| Summary: | This research encompasses the identification, comparison and prediction of the values advocated by interest groups, as well as the influence of policy issues on patterns of values advocated. A study is made of the solicited written representations submitted to the central educational state machinery by legitimised interest groups during the period 1974-1984. Qualitative content analysis involved a systematic search for the appearance of the advocacy of particular educational values in each of 82 documentary submissions made by six interest groups on 22 policy issues. An initial task was the selection and definition of categories of higher education values. These categories formed the 'pigeon holes' into which the educational values expressed were 'sorted'. Four broad categories consisting of Accountability, Competence, Equity and Liberty were identified. These were further classified into a total of 27 sub-categories for which operational definitions were given. Both Chi Square and Cochran's Q Tests were used for testing the significance of differences observed in the values advocated. Prediction analysis of crossclassifications using the del (V) measure were also used for testing the success of 'a priori' prediction propositions as well as of 'ex post facto' prediction propositions. The conclusions are that: The advocacy of educational values by each interest group varies from one policy issue to the other; Interest groups can be differentiated on the basis of educational values sub-categories they advocate on clusters of related policy issues as well as on overall combinations of policy issues. However, the pattern of educational values advocated on series of individual policy issues shows that there is a substantial commonality of preference among the various interest groups. The advocacy of educational values can be predicted more successfully for clusters of related policy issues than for interest groups.
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