(7.1) Watkins, K. E., & O’Neal, J. (2013). The dimensions of the Learning Organization Questionnaire (the DLOQ): A nontechnical manual. Advances in Developing Human Resources, 15 (2): 133-147.

Abstract

The Problem.
No readily accessible source of information is available to answer questions posed by those who seek to use the DLOQ about its construction, utility, and reliability.
The Solution.
This article traces the development of theoretical constructs that undergird the survey, outlines the steps of survey construction, and responds to frequently asked questions.
The Stakeholders.
Human resource and organization development (HROD) scholars who would use the DLOQ in studies of organizational culture need accurate information about the instrument. HROD practitioners who plan to use the instrument also need information about its utility and reliability to share with stakeholders and to ensure that high quality data will inform their interventions.

(7.2) Munroe, A., & Pearson, C. (2006). The Munroe multicultural attitude scale questionnaire: A new instrument for multicultural studies. Educational and Psychological Measurement, 66 (55), 819-834.

Abstract
Institutions of higher education want to diversify their learning climates, and many offer courses in multiculturalism, yet these courses still do not meet the needs of attitudinal change. A new instrument was developed, the Munroe Multicultural Attitude Scale Questionnaire (MASQUE), that was theoretically based in Banks's transformative approach, which specifically measured multicultural attitudes. Psychometric properties of the instrument's scores are discussed. Exploratory factor analysis supported the "know," "act," and "care" domains of Banks's transformative approach, and the instrument was sensitive to detecting group differences on several demographic variables. The MASQUE's potential uses for affecting multicultural research and instruction are discussed.

(7.3) Johnson, B., Stevens, J.J., & Zvoch, K. (2007). Teachers' perceptions of school climate: A validity study of scores from the revised school level environment questionnaire.Educational and Psychological Measurement, 67 (5), 833-844.

Abstract
Scores from a revised version of the School Level Environment Questionnaire (SLEQ) were validated using a sample of teachers from a large school district. An exploratory factor analysis was used with a randomly selected half of the sample. Five school environment factors emerged. A confirmatory factor analysis was run with the remaining half of the sample. Goodness-of-fit indices indicated that the factor structure fit the data reasonably well. Further analyses using structural equation modeling techniques revealed that the Revised SLEQ worked equally well for all samples. Invariance testing showed that the fitted model and the estimated parameter values were statistically equivalent across all samples. Internal consistency estimates provided further evidence of the reliability of factor scores. In addition, an analysis of variance indicated that the instrument discriminated climate differences between schools. Results suggest that the Revised SLEQ provides a good tool for studying teachers' perceptions of school climate.

(7.4) Harris, S.M., & Halpin, G. (2002). Development and validation of the factors influencing pursuit of higher education questionnaire. Educational and Psychological Measurement, 62 (1), 79-96.

Abstract
This article addresses the development and validation of the Factors Influencing Pursuit of Higher Education (FIPHE) Questionnaire, a 92-item self-report measure that investigates factors that influence individuals to pursue higher education. Reliability estimates for the nine FIPHE scale scores ranged from .66 to .90. An exploratory factor analysis was conducted on data from a sample (N = 509) of college students enrolled in two south-eastern universities. The data were subjected to principal components analysis with varimax rotation. Although the researchers hypothesized 10 scales for the questionnaire, the results revealed that a nine-factor solution produced the most interpretable factor patterns. The nine-factor solution accounted for 43% of the common variance. Limitations of the research and implications for future research are discussed.

(7.5) Beyers, W., & Goossens, L. (2002). Concurrent and predictive validity of the student adaptation to college questionnaire in a sample of European freshman students. Educational and Psychological Measurement, 62 (3), 527-538.

Abstract
This study represents the first attempt to examine the validity of scores on the Student Adaptation to College Questionnaire (SACQ) in a sample of European university students. Concurrent validity was established through significant correlations in the expected direction with alternative measures of student adjustment (academic motivation, loneliness, depression, and general adjustment to university). Further concurrent validity evidence for selected subscales was provided through moderate associations with students' engagement in social activities and their self-reported use of psychological services provided on campus. Findings regarding predictive validity, as assessed through correlations with student attrition and academic results, went in the expected direction but were somewhat less convincing. The latter results are explained in terms of differences between European and North American systems of higher education. With some reservations regarding the Academic Adjustment subscale, then, the SACQ seems to be a useful tool for research on university life among college students in Europe.