Relationships between bureaucratic transaction costs and student performance within an urban community college.

摘要

This dissertation tests uses of transaction costs (TAC) theory to explain the poor relationship between educational production functions and student performance outcomes. The sample used in this research was composed of 1,161 questionnaires from a population of 10,000 day and evening community college students selected at random in 1999 at Evergreen Valley College located in San Jose California. Seventy-four percent of students in the sample were day students, and 26 percent were from the evening population. The current need to tackle the problem of the poor relationship between educational production functions and student performance outcomes was recognized following a review of student performance data and student perceptions of the college's TACs.;Theories on TAC economics and organizational change were used to establish the theoretical framework. Analysis of variance and factor analysis were used to analyze data. Relevant literature in the areas of educational production functions was also consulted. Research findings are that an inverse relationship exists between the students' perceptions of organizational TACs and their performance, as measured by grade-point averages (GPA). The relationship is very substantial, and its significance may help explain the poor correlation between educational investment and student performance outcomes.;Students in high GPA categories were found to be associated with favorable perceptions (low TACs). Students in low GPA categories were found to be associated with unfavorable perceptions (high TACs). Students in medium GPA categories were associated with perceptions that fell between the high and low GPA categories.;Also discovered in the research were two underlying dimensions of perceptions of TACs. One dimension is described as independence/dependence in coping with the college's rules, procedures, and so forth. The other dimension is described as indirect/direct use of the college's ancillary support services. A theoretical model which describes these dimensions and how they relate to TACs was developed.;Although the dissertation should be of particular concern to two-year community colleges, other educational institutions that are concerned about relationships between investment and student performance outcomes may find the contents useful.