Toward a Factor Analytic Definition of Academic Relevance

Abstract

Lacking a generally systematic understanding of the concept or meaning of "educational relevance," Menges and Trumpeter (1971) suggested one approach for empirically exploring the basic factor analytic structure of students' responses to 10 concepts normally covered in undergraduate psychology courses. In an attempt to replicate and extend their approach, the present study examined the underlying factor structure of 10 concepts rated by 67 students enrolled in an introductory advertising course. Dimensions of relevance were found to conform to the results reported by Menges and Trumpeter, suggesting the potential for a university of basic dimensions of educational relevance across diverse fields of learning.