大学キャンパスの認知マップ : (その1)教育環境の意味次元と学園内施設の評価

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STUDY I Purpose As the first in a series, present study attempted to construct a scale most appropriate for evaluating university educational atmosphere from the view-points of both "physical" and "behavioral" environments, which are consisted of a group of various campus facilities and a group of formal events and programs in the university, respectively. Method A set of questionnaires, consisted of 16 items of 7-point semantic differential (SD) scales for each of 24 images of campus facilities and activities, was distributed to 202 undergraduate students. Stimulus words employed for imagery are 16 names of buildings and public places on the campus and 8 most common academic programs for the College of Liberal Arts in International Christian University. A 16×16 correlational matrix was constructed from all responses to the SD scales regardless of stimulus words employed for imagery. Then, factor-analysis was conducted by centroid method followed by varimax rotation. Results Three factors were extracted from those 16 items in the SD scale. The first and most dominant factor was consisted of 8 items, and it was named "Evaluative", which could also be assigned for 2 items in each as emotional, perceptual, moral, and social evaluations. Four items consisted of a dimension named "Activity", and remaining last 4 items made up the third dimension of "Potency." Therefore, it was suggested that all 16 items and/or 3 factors extracted from them should be used for the diagnostic measures of educational environment. STUDY II Purpose Employing the scale developed in Study I, the second survey was conducted for analyzing the major cognitive components and their characteristic organization of the "physical" environment which students perceive as their campus atmosphere. Method Sixty undergraduates volunteered for measuring 20 campus facilities by the SD scale. Stimulus words for imagery were as follows; Front Gate and Cherry Boulevard, University Chapel, Administration Building, Library, Educational Research Building, University Hall, Integrated Learning Center, Science Hall, Front Lawn, Gymnasium, Athletic Field, Diffendorfer Memorial Hall, Dining Hall, Dormitories, Counseling Center, Yuasa Musium, ICU High School, Taizan-so, Tea House, and Faculty Residences. Mean weighted scores of a stimulus word were calculated by multiplying the individual's rating scores and the factor loadings found in the previous study for a particular dimention. Then, factor analysis was conducted again upon the 20X20 correlational matrices obtained from each of the 3 dimensions. Results and Discussion Three sub-factors were extracted from each of the all 3 major factors. It was found that the 3 sub-factors corresponded very closely with the groups of campus facilities assembled together in terms of the level of their weighted scores. In the "Evaluative" dimension, those stimulus words could be put into 3 categories by their weighted scores. Highest group included those facilities such as Cherry Boulevard, Taizan-so, Tea House, Yuasa Musium, and University Chapel, all of which have been considered as the most "symbolic" features of ICU. Middle group consisted of Educational Research Building, Integrated Learning Center, Gymnasium, and University Hall, which corresponded very closely to our "academic" programs. Lowest group found such facilities like Diffendorfer Memorial Hall, Dining Hall and Counseling Center, which seemed the places most active in our "campus living and personal interaction." In the "Potency" dimension, rank orders of the weighted scores were as follows; those representing the "academic" feature were in the highest place, those for the "campus living and personal interaction" in the middle, and those for the "symbolic" in the lowest. In the "Activity" dimension, however, the highest, middle, and lowest ranks were those for the "campus living and personal interaction," "academic," and "symbolic", respectively. It was concluded that the degrees of impact which students received from campus facilities varied widely among cognitive, i.e. semantic, dimensions, and these facts should be taken into our consideration whenever we plan any academic programs which have to take place in these "physical" environment.
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大学キャンパスの認知マップ : (その1)教育環境の意味次元と学園内施設の評価

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