the rationale and procedures for these recordings. Most of the discussion initiated by the contacts, however, reflected their interest in information about the Ecological Psychology program. Some critical comments were made about the structure of the meetings and how they could be improved. In one of the Faculty Meeting conditions, when a contact asked why there were no students present, the rationale was discussed but information about the experimental design was not given. The experimental nature of the meetings was discussed, but the experimental conditions were not revealed. Contacts in the first meeting condition spontaneously offer- ed to share their names with subsequent groups in order to allow communication among the contacts. Subsequent groups also agreed to release their names to all other contacts. The difference between the Meeting Conditions was in the no number of sources used for infbrmation presentation. In the Faculty Condition, information about the Ecological/Community program was presented by 5 current and 2 past faculty members in the program. In the Faculty- Student Condition, program information was presented by 5 current and 2 past faculty, 4 current students, and 7 program graduates. Graduates were selected to represent three types of job settings: private sector, public sector, and academic. The graduates ranged in number of years since graduation (2 to 10 years) in order to get a representative sample. They made 13 formal presentations describing their training experiences in the program and their current employment settings, and contributed to discussions about degree requirements, field placements, and job opportunities. The Faculty- Student Condition seemed to differ from the Faculty Condition in four main ways: (a) it seemed to have a greater spontaneity and diversity of presentation styles, (b) it provided an opportunity for the presen- tation of a greater diversity of views about the program, (c) it provided an opportunity for contacts to ask a greater variety of questions about the program, and (d) it allowed the contacts to see and interact with the products of the program. The agenda given to parti- cipants in the Faculty condition is presented in Figure 1. The agenda given to participants in the Faculty- Student condition is presented in Figure 2. 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T ca Na ea ma HZDH>HQDCJ GOOD—PHOZ 72 Ho>m4 mwwammam oa weavuooom moaoom coaamov¢ m>aaomHHoo mo comflHmmEoo no mmsuHm a: zoomed name DAN naco on _ _ s 1 n 1 n 1 on 1 we moaanmma zo3.1:1 mamanmma z=_om= ..... wALannma zoaz.lun T An m.— UOJ—JIIJUF-H>h.l COOLI-HDZ 73 programs in their universities. The ANOVA cell means revealed no other trends toward significant interactions. Associative Analyses Pearson correlations from the BC TRY cluster analysis are presented in Table 12. They indicate that the following four Adoption Agent scale scores were significantly related to Individual or Collec- tive Adoption, suggesting support for four hypotheses listed in Chapter I: (a) Individual Adoption at the 90-day Follow- up was related to the contact's Attitudes toward Implementation (r=.327, n=48, p<.05; Hypothesis 8), (b) Collective Adoption at both 90-day and 270-day Follow- up was related to the contact's Social Status in the Department (r=.307, n=48. p<.05; r=.607, n=23, p<.01; Hypothesis 13), (c) Collec- tive Adoption at the 90-day follow-up was related to the contact's perception of Departmental Support for Implementation (r=.294, n=48. p<.05; Hypothesis 19), and (d) Collective Adoption at both 90-day and 270-day follow- up was related to perceptions of University Support for Implementation (r=.304, n=48, p<.05; =.433, n=23, p<.01; Hypothesis 21). The Similarity of Contact and Department Attitudes score was not significantly related to either Collective or Individual Adoption. Collective Adoption at the 90- day follow- up and Collective Adoption at the 270- day follow- up were correlated .92 (n=23, p<.001). Indivi- dual Adoption at the 90- day follow-up and Individual Adoption at the 270- day follow- up were correlated .69 (n=23, p<.01). Table 12 shows that one Adoption Agent scale was signifi- cantly related to Individual Adoption at the 90- day follow- up, three 74 Table 12 Pearson Correlations of Adoption Agent Scores with Outcome Scores Individual Collective Outcome Outcome Scale 90-day 270-day 90-day 270-day (n=48) (n=23) (n=48) (n=23) Personal and Social Attributes Opinions About Innovativeness in -.13 .11 -.04 -.27 Graduate Training Perceived Need for Innovation -.13 .16 -.20 -.22 Value of Innovation Goals -.01 .10 -.03 -.28 Perceptions of Innovation Risk .06 .11 .15 .24 Expectations of Reward for Innovatione .14 .15 -.03 -.02 Attitude toward Implementation Activity .33" .23 .02 -.10 Knowledge Related to Implementation .21 .19 .10 .13 Use of Cosmopolitan Information Sources .01 -.37 .10 -.09 Communication Potential in the Department .02 -.17 .25 .31 Social Status in the Department -.04 -.11 .31" .61"" Formal Decision-Making Power .05 -.10 .13 .20 Self-perceptions -.07 .11 .02 .22 Departmental Scales Opinions About Innovativeness in .02 .08 .OO -.08 Graduate Training Receptivity toward Adopting ESID ProgramQ .22 .31 .25 .08 Value of Innovation Goals -.05 .17 -.09 -.04 Perceptions of Innovation Risk -.12 .12 .15 .28 Support for Implementation .19 .25 .29" .30 Knowledge Related to Implementation .16 .12 -.05 .12 University and Community Scales University Support for Implementation -.08 -.O9 .30" .43" Community Support for Implementatione .19 .34 -.13 .12 9 These scales were administered as part of theIFaculty Questionnaire " p<.05 "" p<.01 75 Adoption Agent scales were significantly related to Collective Adoption at the 90-day follow- up, and two scales were significantly related to Collective Adoption at the 270- day follow- up. A test of significance for a series of statistical tests (Sakoda, Cohen, A Beall, 1954) indi- cated, however, that three correlations out of the 20 computed per out- come score per follow- up could have been significant at the .05 level by chance (.05.o _nn=4¢>._ zoaaaoo¢.2 _ _ _ zowhmoo¢.u um MMDUHm m:4¢> .pmwo :04 .w>whquwoo 204 4¢30H>wozw row: wczow>wozw 204 .m>whumqqoo row: an anal. um .11 5a 1 on De om cm or om om ZUGIZ QJDIDI-IJJK (DOOMLIJ 85 These otypes reflect to some extent the correlations among the clusters. Notice that Otype 9 (High Individual Adoption) and Otype 1 (Low Collective Adoption with Low Departmental Value) had similar mean scores for Cluster 3 (Individual Values and Perceptions of Need for Innovation). Adoption Agent Otype 9 shows that High Individual Adop- tion was accompanied by moderate Collective Adoption and Social Status. Adoption Agent Otype 1 shows that Low Collective Adoption was associa- ted with Low Departmental Values, Knowledge, and Support. Summary In summary, the experimental analyses showed no significant differences between Meeting Conditions or among Prestige Levels for either Collective or Individual Adoption. There was a significant dif- ference between Follow-up Times for Collective Adoption but not for Individual Adoption. Although there were no statistically significant interactions among the experimental conditions, Follow-up scores tended to vary according to the Prestige Level of the Department. Correla- tional analyses showed that Collective Adoption was related to social status in the department, departmental support for implementation, and university support for implementation. Individual Adoption at the 90- day follow- up was moderately correlated with attitudes toward imple- mentation. In cluster and profile analyses, values and perceived needs for innovation were not substantially related to either Individual or Collective Adoption. High Collective Adoption was accompanied by slightly low Individual Adoption, but high Individual, Adoption was accompanied by moderate Collective Adoption. CHAPTER IV DISCUSSION This research has addressed the relation of message and medium to action. Havelock (1969) suggested that disseminators who sent a diversity of messages to potential adoptors through a diversity of media would increase their success in promoting adoption. The diver- sity of messages about the innovation was evident in the breadth of facets of the program about which information was available. For example, information was presented about the history of the program, its philosophy, its courses and degree requirements, student selection procedures, financing of students and research, and employment of grad- uates. This information was presented in the Meeting Conditions, in the introductory letter to the department chairperson, in the pre- meeting manual mailed to all meeting participants, and it was verbally available on request from the disseminators over the telephone and/or in a seminar presented by the Director of the research project. The contacts who attended the Faculty- Student meetings also received infcrmation from the program's current students and program graduates. The Faculty- Student Condition seemed likely to show the strongest effect in promoting adoption. In this condition, there was more spon- taneous interaction between the contacts and the disseminators, and contacts spoke more often and asked more questions. It seems likely 86 87 that the information they received was tailored to their individual needs. It may have been that 90 to 270 days did not allow sufficient time f6r the Meeting Conditions to show an effect. In the first follow- up telephone call to the contact (see Appendix M for script), most contacts indicated that they had little prior knowledge of the Ecological- Community Psychology program. Therefore, many contacts may have wished to find out more about the program, or to get opinions from other sources about the program, or to become accustomed to novel aspects of the program before adopting it. This interpretation was supported in Cluster 1 by the relation of Collective Adoption to the Contact's High Knowledge Related to Implementation, but it was not sup- ported for Individual Adoption. In Table 11, Individual Adoption scores were slightly higher than Collective Adoption scores at 90 and 270 days for all Prestige Levels, except for high prestige where Collective Adoption was higher than Individual Adoption at 270 days. This may have been because the process of collective adoption was more complex than the process of individual adoption or because the program aspects being adopted col- lectively were more complex than the program aspects being adopted individually. Although the differences between the Meeting Conditions (Faculty, Faculty— Student) and among Prestige levels (High, Medium, Low) were not statistically significant in the' present analysis, the significant differences between 90- and 270- day follow-up suggests the possibility of significant Meeting Condition and Prestige level effects 88 and/or interactions after a longer follow-up period. Figures 5 and 6 showed that degree of adoption tended to be greater for contacts who belonged to a medium- prestige rather than a high- or low- prestige department. This data suggests that the relation of prestige to adop- tion was curvilinear rather than a positive linear function as suggest- ed by Berelson (1960), Clark (1968), and Hagstrom (1965), or a negative linear function as suggested by Blau (1973), Heiss (1970), and Mahew (1974). These results tended to contradict the prediction that organi- zations "steeped in tradition" would not adopt (Rogers A Shoemaker, 1971), if it is assumed that high prestige departments are biased to- ward tradition. Contacts in high prestige departments tended to be associated with higher levels of Collective Adoption but lower levels of Individual Adoption than were contacts in low prestige departments after 90 and 270 days.. Contacts associated with high prestige depart- ments may have thought that the experimental methodology of the Ecological/Community Psychology program was in keeping with traditional laboratory methods of psychology. As is the case in much of the research in innovation dissemination, the contact's perceptions of the program as new or innovative was not confirmed. The results of the current research indicated that Collective and Individual Adoption were independent phenomena. Collective and Individual follow- up scores loaded in clusters that were slightly negatively correlated. This finding may reflect differences in indi- vidual and group performance. Social psychology research indicates that groups need time to coordinate their efforts and to evaluate the resources of the group (see Hill, 1982). The relation of grOUp support 89 to adoption was indicated in Adoption Agent Otype 1 where low Collec- tive Adoption was related to low Departmental Values, Knowledge, and Support. No profile showed high Collective Adoption without at least moderate Departmental Support, or Individual Adoption without moderate- ly high scores on Individual Values, Expectations, and Perceptions of Need. Individual Adoption was sometimes moderately ‘ high, how- ever, even when Departmental Values, Knowledge, and support was low (Otype 4). These results indicate that the distinctions between Col- lective and Individual Adoption should be made in future research in order to detect the differential effects of individual attributes and interpersonal processes. The current research indicated that several previously studied variables were related to Collective Adoption, but that only one of the previously studied variables (Attitudes toward Implementation) tended to be correlated with Individual Adoption. Congguence of Results with Existing Literature Values, Attitudes, and Beliefs ’ The results of this study indicate that values, attitudes, and beliefs were not strongly related to Collective Adoption. Cluster 3 (Contact's Values and Perceptions of Need) was correlated only .20 with Cluster 2, (Individual Adoption), accounting for only 41 of the vari- ance. Cluster 4 (Departmental Values, Knowledge, and Support) was cor- related only .26 with Cluster 1 (Collective Adoption and Social Status), accounting for about 6.8% of the variance. Although some con- gruence of values may be necessary for adoption, congruence did not seem to play a major part. Its role may be more in preventing rather 90 than in promoting adoption. This finding is supported by social psych- ology research that indicates that attitudes and behaviors are often uncorrelated. Individual values and beliefs tended to be marginally related to departmental attitudes and beliefs. Use of Cosmopolitan Information Sources The use of cosmopolitan information sources was only slightly related to other adoption agent attributes and it was unrelated to either individual or collective adoption. Use of cosmopolitan informa- tion sources may play a role in the awareness or interest stages of adoption where it increases the contact's probability of being exposed to innovations. When adoptors are selected by the disseminator rather than by self- selection, the use of cosmopolitan information sources seems to account for little variance in the prediction of adoption. Communication Potential in the Department and Formal Decision- making Power. Communication potential and formal decision- making power in the department showed high loadings on the Collective Adoption and Social Status cluster. Future research is needed to study the specific communication and decision- making processes related to adoption and to determine whether a causal relation is involved. Both communication potential and formal decision- making power may be mediated by social status in the department. The data indicated that these two variables have little value in the prediction of individual adoption in academic settings. 91 PersonalityoVariables The present research provided some support for Loy's (1969) research about the personality variables of adoptors, even though a nominal and untested version of the Sixteen Personality Factor Ques- tionnaire was used. An informal item analysis of the self- perception scale showed that the items with the greatest potential in predicting adoption were similar to those found by Loy: (a) venturesome and domi- nant (which seemed to be related to contact influence and status items), (6) sensitive (which seemed to be related to contact social value items), (0) self- sufficient and imaginative (which seemed to be related to department social values items), and (d) persevering (which seemed to be related to department's grant writing experience and the contact receptivity to the innovation). The Self- Perceptions scale as a whole, however, was dropped from the cluster analysis due to low com- munality. Self- report items describing venturesomeness and dominance may have some value in future research on collective adoption because of their relation to the contact's influence and social status. Social Status Becker's (1970) findings that leaders tended to be bound by the conservativeness of their systems was indirectly supported in the relation of collective adoption to university support for implementa- tion. Similarity of contact and department attitudes was not signifi- cantly related to the Collective Adoption and Social Status cluster, however, reflecting perhaps the independence of some attitudes and behaviors. Variables such as Communication Potential in the Depart- 92 ment, Formal Decision- Making Power in the Department, Faculty Status, and Knowledge Related to Implementation may be considered aspects of social status. The data suggest that indicators of social status would be strong predictors of collective adoption, but they seemed to be unrelated to individual adoption. These results contradict those reported by Fairweather et al. (1974) where social status of contacts approached at random was unre- lated to adoption. However, in the present research departments were allowed to nominate a contact. Departments with high initial interest and therefore high probability of adoption may have nominated a high- status faculty member to attend the meetings. This implies that it is the combination of organizational interest and social status of the contact that is related to collective adoption. If this is verified, future disseminators may wish to require the involvement of a high- status representative of an adoptor organization as an indication of the organization's interest in adopting the innovation. This approach may have secondary benefits by increasing the rate of diffusion of the innovation through informal communication channels if the first sample of adoptors contains the most enthusiastic innovation advocates. In the persuading stage of dissemination, these motivated adoptors should be given the background information necessary to convey the benefits of adoption to their system members and members of other systems. Innovation Attributes High Adoption Potential (HAP) of the innovation was indicated in the relation of the Collective Adoption and Social Status to the 93 contact's perceptions of low risk in innovation. Notice that adoption was not related to the contact's expectations of reward for innovation. These results are congruent with the effects of reward and punishment in small groups (Sampson, 1963; see also Hill, 1982, p. 529) where rewards were more motivating than fines when subjects were evaluated and sanctioned individually, but fines were more motivating than rewards when the subjects were evaluated and sanctioned as a group. In the present research, the absence of risk seemed more relevant to con- tacts than was the potential for reward. These results contradict findings that adoption is related to expectation of reward (Becker, 1970; Blau, 1963; Cancian, 1967; Cyert A Marsh, 1963; LaPiere, 1965: Tornatzly and Klein, 1981). Contacts in high- collective- adoption departments seemed already to have high status in their departments. Tenure in academic departments ensures to some exent that departmental status will not be lost. It could be argued, however, that high- status contacts desired adoption in order to maintain their informal status in the department or to improve their status among a wider group of professionals. The results indicated that perceptions of innovation attributes were relatively independent of individual adoption. Expected Ooganization Reaction The contextual factor most highly related to collective adop- tion was university support for implementation. This scale may have represented central aspects of organizational receptivity since it is unlikely that a university would allow implementation of an innovation that conflicted with its basic philosophy or values. The independence 94 of collective adoption and the contact's perceptions of need for the innovation contradicts the findings of Moore and Cantrell (1976) and Taylor and Miller (1978) where felt need for an innovation led to rapid adoption. Some system reactions that may have interacted with percep- tions of need were not addressed in the adoption agent research, how- ever, e.g., current rate of organizational change or availability of resources needed to adopt the innovation. However, contact and depart- ment attitude clusters were positively although not strongly related to both individual and collective adoption. Attributes Related to Collective Adoption The adoption agent attributes most strongly related to col- lective adoption were indicators of status in the department: social status, decision- making power, and faculty status (Assistant, Associ- ate, Full Professor). The contact's knowledge related to implementa- tion may have been related to status in the department if the knowledge was valued by the department. To some extent, university support for implementation could also have reflected the contact's status since the questions in the scale asked specifically about university support for the contact's involvement in implementation rather than about support for the innovation in general. Collective adoption seemed to be related to the competence and perceptions of a departmental contact, rather than to existing know- ledge or values in the department as a whole. This was reflected in the relation of Collective Adoption to the contact's knowledge related to implementation but not to departmental knowledge related to imple- 95 mentation. This may reflect a need for one knowledgeable individual to lead or coordinate implementation of the innovation. The feasability of adoption seemed to be indicated in the relation of collective adop- tion to university support for implementation, the contact's knowledge related to implementation, and the contact's perceptions of low risk in the innovation. Collective Adoption was marginally related to departmental values and attitudes (r=.26). This may indicate that compatability of attitudes and values with the innovation may be a necessary but not sufficient condition for adoption. This interpretation is supported in Adoption Agent Otypes 1, 2 and 6. Adoption Agents in Otype 1 (Table 15, Figure 7) showed that the lowest mean Collective Adoption score occurred where Department Value, Knowledge, and Support was low. Con- versely, in Otype 6, high departmental value was related to moderately high Collective Adoption. In Otype 2, where the mean score on Depart- ment Values, Knowledge and Suppport was 14 points higher than in Otype 1, however, the mean score for the Collective Adoption and Social Stat- us cluster was only 3 points higher than in Otype 1. Attributes Related to Individual Adoption Paralleling the results for Collective Adoption, individual values and attitudes were marginally related to Individual Adoption. However, Individual Adoption was also marginally related to Departmen- tal Values, Knowledge, and Support, possibly indicating the contact's concern for the department's reaction to the innovation. Note that Collective Adoption was slightly negatively related to the Contact's 96 Values, Expectations, and Perceptions of Need (r=-.10). Adoption Agent Otype 10 showed that the highest Individual Adoption occurred when there were slightly above average scores on the other three clusters. Otype 4 (Table 15) indicated that for some contacts, high individual adoption was associated with low Departmental Values, Knowledge, and Support. Otype 8 indicated that Individual Adoption also took place where Departmental Values, Knowledge and Support was high. It is unclear, whether the contact's perceptions of department support or department knowledge related to implementation were accurate and whether they had changed in 60 to 210 days after completing the Adop- tion Agent scales. The contact's attitudes toward implementation activities were significantly correlated with Individual Adoption at 90-days, but not at 270-days. Low Individual Adoption for some contacts may have been related to feelings of incompatability with their departments as indi- cated by the loading of dissimilarity of contact and department atti- tudes on Cluster 3 (Contact's Values and Perceptions of Need) which was marginally related to Individual Adoption but was slightly negatively related to Collective Adoption. Department receptivity toward adopting ESID Program may have reflected the contact's expectations for recep- tivity in a small sub-group in the department rather than by the department as a whole since it was not highly correlated with Collec- tive Adoption. Individual Adoption was marginally related to items that implied less need for cooperation, e.g., contact's attitudes toward implementation, which loaded on Cluster 3 (Individual Values and 97 Perceptions of Need). The loading of low prestige of department with individual attitudes and values is ambiguous since Figures 4 and 5 sug- gested that the relation of departmental prestige to adoption was curv- ilinear. Limitations of the Current Research and Implications for Future Research The interpretations of the current research are limited in several ways. For example, the adoption agent's understanding of the innovation was not assessed. Although the adoption agent's knowledge related to implementation may have reflected a background that could facilitate understanding of the innovation, conclusive evidence has not been presented to show that the contacts received the impressions of the graduate program that were intended by the program disseminators. Misperceptions of this complex intervention could have affected the contact's intitial enthusiasm or ability to combine this enthusiasm with an accurate and appealing presentation to faculty members in their department. This issue and some of those raised below will be address- ed in other aspects of the national experiment of which the current research was a part. Both individual and and collective adoption may have been affected by the contact's perceptions of the disseminators. For example, the credibility of the disseminators may have been affected by the degree to which contacts saw them as similar to themselves or their ideals. This is an extension of the finding that the contact's own social status in the department was related to collective adoption. 98 The relation between social status and adoption could have contributed to the relative enthusiasm of middle prestige departments as compared to high prestige departments in that members of the MSU faculty may have seemed more credible to members of low and median prestige depart- ments than to members of the highest prestige departments. This research has presented little information about the behaviors of adoption agents in their roles as indigenous change agents. Although social status and decision- making powers were reported by contacts whose departments began collective adoption, these self- reports need further confirmation. Hapefully, the type and degree of adoption agent involvement in the awareness, interest, evaluation/legitimization, decision- making, and action/implementation stages of innovation adoption will be examined in future research. The adoption agent research has been limited by it's examina- tion of only the first 90 to 270 days of adoption. This means that relations discovered in the present research may change over longer periods of time. Longitudinal research by Fairweather (1974) indicated that the factor loadings of variables become stronger over time. Greater variance in the outcome variables may reveal additional rela- tions between adoption and adoption agent characteristics. Repeated assessments of the adoption agent's perceptions of the innovation and the context of adoption may suggest adoption agent attributes that are related to the various stages of adoption. This type of repeated measure may also suggest the problems encountered by an adoption agent who is a member of a reluctant or conservative system. Some of these aspects may be addressed in the national experiment which was the 99 context of the adoption agent research. It would be particularly interesting to see whether values or attitudes toward innovativeness are related over time to the adoption agent's perceptions of complex innovations, perceptions of receptivity in the organization, or to the adoption agent's move to another organization. Interpretations of this research are limited by the low vari- ance of the outcome scales and by low test- retest and alpha coeffi- cients of some Adoption Agent scales (Cronbach A Furby, 1970). The scales should also be interpreted with caution in that the underlying cluster structure of the questionnaire has not been examined and the construct validity of the scales has not been tested. This study has revealed the complexity and the inconclusive- ness of this area of research. It has showed that the Adoption Agent's status in an academic department was strongly related to Collective Adoption, but not to Individual Adoption. It showed that attitudes and values were not strongly related to adoption but that departmental and individual values and attitudes were similarly related to Collective and Individual Adoption, respectively. Although conclusive evidence about the relation of adoption to departmenal prestige was not present- ed, trends suggested that the relation was curvilinear. Future research may show which characteristics indicate the effectiveness of adoption agents and which are the most accurate predictors of adoption. Information is especially needed about types of innovations, the stages of adoption, effects of social status, communication potential, and decision- making power, and ways to increase the adoption agent's effectiveness. 100 Future research should be based on consistent use of opera- tional definitions. What dynamics and attributes distinguish indivi- dual adoption from collective adoption? What baselines can be estab- lished to define the "innovativness" of information? To what reference group should an "early adoptor" be compared, especially when the imme- diate social environment is conservative? The clarification of the roles of change agents, adoption agents, and user/adoptors will require research on interactions of these roles. How are individual and col- lective adoptors affected by the methods and media of information dis- semination (see Copp, 1958; Havelock, 1969), and by organizational or ideological compatability between the disseminators and the adoptors? 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Scientific accountability g. Scientific rigor in evaluation C. National trips to the five universities D. The Portland experience E. The MSU experience 1. The initial group 2. Departmental approval 3. The design of the program and its changes 4. The first recruiting procedure Discussion First year A. 870, 871 (Bill F.) B. 872 (Mike C.) 1. Goals and objectives of the course . Major topics covered . Assignments given to students . How course sequence fits into the graduate training program C. 873. 874. 875 (Esther F.) 1. Goals and objectives of the course 2. Describe the community program a. Cover the role of the graduate student in the community b. Cover various settings students work in 3. Major topics covered 4. Assignments given to students 5. How course sequence fits into the graduate training program D. Statistical sequence Discussion tLA-IN 10:00 10:15 IV. Break Second year 117 A. Cognate (Mike C.) 1. Area of specialization B. Seminars Describe where cognate fits in total program Example of obtaining formal minor in another area of psychology Example of obtaining a cognate in another department Example of designing an interdisciplinary cognate (Jeff Taylor as an example) 1. Other courses a. Delinquency theory and research (Bill D.) 1. How course was developed 15 min. . Major goals and objectives of course . Topics covered . Assignments given to students, reading list Poverty (Charles J.) 1. How course was developed 15 min. 2. Major goals and objectives of course 3. Topics covered 4. Assignments given to students, reading list Scientific theory (Charles J.) 1. How course was developed 15 min. . Major goals and objectives of course . Topics covered . Assignments given to students, reading list Program evaluation techniques (Ralph L.) 1. How course was developed 15 min. . Major goals and objectives of course . Topics covered . Assignments given to students, reading list Seminar on system approaches (Ralph L.) 1. How course was developed 15 min. 2. Major goals and objectives of course 3. Topics covered 4. Assignments given to students, reading list Organizational Course (Lou Tornatzky) 1. How course was developed 15 min. 2. Major goals and objectives of course 3. Topics covered 4. Assignments given to students, reading list 3W“) 1:00“) 3001‘) C. Or choice of courses in psychology and other 11: 12: Chairperson: 1:15 p.m. N 45 15 45 00 V. 118 departments (Bill D.) 1. See list of courses in manual D. Master's theses 1. Role of guidance committee and thesis committee (Bill D.) E. Energy and environment 1. Nancy Stevens" (Glenn Shippee) masters 2. Dave Roitman (printed abstract) 3. Marty Kushler (printed abstract) 4. Jim Emshoff (printed abstract) Discussion Break (lunch) Charles Johnson 3rd and 4th year A. Course continuation (Charles J.) B. Role of guidance and dissertation committees (Charles J.) C. Options for comprehensives (Glenn Shippee) 1. Nature of comprehensives - who decides, role of guidance committee 2. Areas to be covered a. Background information - history and systems, major theoretical positions b. Contemporary work - social change strategies, empirical history, research design, assessment procedures c. Ethics and social values d. Future directions and policy implications 3. Options for comprehensive exams a. Written exam b. Mini-book c. Grant application d. Design and teaching of an undergraduate course 4. Timetable for the exam D. Doctoral dissertations 1. Aging a. Denis Gray"" (Bill D.) dissertation b. Jon York (printed abstract) 2. Juvenile delinquency and law a. Monty Whitney"" (Bill F.) dissertation b. Tina Mitchell (printed abstract) 3. Education a. Elmima Johnson (printed abstract) b. Charles Tucker (printed abstract) Discussion Break E. Minors in ecological/community from other groups F. (Bill D.) Annual evaluation (Bill D.) 3 u 30 45 119 Discussion Happy hour with students, grads and faculty (Isidore Flores", Isa Fernandez", Jeff Mayer": will be asked to rate persons in the meeting on enthusiasm, interest, etc.) students Chairperson: 8:30 a.m. 10:15 10:30 10:45 I. II. III. 120 Friday A Tuesday, April 24,28 A Oct. 16,20 Esther Fergus Student selection and recruitment (Charles J.) A. Recruitment procedures 1. Letters and brochures to chairs 2. Special efforts for minority recruitment 3. Different strategies used for general recruitment Student selection 1. Procedure to assess application 2. Personal phone calls to confirm interest and fit with the program Discussion Employment A. B. Preparing and helping students find employment: 1980 job search experience (Bill D.) Academic employment 1. Type of department and program a. Ph.D. granting (Tina Mitchel""-Bill D.- Mike C.) b. M.S. (Mitchell Fleischer""-Lou Tornatzky) c. Research institute (Monty Whitney""- Bill F.) 2. Type of teaching 3. Kinds of research conducted C. Community 1. Type of setting 2. Job function in the setting a. Policy setting (Elmima Johnson""- Lou Tornatzky) b. Administrative/research (Monty Whitney""- Jeff Taylor""-Bill F.) D. Private 1. Type of setting 2. Job function in the setting a. Private consulting on own (Bob Harris""- Bill F.) 6. Working for private consulting firm (Lou Tornatzky-Bill F.) Discussion Break Financing training A. Training grants institutional or individual support (Bill F.) B. Teaching assistantships (Charles J.) 1. Availability and use of assistantships 2. Type of assistantships taken C. Research assistantships (Bill F. and Bill D.) 1. Types of research involved with 2. Role of the student in research 11: 12:00 Chairperson: 1:00 p.m. IV. N 30 45 00 D. 121 Employment with community agencies (Charles J.) 1. Types of settings employed in 2. Role and job function in the setting Discussion Break (lunch) Bill Fairweather Financing research A. Mental health grants (Bill F.-Lou Tornatzky) 1. Nature of the grant 2. Extent supported faculty, staff, and students 3. Dissertation opportunities through the grant Diversion grant (Bill D.) 1. Nature of the grant 2. Extent supported faculty, staff, and students 3. Dissertation opportunities through grant National Science Foundation (Bill D.) 1. Nature of the grant 2. Extent supported faculty, staff, and students 3. Dissertation opportunities through grant Energy grant 1. Nature of the grant 2. Extent supported faculty, staff, and students 3. Dissertation opportunities through grant E. Contracts and other sources (Charles J.) 1. Types of contracts done 2. Student involvement F. Dissertation funding 1. Jeff Taylor""- Family planning 2. Denis Gray""- Aging 3. Monty Whitney""- Youth Development Corps. C. Current state of grant funding (Lou Tornatzky) Break ' Discussion Tests Dissemination aids "Indicates students who made a formal presentation or participated informally in the Faculty-Student Condition. ""Indicates program graduates who made a formal presentation or participated informally in the Faculty-Student Condition. """Mike Cook, Bill Davidson, Bill Fairweather, Esther Fergus, Charlie Johnson, and Ralph Levine are faculty members in the Ecological Psychology interest group at MSU. Glenn Shippee and Lou Tornatzky are former faculty members in the Ecological Psychology interest group. APPENDIX B Faculty Questionnaire 1222 oz see a ccau nnoa nxmv N1“ mews n-n «so»: ~1s «300: MIN axon: s1n xacoa a cozy vac: ~acoauueaov use» ea auasumw no macaw Human a saw: vac; on On mcauuoa a you oucuuua On «an: 36> 0v oocm>va ca uaw no; .uuauacavuo .5 A snauuanv dunno nocumaaomwv nocao saw: anaucaaan nan .ouauwo cans ecu acuu uncommon weavaaaa a an IIIII haaaunu mucucguamn saw: nan .anuuo cams as» Scam vacuunoa wcwvmaan a an IIIII ouawwo ucuaauaoov amo~osu>mn sane 05a no mcavaaan seen any on awuaaa ance usu venom 20» scans aw one any ma onus: .uco cozy owes o>on 30> «av wooamOOA ovawuo usox nu onus: .w oz no» modauuo oco cesu once o>mc so» on .m N exec: n :a sum aaamano :0» cc monsoon acoeuumnov ecu mo anouuoa can: .e co>u0n names w0 y uocowuooxm we oomhxu~uah .vo>aom annex wo aspen: 05a can auwumamu nos: an concavCa .nux ww no» whaanau>acs ocu ca uucoauuQXo o>aumaunaCaEvn ace cm; 30a u>mx .m Amvuoma>hmnsm manmcu .o.zm Loo» no: 0:: .m n.0um .acOLCAHu .amMUOn nodamewv waoonun camsvoam cw manna Anamauoonmon ac none aches usom we: own: .u .cOaumnuam sup) use» vcm oaoa acouuou Loon .cc30uwxumn HmcownnowOHQ woos anonm one mEouw meaaofifiOw och “mCOwuuaaamnu xuoa acoauso vcm vascuwxucm HmCOHmmowoum “A c0auuom .coauuom amna ca maoua 02a wcwaowaeou oLOwon coauoom some wo ecu usu an mcoaauauumca ecu was» oncoam .maaaoue any ca mcoaaumou can .mua> Esaauaauso use» ca aavcovvm no .oumEaau Anacoaauonov vu>aouuoa .moeou 1uao amawoan canannoa mo muaunaaamuanov can monocoauooxo .mouusonou use» auoo m.uco6apmaov ozu .aaonoam zaacaesou vo>wouuon .mEmquLQ oumavmaw no: cu noa>auacoou .am6wozuxnn AnacaaaouxamuamoHouo ca emGwOLQ usu one amuwoLa couscous n.>aamao>ac: Loom cooauun auaumaaaam .xuoa uaoaaou cam vcooawxumn ”occannowOLo "mam mosh nownuo>ac2 96H...“ .m:0auoon aa coca voca>av ma unam::0aanoso mach ouwmccoaanoao xuaaumw "Anonaaou honozoxnaucoc ovsaucav you» UHEUvmom acoauau any ”cause .ucacuwoa can no uzwsma v>mz sax nonusoU oamsvmuwuovco oca wo nausea: new nose: 02a unaa unmade ”Anunusou macaozuana1coc ceaaucav aqua oaeocmus acuuusu 0:“ «cause nuanced” can no onwamu o>cz so» nunusoo consume» on» we mean: uza umaa oncoam amuoh 1 Need onwaomcu unmoaa .moauw>aaum «macanmquLa aucuo wcauaomcoo oua>uon xuannc>aca moa>uvn Anacaaeou monsooo oomsvmuwaovc: wcwzuaoa ncnusou oumavmaw weazumuu coumunou cOwumaunaCaevm 123 Home» uaswvaum acoaasu any weaasv nowua>anum wcwaoaacw ecu cu wcwuo>ov one :03 sewn we acuuuun uumEMxOLoom on” cocoancw n.auummz wmcouooo wxmowocuxna wo woamnao co ~>Lon xwucmmoca :0» co mmmuaLEfiou mwnmzu m.n~unmfi can floccuuoc acme no: III! n.cmsnmz amaouooc aficwmnu so» mnono mewvawuxov umnEmu wcwamnuuwocma m 50> mam awoaozuxna ca nmuuuaEEoo nanoco n.LounmE vcm ammouuov news 30: :0 111 IIIIIIIII n.connoz Hmcoauoo Nuance xaocmmoua 20> on muoaocuxma cw noouquEou mammzu m.umumme vcm amaouuoc xcme no: .auunoun :uuuonon zone no uua0a 05a aaaa vacuum .uu» uH pauno» o>au unma oza naeuwa gunnomou vaoau vuauaveou so» are: oz new acauom unaccom unsoa< ouwsom nuumouom no «noun: voauow acuvcsw acsoa< ouusom :uumonum we ouaumz .o~ veauom unaccow acsoa< ouuaom suumomom no ouaamz veauom mcwvcaw acaoa< ouuaom :uumonox no uuoamz .oa .vOWuoo usavcsu can .oooam awoken: can an unseen «so .Auvacouw 05a vacuums on: .Anvnacuum zuuuonoa ago we ensue: any saunas; opauunov sundae .moa an oz no» ~namox o>aw anma onu canon: naumuucoo ac mucmuw guacamou seesaw Aegean no deceawoa .awaovou weavaauxov nuanced vo>aouou so» o>mx .3 . one.» Sundown» so do onaaunnan so» umza nasaumwma HmCOHmwmwoun no namcu30n any amaa ommoaw .Aw .e. .cmw» anew can an coeccnum no» menu nwcauooe no neocoaowcou wo musmc on» unaa anucmum saw moauaaanammOQ ozu mnounan cu amen unma on» ao>o .u.n .c0uwcannm3 cu vmao>mua so» o>mz «mafia Anna 36x .ma .nacOE oxen so» naauu guacamnowOLQ c36u1w61u=o wo woman: 05a oumEaamo ammoam Nuuwwuo muamum>acn Doom menu mama so» mmxmu Bozo xaoa aw venom haqum: 30% on xv»: n musozxcmt non .QH .na .~a .Ha .m monocu 124 unaaaannne nun» u-aaannnnn unawaaumav no: uuafiadu wonaaoz unHAAAn unananu nus» .H .N .n .e .n Aceoaaouacuuuo hexane oaaova>qvaa ca cowaUuaonoua ..n.ou «soon van camou30n ad coaauuuansa vcomoa nucuvauu unauwuonoa no nova-aaomoum .n.£m awn we oaaamc Anacoaamoua mucosa .o.:m vcm unaalaanuv 5u0> unadaaunao uoaaaanmav woe uoaaaan nonaaoz unauflam uaaaaan has» .H .n N 6' V‘ 0a manoecuanmo dove-u zawav «nacoaauoaxw unaduannav huo> unmasannaa usafiaanmwc Ho: usaqflau Munuuoz uuaaaam umaaaau >uo> .H .n N 1€ V5 .<.: :a vouo>oo acumen no Bounces» macaw unawaamnac >uo> amaaswnnao uNafiEanmuv no: nondaan nosuaoz um~q6am unnaflam huo> mucovaam use haaaumw no ceaunucouao zuumouou uaaaaamnav to> umaasannao umHHEAmnav uoc acaaaao nocuaoz umaaaam umaqsam >uo> .a .c .n "N a ‘31 E l-nQnN—I 11 acufiuumwn nan wo comm umaaaamnav xuo> uoaaaanmao uoaaeannav we: umaaaau nocaaoz woaweam unaaaan suo> aaonno mouosvmaw moo“ I N c-fi a (“I c Q a uh wo noaxh .Nn .an .o~ um—«Eamnau >uo> aaaaSannao awaqaanmac non unafiaaa uncaaoz nonuaam u-Haflwn Auo> .A .N .n .c .n hyacsafiou uza :« acuao>ao>nu acovaam naaaannuae anus uoauaannao uoaaaanaav no: uoafinwu uozaaoz uoaaaam Medusa» huo> avauu uo amuwoun uoauaammuv huo> umafisammaa nonaaamnav no: unawawu uuzaaoz uoafiaam umaaaan auo> .H .n .m 00 ‘G n.ocoeaun .H .n .n N fi’ mo>ancocounaou 02a «6 haauanqxoam uanufiaanav to> uuaaaanmaa umHaEHnnav no: unaaaan aucuaoz nuaaaam umaasam >uo> .H .n .e N In UUHONHO ”OWHDOU umeEamuav auo> puaaaanmuo umaaaannac_uoe Andaman Macaw»: aoaaaam ~33: Do> nucovsan new auonaan unawaamnae huo> umHaSHnmao umaacannav no: umaaaa» uozuaoz umHaEam umaaeHm auo> .xuo: so» nous: ea Anvemumoua oamovmuu ona use Smuwoua condemn» aonozuama zaacsaaooxamuaw0aouo osu cooaaop haaumawaam wo oouwoc oza macomoaauu anon Loan: uncommon 0:» Ga axon comma ozu ca Axv xuonu m use .mana manhoHHOw ona we come you .a .N .n §’ tn HuaucmCHM M§HNH moaavououa scammascm vcm acosaaaauuu anovoam .mN .eN .NN .AN "occauoauumcw Nagasaasam Schwepm oamavmuo "N coauuom 125 oouuncwv hawcouaw ooummnwo oouwmaav ho: comma uosaaoz oouw< oouwa huucouaw Ammo auu> anew ammo no: aaauauwwv uocaaoz adaoamuaa uaaununae nu8> .mcaucoa ecu um vomesumav amuwoua «unseen» Aa«:55560\amuamoHouo can an Lam-ean accauumccv moo» ea amawoun o ao~u>ov ca on aw Haw: awauawuav 30: H .N o n . W§HNH n e n 11111 .wcwcamua uauvsom uncommon ca newcmnu nouwauou scan: XSHw uo canon 0 ca maucouuau ma amoaozuxna we macaw usu can» oouwcnwv uo oouwm och ov accaxu ans: ow 111 >nao >ao> .a Anna .~ xnmo no: cascawuav uosaaoz .n casuauuan .e casuauwuv huo> .m ~acoaaumaov use» we nuanaca ago On doves »a«:5550u \HnoauoHcou Ana «0 ncozuos we. canon 05a Ao>cco ca on an ”an: auooawuwo so: .sn o>aunoooacs auu> .n o>aacccouca .~ u>aacuucueo no: c>aacouoa uozaaoz .n u>aaacuom .e o>wacouua hue: .n 11111 mueauooa 05a ca vanaaunoc no acuwoua >a«c:aBOU\«cuwno~0uo oza wc comm ca unamean acuwouc ucacacuu consecuw a we acuaco~o>oo as“ ea on zuaaucw unacceuuocov use» case: u>aancuou no: .on caaanououcs auo> .a o>auaououc= .N IIIII c>aucuooucs ac: u>uacooou nonaaoz .n o>aanouom .¢.1111I. usaucouou auo> .n 111111 . mucuuooe ago an copauumov an Between auwcsaEOU\Hacwwo~ouo can we umnu ca unaaaam nomuscu consummm we accaac~o>cu oca on on maaaumw acucceaaomuv anew maze: u>auaouou 36: .nm o>aacoccucs >uo> .a o>aaccucac= .N o>acacooaca ace c>aaccooa accaaoz .n e>aacouum .e o>aoaouoc zuc> .n 1111 aucauooa 0:» ca cocauuncc mm Emuwoun AaacBEEoox~noawcaouo 0:» we amp» ca unaaewn acoaaaunuu woos ca Emuuoum mcacamua uumoomuw a no acusao~o>cu 0:» ca up 96% vane: o>auncucu Joz .en o>aacuucucs huo> .a o>wanououc= .N ~>auacocac3 coc o>waccuun nocuaoz .n o>aaaoucz .e .mm o>auauuuu >ao> .m «mafiaooe on» an confluence nc anemone AnacneeouxamULonouu «no we umzo cu amaaaan acceptance anon cw nonuaou oumavcud wo ucoanwc>cv Una ca on son canon o>uaaouoa 30: .nm .Eoua some new uncommon cumaunoaccc can cu axon Ax; sense a comma .MCwuuoe ozu ea confluence mm sonnets aonosuxnn auwcsesou \waHOOo ona wo amzu on amaaEan Emuwoua vacancy» 30: n no monuoou cacscmuw no: Donna» wo ncoecoac>ov n.acoeuacace us» ca c>aucuuou on .ma canon acoeuucacc use» can so» scam: cu aeouxo 05a spawn oamuavcw ”macaousuuncw macawoam cacovmao 3oz cu1Nuw>aumouom ”n newauom 126 ovum-mat hamcouam ouuwcnao ooawcnwv woo comma uosaaoz ooaw< «sewn aHuCOuum haacoaaooxauuwwoaouo ogu no ass» ca unawaan anamowm unacaoaa monsoon» no: a H N .n .c .m 11111 .flmnuouc geostaaaa can co~u>uv cu ouuaaoawo no :avcoup acowuuuusu no: acuaauonov woo .ne oouumoav hauccuum .H acumenao .N cosmonav woo conu- uozaaoz .n oouw< .c oouma hawcouum .m .Emumoun anacssaou\acuawoaouo ago we coca ca ucaaaan sundown acacamuu causvmuw 30: a coao>ov ca ncuuconou can Auaounu acoaouuusn no: haacouuoo acuauuunov uao .ee oouuonuv haucouam .a ooawonao .N ooawcnav no: ooawu uozaaoz .n ooum< .o ucuum hawcouam .n .wcauoua 05a ca vopauunov out: umca amuwoun auacaanuxwmuaonOuo as» we onosa cu umawsam nomuaoo oamsvmuw co~c>cv ca nauseous» vac xaasumw accauauwan no; 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wo macausamanca :« unease co cucuwuoaaa one "nccuuusauncn a an aaacouaou ma amuocuw ca amodozuamn amza o>oaaoa haaaumu no acouuoa ans: .mn uaoauau Hoacoeauomuo no cowaucm 131 .nucu» m Gama one uo>c coac~o>cv o>ms so» umnu monsoou 30: use no mean: 05a oua>oun unmoam .aonEoE a mum 30> Loan: wo nomauuasou weacham acoaaamnov any umaa ommoam .acnsce m can 90% Loans «0 nocauaesou weavcmum auamuo>acz ozu anaa onmuam .uqo» anaa ona uo>c vovuaoun o>aa so» ouu>uou hauaaaaou ace gnaw omncam .ow .nuaaum sou>ou so» nuana wen museum causaua no aaoaeuu>cu amaa encode .nm .anauo no nomua>ou n own :05 cows: new namcucOn Ham umwa unmoam .cw .mm .ou meoaoa 90> auza cecaauwuonau nuccannowcun can unaa vacuum .nw ~u>uom zaucomoun :0» av nooaaussou cowamauomnm moccannowOLQ same 30; :0 .mm .wm Nmumoa n ammo onu ca macaaMHOOnmm deceamnowouc ca vac: so» o>m£ mouawwo mama so: .Hm mascauco>cou no nouccuowcou descammowoua an uc>aHmv cox can macaumucomouo acme 3o: .umoa umma osa aw .om .maw> use» :6 ma acaomELOwca can ma mEcuw1Mdaaowaou ozu uo1Nom uwso onmcam unscauonuamcH .nw ouu> Enaauauuzo cu Eavcovv< "OH c0aaumm 132 .=o> xcmnk Nnaccasou uczao >=< .ao wmmuam amza cu wwcwaooe oza usauav commou unav mucus ecu wo sac cu wcaCamauon ceaaoauowca uozauaw oxaa 30a vase: .co Nuance: oza cu macaaomcx “Ha coauucm APPENDIX C APA Journals Used to Determine Prestige Ranking 133 APA Journals Used to Determine Prestige Ranking 1979 Volume American Psychologist Animal Behavior Processes Developmental Psychology Human Learning and Memory Human Perception and Performance Journal Journal Journal Journal Journal Journal Journal Journal Journal of of of of of of of of of Abnormal Psychology Applied Psychology Comparative and Physiological Psychology Consulting and Clinical Psychology Counseling Psychology Educational Psychology Experimental Psychology General Psychology Personality and Social Psychology Professional Psychology Psychology Bulletin Psychological Review 1975-1979 Volumes Contemporary Psychology APPENDIX D Script for Phone Call to Chairperson of Psychology Departments 134 Script for Phone Call to Chairperson of Psychology Departments Hello [name]. This is George Fairweather from Michigan State University and I am calling to inform you about an all expense paid workshop to be held here at MSU in the Spring of this year. As you undoubtedly know there has been a growing concern among universities and federal and state funding agencies about the placement of some psychologists once they have received their Ph.D.'s. Our Ecological/Community Psychology program here at Michigan State University has not experienced any placement problems and, in fact, has been able to place all 25 of our Ph.D. graduates and there is a high demand for others because the local and national need for psychologists to aid in the solutions of human problems is so great. For these and some other reasons the National Institute of Mental Health has funded an effort to make information about the Ecological/Community psychology program available to psychology departments around the nation who do not now have community programs of this type. Our agreement with the National Institute of Mental Health also involves an evaluation of our effort to make departments aware of this program and to give interested faculty information that would permit them to explore the possibilities of implementing it, or some facsimile of it, at some future date. Accordingly, I am calling you to see if I could send you some written information now about the Ecological/Community program and to call you at a later date, perhaps in two or three weeks, to see if you would be interested in having one of your departmental members [preferably an assistant, associate, or full professor] attend 135 a workshop describing our program at our expense [wait for response]. I will get off a letter to you today with more information about our program and I will call you again in two or three weeks to get your reaction. I want to thank you for having the courtesy of listening to me. I hope you will feel free to call me collect at (517) 355-0166 if there are any questions that might need answers prior to my return phone call. APPENDIX E Consent Form 136 MICHIGAN STATE UNIVERSITY Department of Psychology Consent Form I have freely consented to participate in a research study entitled "The Ecological/Community Dissemination Project" being conducted by Professor George W. Fairweather. The general nature of the study has been explained to me and I am aware that I may refuse to answer any question which I feel violates my privacy and may end my participation at any time without penalty. I further understand that the results of the study will be treated in the strictest confidence and that my anonymity is assured. I also am aware that, at my request, I can receive additional information about the study, including a summary of results at its conclusion. Signature Date APPENDIX F Letter to Chairpersons Describing Research 137 Dear Dr. Pursuant to our recent telephone conversation I am sending you the following information. Hopefully it will give you a better understanding of our Ecological/Community Graduate Program so that you can decide whether or not it might have an appeal in whole or in part to your department. Eleven years ago the Department of Psychology at Michigan State University decided to implement an innovative program aimed at finding a new role for psychologists interested in contemporary societal problems. It was the consensus of the faculty who initially were responsible for this program that it was important to bring the methodology and theoretical notions developed by psychologists and their colleagues to bear upon the human problems of our times given such survival issues as overpopulation, environmental degradation, unjust race relations, mental illness and the like. For this reason the program was aimed at training psychologists who would be qualified to have a central role in the development of problem- solving human service programs and their implementation in the community. To determine each service program's validity and its dissemination parameters randomized experiments in the field would need to be conducted. 138 In order to implement the program, it was first necessary to develop some new graduate courses. To accomplish this, a small staff representing several different fields of psychology (social, experimental, quantitative, clinical, and organizational), headed by me, developed a series of courses combining both field experiences and classwork. (It is important to note here that this program was started without the addition of any new personnel.) A year's sequence of courses was developed to bring contemporary thought and research methodology to bear on existing human problems. A book written by me in 1967 and entitled Experimental Methods for Social Innovation - later revised and appearing in 1977 as Experimental Methods for Social Policy Research - served as the basic textbook for the first course in the sequence. The course objective was to give the students a conceptual background for planning and ultimately developing an alternative solution for a contemporary human problem and evaluating it through an actual experiment. Issues covered were: problem definition, creating an innovative problem solution, implanting it in the community, measuring it's parameters in the natural setting, creating an experimental design for evaluating it, and developing and administering the entire program. A second course was developed which covered measurement in natural situations in more depth in order to evaluate several aSpects of human service programs such as their outcomes, social processes, and the characteristics of the participants. A third experimental course was added involving experimental methods as applied to the problems of disseminating new and experimentally valid human service programs throughout a region. A 139 comprehensive bibliography was developed and used in all three courses. Another year's sequence of courses where students and faculty worked in community settings to achieve experience in the day to day Operations Of various agencies in particular problem areas was also developed. A partial list of problems addressed includes: drug abuse, unemployment, excessive energy use, environmental degradation, overpopulation, mental illness, juvenile delinquency, and academic underachievement. A large number Of agencies (approximately 100) around the state were organized and participated in this planning and research endeavor. Many other courses have since been developed, including two courses in urban and rural poverty, organizational change, and juvenile delinquency, to give a few examples. In addition tO the aforementioned core courses central to ecological/ community training, students take a minor or cognate in another field of psychology such as social, organizational, clinical, experimental, etc. Frequently students take courses in other disciplines for information about a particular problem. During the first few developmental years, the faculty was concerned about jOb prospects for these newly trained problem- solving experimentalists. Fortunately, our concern was short-lived. All were quickly hired and many more could have been readily placed. Graduates were immediately and continuously well received, and hold a variety Of different jobs. Some have become faculty members in universities, some are researchers for county, state or federal governments, some work for 140 private research groups, and so on. TO be more explicit, the research director for energy conservation in the State Of Michigan, the director Of research for neonatal problems in the state, a special assistant to the Commissioner Of Education in Washington, D.C., are a few Of the positions held by former students. These jobs are in addition tO those students who have taken academic positions, usually on the faculties for community psychology programs or similar programs under the label Of environmental, community or ecological psychology. Our young faculty who have been associated with the program have been in demand. One Of our former faculty members has taken a management position with the National Science Foundation in the Division Of Policy Analysis; another has helped establish and direct the community psychology program in the University Of Missouri at St. Louis; and yet another has become a director Of a new program at the University Of Missouri at Kansas City that is very similar to our ecological/ community program here. A by-product benefit of the new graduate program has been the relative ease with which both faculty and students have been able to Obtain both research and training grants. This is in no small measure due tO their professional competence and problem orientation. Some examples of student researches funded through grants are: job club for the elderly, peer support for juvenile delinquents, and energy conservation activities. 141 The success Of this program has been impressive to the faculty and students alike and has received national attention. It is the success Of this program and its processes that use psychological theory and eXperimental methodology in addressing contemporary issues that sparked the interest Of the National Institute of Mental Health about it's promulgation. Accordingly, we have been given a research grant to disseminate the program and to evaluate the processes Of dissemination in an experimental context. As you can readily appreciate this approach should give us a better understanding Of whether or not such programs can be used in other universities and how that might be accomplished. We here at Michigan State University sincerely hope that you will find this program attractive enough to,. at the very least, permit one Of your faculty members to attend the National meeting to be held here sometime in the late Spring or early Fall Of 1981. The NIMH grant will pay for all Of the expenses Of the participants. This meeting will give your representative a chance to discuss the program, activities Of it's faculty and students, it's course work, it's problem and processes, and it's administration with persons who have been engaged in this effort for Over ten years. I will be calling you in about two weeks tO get your reaction to this invitation and tO see if you have found an interested [assistant/ associate/full] professor or some other attend the conference. When you find someone I would appreciate it if you would share this letter with him/her. I am also enclosing a brochure for your information. 142 I enjoyed talking to you on the phone. If there are any matters you want to discuss please call me collect at (517) 355-0166. I hope that a representative from your school will attend the meeting. Sincerely, George W. Fairweather Enc. GWF/kmr APPENDIX G Script for TwO- Week Follow-up Telephone Call to Departmental Chairpersons 143 Script for Two-Week Follow-up Telephone Call to Departmental Chairpersons Hello [name], this is George W. Fairweather calling again. I assume that you received the material which should have arrived in your Office about two weeks ago. Did you receive the information? [Wait for response.] I'm wondering if you were able to select a faculty member tO attend the workshop to be held in the Spring or early Summer here at Michigan State University. [Wait for response.] Could you give me his/her name and phone number so I can make a telephone call tO him/her? Have you sent or shared the introductory letter I sent to you with [name]? [If yes: Fine. If no: I'll make certain he/she gets that information.] [Wait for response.] I am enclosing a form requesting permission from you to participate in our research so that we can gain information about the value Of our workshops as time goes along. As I mentioned earlier, this is an experiment and I know you will understand that I would prefer not to reveal the actual design at this time except to let you know that its general purpose is to: (1) disseminate the ecological/ community psychology program, and (2) to evaluate the process of dissemination. I will however, send you a full report Of the project upon its completion. DO you have any questions? [If there is reluctance on the part Of the respondent, tell him/her that you will reveal more infOrmation about the experiment if they desire it although from the experimental view this concerns you somewhat.] 144 I will contact [name here the person mentioned by the chair]. If there is any further information you wish or that you need or desire in the future, please feel free to call me collect at (517) 355-0166. Thanks for your interest in the project and I hope we can reciprocate your kindness by being Of some help to your department. APPENDIX H Script for First Call to Contact 145 mso» wow voow on vasoa some ass: .no» ma .wo A.~o Oa owv oz Illllmo» wso» now accaco>ooo on vasoa scans z unassuoum :wsoaza — aauo< aouw OSau »om cacao an .0: wH Anzmv .oaaa uso» wow so» stock .0: uH .n~ Aozwv .oaaa uso» now so» sonny uamz .MMNIMM .mm acme AAN Ou oov oz no» woosnxaos ecu weavGOaam ow veamouOOOa on games O53 AuOmoOwOun Husu u no .uamauoomm cm .acmamanmm cmv wo use: a tad: as ova>Ouo so» vasou Ammzommma mom Hw<3v .uOOnouo summonou ozu ca ucauooauaaumo ca ocuoOGana no: can so» amca uncommon uso» Bouu aa oxma H .0: ma .Nm 371.3 08: use» qu so» xomzh .aocaaoo oa mama Oa ouuw anew encode .Osaa amna vacuum macaamoso »om 0>O£ so» um .cOaOOECOwca oozausw coax uncooa wo caosou m oa sumo so» moaaaoo on Haas H ammouvom Oeon uso» O>mc H ecu .OEau umzu am so» On asO Etna Hams Haw: com »Hauonm naoxuau ocaauam .mCauOoe ozu new some Shaw o no .wan wanes; on sans a: Awemz so» On .mON wH .Lc «so» Loan azuaaao mwza nu .Oosaecuwm oso» new Show sconcoO aus-nsn a so» econ Haas Os .uOc-Oua coaomcaEAnnav can guacamou a ma many oucam .nooBuaEEou nuuofinsn amass »uanuo>ans wO noose 1~uasvoa ozu gaas uoaHaEmw »~amoouo ou.so» .»mOHO£O»mo wo macoaaumoov Ou amumouo camsvmum »aacsfiaooxamuawO~Ouo 05a camcaEOnnav Oa vosuoa o>aaquwo aooa oza woaoasuOuov am ooaam axoacou suamcncu a ea ecuusvoou on aaas ”canoes 05a .vcumoavoa aczucosuamw acnncwoaz soaw uuuuca oza n< .vooo .mo» wH .0.— A.n.~ Oa 00v 02 no» womoza wo nozaao vacuum Ou so» now canammoo on aw mason "use aosawcoo Ou come so» neumv 03a ask .now wH .~< a~< Oa oov IIIIIOz no» womcwoxo uso am anauouE Omega wo uozaao mcavcouam ca veamou0uca on so» vasoa .smONOLm ansvmoo »aacseeou\umoaonouw ecu mmsumao Oa »uamom>ao= macaw ccmazuaz no .mo— we «new one magnum onu ca mwcHaooe »mv103u N on Haw: oumza .vOamuaOCa uOuaOH 05a m< .mON wH .oz AHH Ou 60V oz a.m.w Ou oov oz no» wouscoouo .vooo .mON an .H mm» eso» saw: assumoapamw nonmwwoum Eouw acaan oza ocumcm Aeszwosz weauconocooL on vasos on: coupon on» no me On Aezwzmoac3 macaw cowanua: am »wo~ozo»mm wo ucoeaamooa ecu souw E.H .OHamz nomucou On wamo scone um— Aazmv .oeau uso» an so» scone Amxwh c mHacoou 0» so» qu aecaco>cou once on vasos umza oaau uoasoauumc c conga on .mxco: N asOAc ea aamo a so» o>aw Haas one »chu nausea ona wo »ooo a so» soon aaas H .0: ww .HH Aozwv .oaaa uso» now so» Jonah wxocs axon ecu :a game »6 u>aouou 0» so» LOw aocaco>ooc on ya cases can: .uOuaoa 05a uc>o cm as mucosa a so: o>cs so» acawm xuoa so» eoaaoo H ma anon on vasos ua nomnuom .Oz ww .ma Aozwv .osaa uso» now so» smash .o: um .oN MW Aozmv .oEaa uso» OOw so» snack 11 snow Oemz .mON um .mw A.pm Oa any 02 no» wwcauooa Ono mcachUBc ea smumouuaca on mamas O53 AoOanwoOo Hasw o no .Oamauommm cc .ucmumamnm new no oamc any Luau ms Ova>ouo so» oasou .Oz wH .~< Aozmv .OEaa uso» qu so» Judah .O: NH .AN Aozwv .OEau uso» qu so» snack .mm xcmm oemz .mm» an .m pr Ou owv llllloz.|1||lmm» wwcauooe ecu momentous ca emamoaoOca on unwae 0:3 AaonmowoLo wasw m LO .mamauOmmm cm .ucmumammm :4 wO memo mzu Law: ms ova>ouo so» vasoo .mmlww .Nn Aozwv .OSaa uso» new so» smock .moOmo omega asOnm so» Oa sumo aom we as; m swam APPENDIX I Letter to Contact Requesting Consent Form 147 Dear Dr. : As I mentioned to you on the phone, I am required by the University Human Subjects Committee to Obtain written consent from all participants in the dissemination project. I would appreciate it if you would sign and return the enclosed standard consent form in the envelope provided, at your convenience. Please be sure and call me collect at (517) 355-0166 if you have any questions. Sincerely, Michahel P. Cook, Ph.D. Assistant Professor Enc: MPC/kmr P.S. I am looking forward to seeing you at our meeting on April 27. APPENDIX J Letter to Contact Enclosing Itinerary and Requesting Vita 148 Dear : Enclosed is a copy Of your travel itinerary for the upcoming MSU Ecological/Community Psychology meeting. Please let me know if any problems arise which would necessitate changes in the arrangements. The travel agent is holding the tickets and will mail them two weeks prior to the meeting. If you wish to make any changes which necessitate additional costs such as side trips or layovers, you may contact directly Jackie COOk, College Travel Agency at (517) 351-0610. She will make reservation changes and bill you directly for the excess. We would appreciate it if you would send us a copy Of your current vita for our information. We are currently completing plans for the meetings and would like to Obtain some further information on the participants' backgrounds and experience to aid us in our planning. Thank you very much. We will be in touch with you. Sincerely, Esther O. Fergus Assistant Professor APPENDIX K First Followup Phone Call to Contact aoauOan no ouszuoua - use: acoaauonoc uso» noov .oaoflmxo you .aooeauno use use» usonu sans ween uuoaaou Oa osaa mason as .zuusouou uso uo anon c< «uoaaoua ozu Ou oaou Ou so» wow :nsosu so» cassavaoa unusuaauso an ass: .alaa wso» you so» Jonah oz can: no» avanoanoa on usual Os: »aHsuOu unsound «0 ends can can: as ova>ouc so» one .usaaous sou vsoaas aoooou so» »uuou can 03 .0: an .aaa 8 8 6882.. Osa ca cacoauaaano ca so» now uncoun- Huws H .u.o .OON um .nuna on 00 oz .H .Hun .nIHH .<1HH .HH 0» vasos ouonu Joana so» yoga caucus usasuauaco »om uuocu an .O: ww .muw .HHH OH 00 ~»a~sumw omucu wO unuuuuca wo macaw »umsauo ecu one ass: ~»uHsOMw »cms so: .mON ww .o1H .muw 0H 00 oz .o1u OH 00 no» waaaOuE :wz uza mo woman one: »uzu wa vuanuuoBCa up INI sasos on: aousuucacc.wsa ca »aasumw can sauna nuns Joana so» on .oc wa .U1H .HHH OH 00 m»aasumw cnosa new unusuaOa mo cacao »uqaauo oza run amp: poses »o:a can case-loo uo cued: ass: «lunacy» osa ow evacuaOuoa can xsaga so» so »sga so: .»ausucw sauna no «Ou Oaxaca so» use: »cul so: .OON wH .n1a .Ulu OH 00 .nlu OH 00 voomsumav so» ass: oz no» ~»uHsuOu wonao »so can: usaaool nowaouos any .am: as one: Icuuouc can ow acuooucusa can on: anus Iauoouc uso» on »uasuaw Macao can ouosa Macao‘s ca soauouousa ca. 03 .Oun Haws unansosau sauna use weaned; anew ca new »aamuu>ao= 03a as occaanshonou o>mn so» .HanE seawaauuu »n o Hauo< so so» ca nuoxuaa uso» dams Haas a .vooo .mu» mu .H .Hu OH 00 Ill 02 .w OH 00 no» Nuucmvcuuum uso» qu »u0uumwmaumm aaaam mucuEumcmaum Hu>muu use once woaauun uza OL< .chaunusc new m so» sum Ou use: Oman H was some co moauuua Hoseaumc can an oucmccuuum aso» auawcou cu wcaaamu acmuasmcou E.w .»uanuu>ac: cumam cowasuax scum nw mach Am»mv Dov aumOcou Ou Hamu coon» osnsoaaom umuaw .owoa quEsm .uuuuownsuzkwwOAO5u»nz »uaesasou wO :Oamwsao .»uauuu>wc= macaw smwazuwz an Emquum »wo~ozu»nm amuawOHOuw ugh E8325 93:; a. .n uNNMOHozu»mMImwuauoa< AonmaV vu>a>usn sosnca ~s>a>usu as sodas lounoao .n.zm s so: Ao»o~v assw>usu an ocean asquuo .a.zw < "5.3258. sass »n .N unououm asauom con scaassossw asswsusm ca oucuaaszu ugh "cannon asauom Osauuoocouacx use» n~ "autos nozasusuasm any cuuounom »uaaom asaOOm qu oceans: auusoaauuoxw occaacnaoswuo guano: asusoz sa uuoszo usaasOuu scaas>ossu asauom asasoaauuoxw qu sconce: caveman Hausa: usausouh ca »wo~ozu»aw asauom Haw »wasasoz oza qu swan »a«osllou " 1111111 8 "»xnaaeuOh cases can uosaoosua-w caucus »c "sosoo onus usoz ~Hov6l »uo~o:u»oo »a«ssl laouxsuamoHouo 05a ca cacao» assa soon so» O>sz oasaMOusl no coca: ass: 154) Namumouc can asoas cocoa so» vac so: .no» ww 62 so» ~»uam luu>acb oasam cmwacuut as amuuouo »wo~ozu»mo »ua:sEEOu\~muawo~Ouo 05a asoom sons so» can .uoaauua am: can asonm so» moaausacou uso Oa quum macaw unusou LOnmquum Nanmsmu on Haas ass: can as cumuu vasos on: .mu» ww Oz no» «unsusw ecu ca unusou :uumomuu macaw so »uacsEEou »cm wcacumuu up On oco»cm auuoxu so» on IQVI soaauauuuoa waon1uo vomoao>ov um uamz onusou .waoauso» Any onusou osa voooaosov so» unsung: casuacoa vo- ooauucov .Asvonusou can «O can: 0:» seasons casuao .so» um oz no» Auden ovsnuoav wouuscu nouns-cu vacau so »aacsaacu »os unwsna aouauusooe use» ca o:o»ss on: cuss» n coca on» sagaa: .wa sons a.oon oz ~»oou c as use» so» vasou so» ~xooaossz »aHsus» s ssss »aauuo>«ss uso» noon soon n.soo oz ~»nou s us soon canvas so» vasou mu» .x Anocaauvasw «O can no xooosom: youvsan «assess» a «so: assauasoov uso» noon soc: u.ooa oz ~»aou m 06 scum commas so» vasou no» ~m3m~»n wo aun vuacwuo c u>cc consummate uso» muoo socx a.coo Oz .xH ~»nOu m 08 noun unmuwo so» vasou no» wemuwoan consumaw any moanauumuv IMI .HHH> .HH> 151 wanchaamHum oemz mucovsam so common »u~sumw uca Jocx u:m\u: muov Jo: com on: .mu» ww 02 no» m»uancu>a:: macaw cmwwzuaz um Ecawouo »wowozu»mo »aacsEEOu \aeuawOHOuo uzu Luau ouamauOmmm ma 6;: »-mcomuuo moo»:m soox so» on whoa succuuo .cHUOHHsm »mo~oanwm aoauom cam Nuaam:Onoom .»wo~ocu»mo asauon uawaasOaun uso>u~uu 1ossan c Ou usaamcuuaam so no scaas>oocw amauom amucusauooxw "cocoazm cacao »m .e Imu- .HHx APPENDIX L Protocol for the 90 Day Interview 152 Protocol for the 90 Day Interview Hello this is __[name1__ from Michigan State University calling you for a follow-up phone interview as we had indicated at our [April/October] meeting. This interview will take about 15 minutes. DO you have the time right now or would you prefer that I call you back at a more convenient time? [If it is inconvenient, when would be a better time for me to call you?] I'd like to begin by asking whether you had given any thought to the material presented at the meeting since you have returned to University? (Ask questions as indicated in the follow-up phone interview form). This concludes our phone interview. Thank you for giving me your time to answer our follow-up questions. DO you have any questions for me at this time? You may also recall that this is a longitudinal study. Thus, I will be calling you in another six months. In the meantime, if you have any questions or interest in receiving any type Of assistance from us, please feel free to call us collect or write us. [If person has not sent his/her vita or returned Gayle's questionnaire ask that he/she complete it and mail it back to us.] APPENDIX M Data Form fOr 90-day Followup Interview Aaozx one son: oa xno oasozmv woo oa ocoac_ so» ass: moacunoo unooao .no» a— oz no» Naocooco »a .pcsEouzouBo—ooo coo asooo oco»co oa xaoa oa nos—o »eo use; so» on .on coco »soocao a.co>oz so» oz osooa oz: oz no» N . . . an: scam cco»es ca cox—ca so» use: anvaoaca mo acoaxw coon: cones: cacExogonz oz no» N. . . nosmom—pcu Lozao »eo oa scapca so» o>oz anmaoaca ac aeoaxw Lucas: cace_xocoo< oz no» ....acuEaLcooc Lso» ca naeocsan masseuse »:o oa voxaca so» use: 3 oz1 nu>1 us Some: mu ozIIIII n~h11111 pszasoz coaauoom aescancoco oz no» c>aaanoo zaax coxoon onoza co anoLoa=_ Aooacunocv coaaoaeonoco amazon oz no» Laozu acacs—ucz 6853.39. noose :8an 3.1 no» :3. oz no» oaoauonn< oz no»11111 acoanann< unsaoam Longs: oaoeaxocoo< oz no» Amcaacce an: cza econ ocaegsaoc ocean Eocooco »a_csE.oO\aou.—mo_ooo oza asooo acosccoco cso» 5 fiasco» »:o oa ocxpoa so» 26: oz no» wvcccsacc o>oz so» mocan oc_aome ago as coacOnoco _o_ccaoe cza asooo azosoza »:c cosaa so» m>ox .u.~ anon .o~ .n~ oas- Ancoooo o~o Amos on .ns oco- Amos .oN .nN »ousoo- nos .oo .mL econom- Nnos .oN .n~ »ass Nnos .os .ms ses” ”nos .oN .n~ »aosoms nos .os .ms noosoos Leos .oN .nN Ans- wo momma a moose 30a>uuacw econ» musnuo>ac3 use: some os1ao~wow neoooe o~\nsoo on“ nsoooo s~\n»os Ono neocoe nw\n»mo Ono neocoo o\neoo ohm ncocoe m\n»mo om ” suausscou on Oh nnououw «sauow can scaamsooow am>w>usm Ou uwsuaaczu 05H flamenco acauom o>auuuonouuoz coo» m~ "autos nonamosuemw opp zuumunux »ua~Om asauom how among»: anacoswuooxu occaucuacmwao guano: amuse: ca owssgu usausouu eOaao>ocow acauom unusuaauooxu qu noozuux nnocaaw amuse: moaamouh ca »uo~o;u»nm asauom a: .535: 2: now 83 Dds-loo "»x~uacuow oases hexane uozasosuus» ouuoao »a oxoow woman so» was Hmauousa :uazz 02 no» wwoauuue ecu om aso cocoon «sauna-s can no »cs vac» so» osmz .mm coauOmOv .mu» m» 62 so» maozu Oa moauuue was“ usoom uuooca On :0» qu COaamuuoaxo »cu use: »uasumw vac 1 1514 «wmwouume 05a cumsm Ou no: vuvauuo so» u>sn »:3 .Oc ww oz no» ~uco»cs nuns amaLOame suauaas ozu oumnm Ou cmao so» on .O: ww amauuamx Lasso ww xuozu scu< uncuuuow msunam usmz «coon »usu csoc can: ~:Oaansu0wsa can soon as: on: .no» ww oz no» Nam: an ”caucus oza aouw announce ans wO »cm soon On oucozu a so: acoaaucooo uso» ca oso»oa on: .n Na. asono :3 3 ac: segues so» use; »cz3 .9. 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APPENDIX 0 Cover Letter for Pilot Testing of Adoption Agent Questionnaire by Unpaid Consultants 162 Dear : Pursuant to Mike Cook's recent call to you, we have a second questionnaire. We are in the process of checking the reliability for it and need you to mail it out within the next 10 days. Would you please complete the form that we are including twice for reliability check as you did with the earlier questionnaire? Also, make new comments you believe desirable in the margins and we will carefully scrutinize them. Cordially, Bill, Mike, Esther and Friends kb APPENDIX P Cover Letter for Pilot Testing of Adoption Agent Questionnaire by Paid Consultants 163 Dear : It was so good for all of us here to see you again and to have you participate in the Dissemination experiment. Those of us on the research staff will be continuously grateful. We sincerely hope that the experience was worthwhile from your point of view. We will all look forward to seeing you again this fall. Between now and then if there is any way that I can be helpful to you, please let me, Esther, Mike, or anyone else know by calling (517) 355-0166. We have a second questionnaire. We are in the process of checking the reliability for it and need to mail it out within the next two weeks. Would you please complete the form that we're including twice for reliability check as you did with the earlier questionnaire? Also, make any comments you believe desirable in the margins and we will carefully scrutinize them. It would probably be in your best interest if you get us a bill for your consulting which is $200 at $100 a day as soon as possible. When we receive them, we will be able to begin processing your consulting fee. Good luck, keep in touch. Cordially, Bill, Mike. 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co»Ho »Lo> .m onoHoon .mo. .so» nozHLonoo »noz »oz» xonz oz» o» H\\» xoozo o zczouHo »z noH»nHzo»oozozo zszoHHOz oz» Ho oocuzsooo oz» uo »ozosvozz oz» co uHomzso» o»oz onooHo .ncoH»oonzo oz o>oz so» zH ncoH»3ooL APPENDIX R Cover Letter for Administration of Adoption Agent Questionnaire 179 Dear : Hello again! I hope that you enjoyed the MSU Ecological/Community Psychology Meeting as much as we enjoyed having you in attendance. I have enclosed the [course syllabus, reading lists. faculty vitae, etc.) which you requested. In addition the names and universities of those who attended with your groups are also enclosed. We will send you the names of the remaining conference attendees after the last meeting in October. I have also enclosed the second part of the post-meeting questionnaire. Because of our limited time at the meeting it was my belief that this second part could be more accurately completed if you could reflect about the meeting and your reaction to it. It takes about 30 minutes to complete. I would appreciate it if you would complete and return it at your earliest convenience. If you have any additional questions or if we can be of any further service to you, please do not hesitate to call us collect at (517) 355-0166. Sincerely, George W. Fairweather GWF:kb Enclosures APPENDIX S Follow- up Letter to Contacts Requesting Return of Adoption Agent QUestionnaire 180 Dear : Soon after the meeting here at MSU last October, I sent you the second part of the post-meeting questionnaire. As of yet, I have not received your completed form. I have enclosed another copy of the questionnaire with a return envelope. I would appreciate it if you could take the time to complete and return it within two weeks. I would really appreciate your help in this matter. Sincerely, George W. Fairweather Professor