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Journal articles on the topic 'College administrators'

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Published: 4 June 2021

Last updated: 30 July 2024

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1

Muzzin, Linda. "Theorizing College Governance Across Epistemic Differences: Awareness Contexts of College Administrators and Faculty." Canadian Journal of Higher Education 46, no. 3 (December 19, 2016): 59–72. http://dx.doi.org/10.47678/cjhe.v46i3.188010.

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To provide a fresh perspective on governance in Canada’s colleges, interview data from administrators and faculty were interpreted through the lens of Glaser and Strauss’ (1965) theoretical categories describing interaction between physicians and patients. An example of a “closed awareness context” is suggested around college fund-raising, while “mutual suspicion” was observed in administrator-faculty interaction around student success policy. Examples of “mutual pretense” include feigned administrator-faculty cooperation around changing college missions and faculty workload formulae. “Open awareness” or dialogue, however, occurred where professional bodies or unions intervened. Awareness contexts are central to symbolic interactionist research, which focusses on how everyday realities are constructed. Similarities between doctor-patient and administrator-faculty interactions can be seen in the examples here. For example, just as doctors feared that delivering bad news to patients might precipitate “mayhem” in the hospital, college administrators may fear that openness around divisive topics might precipitate “mayhem” in college management.

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Phillips, Demetrice, and Karina Kasztelnik. "The International Descriptive Study of Effective Methods for the Recruitment and the Retention of Faculty in the United States." Business Ethics and Leadership 5, no. 2 (2021): 21–58. http://dx.doi.org/10.21272/bel.5(2).21-58.2021.

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This qualitative descriptive study explored what community college administrators and faculty described as being effective recruitment and retention methods for faculty at community colleges in the Northeastern United States. This study answered two research questions: what recruitment methods do administrators and American faculty at community colleges describe as being effective in the recruitment of American faculty? Also, what retention methods do administrators and American faculty at community colleges describe as being effective in the retention of American faculty? The researcher applied critical race theory to form a framework for best practices in recruiting and retaining American faculty. Data were obtained by interviewing six American faculty and surveying seven community college administrators employed at Massachusetts community colleges who were selected using purposive sampling and community college online staff directories. Using MAXQDA data analysis software, the researcher initiated data analysis using thematic analysis. Data were organized and analyzed to identify codes, categories, and themes. Data analysis resulted in six themes: hiring processes, faculty diversity, recruitment strategies, work environment, student and faculty relationships, and retention strategies. The findings of this study can benefit community college personnel by recommending recruitment and retention strategies to effectively recruit and retain American faculty. There was limited research and data available related to the recruitment and retention of African American male faculty at community colleges. The faculty and administrator participants of this study provided rich data on effective recruitment and retention methods for African American male faculty at community colleges. The critical race theory theoretical framework was summarized. Theoretical and practical implications emerged. Based on the data and new insights, implications for future research were discussed.

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Ye, Xinhao. "Leadership Competencies and Institutional Efficacy in Selected Colleges/Universities in China: Towards Leadership Development Plan." Frontiers in Humanities and Social Sciences 4, no. 1 (January 23, 2024): 110–16. http://dx.doi.org/10.54691/pcam4e89.

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Over the years, university administrator’s aim is to polish a wide-ranging set of paramount practices that exemplary leaders and teachers follow in normal times. However the onset of the current pandemic seems to be a vital test for college and university administrators across the world. While some have augmented to the circumstance, others are struggling to manage this crisis of unprecedented proportions. The benefits that can be derived by such administrators and teachers will surely pave the way for the realization of set goals and priorities in the institution. This study will be undertaken to assess the strategic leadership competencies of the administrators of three universities and two colleges in Guangdong province of China; namely Huizhou University, Guangzhou University, Shaoguan University, Huizhou Economic Vocational and Technical College and Guangdong Peizheng College. Of the five universities, three are public and two are private and to measure the efficacy of the said universities and colleges in the context of the challenges and demands of pandemic in the 21st century. Furthermore, this research focused particularly on variables affecting the leadership competence of the administrators in terms of professional technical skills; human personal skills; strategic management planning; leadership/fellowship skills; communication skills; and decision-making skills. The institutional efficacy of the universities and colleges was discussed in terms of the following: strategy, role clarity, on human resource and continuous improvement/ innovation.

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Erstad, Brian L., Tina Aramaki, and Kurt Weibel. "Integration of an Academic Medical Center and a Large Health System: Implications for Pharmacy." Hospital Pharmacy 54, no. 3 (January 10, 2019): 170–74. http://dx.doi.org/10.1177/0018578718823735.

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Objective: To provide lessons learned for colleges of pharmacy and large health systems that are contemplating or in the process of undergoing integration. Method: This report describes the merger of an academic medical center and large health system with a focus on the implications of the merger for pharmacy from the perspectives of both a college of pharmacy and a health system’s pharmacy services. Results: Overarching pharmacy issues to consider include having an administrator from the college of pharmacy directly involved in the merger negotiation discussions, having at least one high-level administrator from the college of pharmacy and one high-level pharmacy administrator from the health system involved in ongoing discussions about implications of the merger and changes that are likely to affect teaching, research, and clinical service activities, having focused discussions between college and health system pharmacy administrators on the implications of the merger on experiential and research-related activities, and anticipating concerns by clinical faculty members affected by the merger. Conclusion: The integration of a college of pharmacy and a large health system during the acquisition of an academic medical center can be challenging for both organizations, but appropriate pre- and post-merger discussions between college and health system pharmacy administrators that include a strategic planning component can assuage concerns and problems that are likely to arise, increasing the likelihood of a mutually beneficial collaboration.

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Meng, Qingguo, Xiaojing Liu, and Xiaojing Liu. "Countermeasures Against Job Burnout Among College and University Administrators from the Perspective of Psychological Contract Theory." Journal of Contemporary Educational Research 6, no. 1 (January 12, 2022): 25–28. http://dx.doi.org/10.26689/jcer.v6i1.2898.

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Administrators are the implementers of the management in colleges and universities; however, their job scopes are relatively boring and complicated, with heavy workload and high work pressure, causing some of them to be less active and slack off in their careers. Therefore, under the guidance of psychological contract theory, colleges and universities should adopt various measures to deal with job burnout among college and university administrators. In this paper, the main causes of job burnout among college and university administrators are analyzed, and specific countermeasures are proposed from the perspective of psychological contract theory, hoping to help college and university administrators improve their work enthusiasm.

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Fonts, Maureen. "Community college minority female administrators as mentors of minority female students." International Journal of Mentoring and Coaching in Education 7, no. 1 (March 5, 2018): 87–106. http://dx.doi.org/10.1108/ijmce-05-2017-0039.

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Purpose Minority female students are increasingly faced with issues such as financial instability, work-family imbalance, and few growth opportunities in their careers. Within the context of community colleges, the presence of minority female administrators may serve as a venue for the empowerment and attainment of academic and professional goals for minority female students through administrators’ mentoring practices. The purpose of this paper is to explore the lived experience of community college minority female administrators in their role as informal mentors to community college minority female students. Design/methodology/approach The author used a qualitative phenomenological approach to explore community college minority female administrators’ experiences as mentors of female minority students. Mullen’s (2009) alternative mentoring model guided the study as well as a feminist lens. The purposive sample included six minority female administrators from two Florida community colleges, with individual interviews based on 18 open-ended questions. Data were analyzed with Atlas.ti™ qualitative software. Findings The findings uncovered four common themes and seven subthemes regarding the experience of informal mentoring as a minority female administrator: facilitating empowerment with two subthemes – modeling and coaching; administrator-student relationship with three subthemes – encouragement, life experiences, and past mentors; personal growth; and formalized mentoring with two subthemes – create a support system and access to information. Research limitations/implications In any study, phenomenological or otherwise, the researcher’s biases may cloud the data analysis process, and the researcher may code the data incorrectly or leave out crucial information during the transcription of the interview. It was essential for the author to understand the concept of epochè to bracket the author’s own experiences as a minority female (Bloomberg and Volpe, 2012). The purposeful sample was small and only focused on one region in the US, and the study’s findings may not be transferable to other contexts. Originality/value Minority female administrators’ experiences mentoring minority female students have not been comprehensively explored in the scholarly realm; hence, their mentoring journey is unknown. The study sought to shatter that silence and create a dialogue that will hopefully continue in the field of mentoring.

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7

Palmer, Daniel James. "College Administrators as Public Servants." Public Administration Review 73, no. 3 (February 21, 2013): 441–51. http://dx.doi.org/10.1111/puar.12037.

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Crouse, James, and Dale Trusheim. "How Colleges Can Correctly Determine Selection Benefits from the SAT." Harvard Educational Review 61, no. 2 (July 1, 1991): 125–48. http://dx.doi.org/10.17763/haer.61.2.d6h08n28m54g7434.

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Since its inception in 1927, the Scholastic Aptitude Test (SAT) has been used by increasing numbers of colleges in the admissions process. In this article, James Crouse and Dale Trusheim argue that the selection benefits colleges derive from using the SAT in their admissions decisions are minimal. They support this argument through a discussion of the prediction equation, supplemental table of predicted grades, and expectancy table currently used by the College Board's Validity Study Service (VSS) to assess the selection benefits of the SAT for individual colleges. Crouse and Trusheim present an analysis of the added information gain from SAT scores, as well as an alternative method for colleges to assess their selection benefits from the SAT. The authors illustrate their method by using Dartmouth College as a case study. Crouse and Trusheim then call for the inclusion of two additional tables in the VSS presentation to college administrators: the Crosstabulation of Predicted Grades Table and the College Outcomes Table. The Crosstabulation of Predicted Grades Table would allow college administrators to identify the level of redundancy in predicted freshman admissions for their particular institution based on high school GPA alone, compared with those based on high school GPA plus SAT scores. The College Outcomes Table would allow college administrators to estimate the impact their use of the SAT actually has on predicting several different student performance outcomes, such as average grades of admitted students, the percentage of admitted students with freshman GPAs above 2.5, and the percentage of admitted students who graduate.

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Shuying, He, Luxana Keyuraphan, Niran Sutheeniran, and Patchara Dechhome. "Leadership Promotion Strategies for College Administrators." International Journal of Higher Education 12, no. 5 (September 5, 2023): 33. http://dx.doi.org/10.5430/ijhe.v12n5p33.

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The leadership of college administrators is a critical figure in fulfilling the college's responsibilities, and it has a far-reaching impact on all aspects of disciplinary development, quality education, and the effectiveness of the school's operation. Leadership enhancement of college administrators is conducive to improving the structured reform of the internal structure of the college organization, establishing sound college system management, and improving the level of school education. It will also promote the academicization process of the college's internal organization, strengthen academic research and discipline construction, and promote educational exchanges and cooperation between teachers and students. It not only encourages the harmony and coordination of disciplines within the college, optimizes the allocation of resources, but also improves the level of education and teaching and further enhances the academic competitiveness of the whole university. This study explores the strategies for strengthening the leadership of development college administrators by sorting out theories, drawing on the theoretical perspectives of Bolman & Deal, Sergiovanni, and Zheng, and doing empirical research by comprehensively applying the questionnaire survey research method. In this study, five universities in Guangxi Zhuang Autonomous Region were grouped for a questionnaire survey using random sampling. College administrators and faculty, and staff members were assessed to provide an empirical research basis for leadership enhancement strategies. Finally, the corresponding plan was provided for the results of the study.

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Monks, James, and Kimmarie McGoldrick. "Gender Earnings Differentials Among College Administrators." Industrial Relations 43, no. 4 (October 2004): 742–58. http://dx.doi.org/10.1111/j.0019-8676.2004.00360.x.

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Yrle, Augusta C., Sandra J. Hartman, Charles Grenier, and Olof H. Lundberg. "Business college administrators: organizational networking activities." Team Performance Management: An International Journal 7, no. 5/6 (September 2001): 69–77. http://dx.doi.org/10.1108/13527590110403667.

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Picciano, Anthony G. "Computers, Decision Making, and College Administrators." Computers in the Schools 9, no. 4 (June 1993): 95–106. http://dx.doi.org/10.1300/j025v09n04_09.

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Levin, John S., Tiffany Viggiano, Ariadna Isabel López Damián, Evelyn Morales Vazquez, and John-Paul Wolf. "Polymorphic Students." Community College Review 45, no. 2 (November 28, 2016): 119–43. http://dx.doi.org/10.1177/0091552116679731.

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Objective: In an effort to break away from the stale classifications of community college students that stem from the hegemonic perspective of previous literature, this work utilizes the perceptions of community college practitioners to demonstrate new ways of understanding the identities of community college students. Method: By utilizing Gee’s identity theory and Grillo’s theory of intersectionality, we analyze interviews with community college practitioners from three different community colleges on the West coast of the United States to answer these questions: What identities (i.e., natural, institutional, and discursive) do faculty and administrators recognize in community college students? In what ways do community college faculty and administrators describe and conceptualize community college students? Findings: First, community college student identities are intricate and have changed with time; there are two different institutional views held by organizational members—the educational view and the managerial view—which both shape the construction of student identities and play a prominent role in determining which students are disadvantaged. Second, organizational members constructed meanings of student achievement and value (i.e., attributes or outcomes of the ideal student, or what policy makers and institutions refer to as success) according to organizational priorities and perspectives. Conclusion: This investigation encapsulates and elucidates the portrayals and understandings of community college students held by community college administrators and faculty as a means to acknowledge the diverse identities among these students. Scholars and practitioners are encouraged to acknowledge the polymorphic identities of this diverse population to improve scholarship and practice.

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Schudde, Lauren, Huriya Jabbar, and Catherine Hartman. "How Political and Ecological Contexts Shape Community College Transfer." Sociology of Education 94, no. 1 (August 31, 2020): 65–83. http://dx.doi.org/10.1177/0038040720954817.

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Broad higher education contexts shape how community college students and postsecondary personnel approach transfer from community colleges to baccalaureate-granting institutions. We leverage the concept of strategic action fields, an organizational theory illuminating processes that play out as actors determine “who gets what” in an existing power structure, to understand the role of political-ecological contexts in “vertical” transfer. Drawing on interviews with administrators, transfer services personnel, and transfer-intending students at two Texas community college districts and with administrators, admissions staff, and transfer personnel at public universities throughout the state, we examine how institutional actors and students create, maintain, and respond to rules and norms in the community college transfer field. Our results suggest university administrators, faculty, and staff hold dominant positions in the field, setting the rules and norms for credit transfer and applicability. Students, who hold the least privilege, must invest time and energy to gather information about transfer pathways and policies as their primary means of meeting their educational aspirations. The complex structure of information—wherein each institution provides its own transfer resources, with little collaboration and minimal alignment—systematically disadvantages community college students. Although some community college personnel voice frustration that the field disadvantages transfer-intending community college students, they maintain the social order by continuing to implement and reinforce the rules and norms set by universities.

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Campbell, J. R. "What College Administrators Expect of Department Heads." Journal of Dairy Science 68, no. 3 (March 1985): 776–82. http://dx.doi.org/10.3168/jds.s0022-0302(85)80888-2.

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Brumbaugh, Kenneth E., and Mary S. McRae. "AN INTERNET PRIMER FOR COMMUNITY COLLEGE ADMINISTRATORS." Community College Journal of Research and Practice 19, no. 1 (January 1995): 1–11. http://dx.doi.org/10.1080/1066892950190101.

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Bare, Alan C. "Managerial behavior of college chairpersons and administrators." Research in Higher Education 24, no. 2 (1986): 128–38. http://dx.doi.org/10.1007/bf00991884.

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Alabdulamenem, Fahad. "Challenges Encountered by Community Colleges at Shaqra University in Saudi Arabia: A Documentary Analysis." IIUM Journal of Educational Studies 4, no. 2 (December 30, 2016): 97–119. http://dx.doi.org/10.31436/ijes.v4i2.129.

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The principal aim of this study is to investigate to what extent the four community colleges operating under the jurisdiction of Shaqra University: Shaqra, Adduwadimi, Huraymila, and Alquwayiyah, meet the needs of Saudi Arabian society. The research method was a qualitative documentary analysis, which involved examining and interpreting official documents. The following are the primary findings of the study:(a) enrollments at the four colleges have fluctuated over the past 3 years (2012-2014); (b) the number of graduates from the four community colleges has steadily decreased, resulting in an abnormally low graduation rate overall; (c) the faculty to student ratios at the community colleges are typically small; and (d) there was a policy of continuous hiring of additional administrators and technicians between 2012 and 2014, with the result that the ratio of administrators and technicians to enrollees has become bloated. Consequently, the continued existence of these community colleges hangs-in-the-balance, and the concerned authorities need to seek urgent resolution to this problem to avoid huge financial losses and wastage on the part of the government. To resolve the on-going problems, the researcher recommends that the four community colleges at Shaqra University be just combined into two, and if necessity requires, retrenchment of faculty and administrators is conducted to achieve the ideal faculty to student ratio and administrator to student ratio. Finally, the researcher concludes that the best model for a community college system that can be adapted to the context of the Kingdom of Saudi Arabia is the American system of community colleges.

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McTier Jr., Terrence S., Kaleb L. Briscoe, and Tiffany J. Davis. "College Administrators’ Beliefs and Perceptions of College Students with Criminal Records." Journal of Student Affairs Research and Practice 57, no. 3 (October 8, 2019): 296–308. http://dx.doi.org/10.1080/19496591.2019.1648273.

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Jingxia, Huang. "Correlates of Instructional and Administrative Leadership Styles Among College Administrators in A Preschool Education College in China." International Journal of Science and Research (IJSR) 13, no. 4 (April 5, 2024): 752–58. http://dx.doi.org/10.21275/sr24410130904.

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Miller, Michael T. "An Inventory of Community College Short Term Contract Training Programs in the US." Journal of Education and Training 9, no. 2 (May 26, 2022): 118. http://dx.doi.org/10.5296/jet.v9i2.19789.

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Community colleges play an important role in assisting local business and industry by providing a variety of training programs for employees, including short-term programs. These contract training programs often receive public subsidies as an economic development incentive, and despite their popularity, relatively little is known about their structure, frequency of offerings, and challenges that face them. The purpose for conducting the current study was to profile and inventory these community college contract training offices. A survey was administered to a sample of 250 contract training administrators. Findings include a description of who these administrators report to, the experiences that prepared them for their positions, the typical number of programs they offer each year, how they recruit business participation, and the challenges they report facing the most frequently. These findings are important to policy makers, administrators, and scholars as they create a baseline understanding of how these programs are embedded in and represent their colleges.

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Person, Ann E., James E. Rosenbaum, and Regina Deil-Amen. "Student Planning and Information Problems in Different College Structures." Teachers College Record: The Voice of Scholarship in Education 108, no. 3 (March 2006): 374–96. http://dx.doi.org/10.1177/016146810610800304.

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Over the past three decades, colleges have experienced revolutionary changes, and the enrollment revolution has had a particularly profound impact on 2-year colleges. We describe the new kinds of students who are entering college today and the ways that colleges have begun to adapt. Then, analyzing interviews with students and administrators and a survey of nearly 4,400 students in 14 two-year colleges, we examine four questions: (1) Do students have serious information problems, and are college procedures ever responsible? (2) How can college structures improve students’ information and planning? (3) Do colleges with alternative structures affect student information and confidence? (4) Do alternative college structures matter, net of student attributes ? The results suggest new approaches to addressing the information needs of college students, which may have important implications for their confidence and success. The evidence in this study suggests that structured programs, structured advising, and structured peer supports should be added to the menu of college policy alternatives that deserve further consideration.

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A., Subaveerapandiyan, and Sakthivel N. "A Study of Obstacles in Plagiarism Software Subscribing by Colleges in Tamil Nadu." DESIDOC Journal of Library & Information Technology 42, no. 5 (October 11, 2022): 318–24. http://dx.doi.org/10.14429/djlit.42.5.18273.

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This article attempts to comprehend the current issues and hurdles that Indian colleges affiliated with Tamil Nadu State Universities encounter when trying to subscribe to a software that detects plagiarism. The study’s goals are to determine whether colleges employ anti-plagiarism software, whether they ensure that their student-given assignments are free of copyright infringement, whether tutors teach about academic misconduct, and what people seem to think of anti-plagiarism software. We surveyed for this study and distributed the questionnaires among college administrators, principals, and librarians. The study respondents are 15.9 per cent principals, 64.2 per cent library professionals, and 19.9 per cent college administrators. The survey study report shows that 70.9 per cent of the majority of the colleges did not subscribe. 41.7 per cent gave the reason it is too expensive, and 30.5 per cent of respondents thought that for their college, it is unnecessary to subscribe. However, nobody has confirmed whether or not all colleges possess access to plagiarism detection software. Thus, according to this investigation, further Indian states must be involved in this research to understand the specific context fully. This report advises the UGC to enforce the requirement that colleges have plagiarism detection software; they either provide colleges additional money to subscribe to such software, or the university must grant free access to the affiliated colleges.

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Dwyer, Alison J. "Roles, attributes and career paths of medical administrators in public hospitals: survey of Victorian metropolitan Directors of Medical Services." Australian Health Review 34, no. 4 (2010): 506. http://dx.doi.org/10.1071/ah09750.

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Aim. To document the roles, the perceived skills and attributes and experience required of Medical Administrators in contemporary public hospitals. Method. Interviews with Directors of Medical Services (DMS) from Victorian metropolitan public hospitals between March 2005 and May 2005. Results. A total of 14 of the 21 DMS in Victoria were interviewed. Key roles: Managing Medical Staff; Clinical Governance and Quality Improvement; Strategy and Service development; and Medical advisor to CEO. Key attributes and skills aligned with roles. Most respondents hold Fellowship of Royal Australasian College of Medical Administrators (FRACMA) with over half employed for less than 2 years. Discussion. Core roles identified mirrored in key international literature. Recommendations for further study includes systematic review of literature; the influence of the medically-trained Chief Executive on roles; and further analysis of high turnover. Conclusion. This study clarifies the roles undertaken and skills required by Medical Administrators in contemporary public hospitals, providing: (1) role benchmarking for Chief Executives; (2) reduced ambiguity among the broader medical staff of the roles, to assist those who may need Medical Administrator assistance with providing patient care; (3) assisting the Medical Administration profession and RACMA to provide tailored education and training; and (4) to inform aspiring future Medical Administrators of the broad nature of such roles. What is known about the topic? There is little current Australian literature surrounding the roles and skills and experience required of Medical Administrators in Director of Medical Service positions within contemporary healthcare organisations. The roles are often poorly understood by the greater medical profession and other health professionals. This study provides clarity around the current roles and skills and experience required. What does this paper add? This study illustrates the key roles for Medical Administrators in contemporary public hospitals as (1) Managing Medical Staff (2) Clinical Governance and Quality Improvement (3) Strategy and organisational service development (4) Clinical and Medical advisor to CEO. This study also highlights the key attributes and skills that reflect the needs of the roles, with most respondents holding a Fellowship of the Royal Australasian College of Medical Administrators (RACMA). In addition, there is a high turnover with more than 50% having been in the roles less than 2 years. What are the implications for practitioners? This study clarifies the roles undertaken and skills required by Medical Administrators in contemporary public hospitals. This study (1) assists Chief Executives to benchmark appropriate roles for Medical Administrators in their hospital (2) reduces ambiguity and increases awareness amongst the broader medical staff within a hospital of the roles of a Medical Administrator. The medical staff often need to access the skills of a Medical Administrator to assist them with providing patient care (3) assists the Medical Administration profession and RACMA to tailor education and training for such roles and (4) provides aspiring future Medical Administrators with an understanding of the broad nature of such roles in hospitals.

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Cai, Guodong. "CLASSROOM TRANSFORMATIONAL LEADERSHIP PRACTICES ON VOCATIONAL STUDENTS' ACADEMIC MOTIVATION." Pacific International Journal 7, no. 1 (February 15, 2024): 44–51. http://dx.doi.org/10.55014/pij.v7i1.508.

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With the strategic expansion of vocational education in China, enhancing student motivation is imperative yet challenging. This mixed methods study investigates how vocational college administrators’ leadership styles correlate to student motivation. Surveying 370 students across 7 colleges in Shandong Province revealed moderate transformational leadership positively predicted intrinsic motivation and negatively predicted amotivation, while showing negligible association with controlled extrinsic motivations. Interviews with 15 students and 7 administrators offered qualitative insights into leadership’s motivational impact. Although moderately transformational overall, administrators lacking strategic vision and overemphasizing skills dampened engagement. Students desired more inspiration, participation, and individualized support. Findings suggest extending transformational leadership development in vocational colleges to foster internalized motivation. This study provides empirical evidence and guidance to enhance leadership strategies for motivating China’s emerging generation of vocationally-trained talent.

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Somatunga, Lakshmi C. "Editor, College of Medical Administrators of Sri Lanka." Sri Lankan Journal of Medical Administration 21, no. 1 (December 30, 2020): 1. http://dx.doi.org/10.4038/sljma.v21i1.5369.

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Garrard, Ted. "Pragmatic Fundraising for College Administrators and Development Officers." American Journalism 16, no. 1 (January 1999): 153–54. http://dx.doi.org/10.1080/08821127.1999.10739169.

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Osburn, Darren, and Tammy M. Gocial. "Trust in Administrators among Community College Faculty Members." Community College Journal of Research and Practice 44, no. 10-12 (September 18, 2019): 899–913. http://dx.doi.org/10.1080/10668926.2019.1666064.

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Nwagwu, Emmanuel C. "HOW COMMUNITY COLLEGE ADMINISTRATORS CAN IMPROVE TEACHING EFFECTIVENESS." Community College Journal of Research and Practice 22, no. 1 (January 1998): 11–19. http://dx.doi.org/10.1080/1066892980220102.

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30

Twombly, Susan B., and Kathryn M. Moore. "Job Search: Career Changes Among Community College Administrators." Review of Higher Education 11, no. 1 (1987): 17–37. http://dx.doi.org/10.1353/rhe.1987.0006.

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Todaro, Julie Beth. "For Community College Administrators, Staff and Faculty Research." Community & Junior College Libraries 9, no. 3 (September 2000): 51–54. http://dx.doi.org/10.1300/j107v09n03_07.

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Katz, Barrett. "Pragmatic Fundraising for College Administrators and Development Officers." Journal of Neuro-Ophthalmology 19, no. 2 (June 1999): 111. http://dx.doi.org/10.1097/00041327-199906000-00009.

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Marine, Susan B. "“Our College Is Changing”: Women's College Student Affairs Administrators and Transgender Students." Journal of Homosexuality 58, no. 9 (October 2011): 1165–86. http://dx.doi.org/10.1080/00918369.2011.605730.

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Leonard, Jack. "Funding Early College High School: Hold Harmless or Shared Commitment." education policy analysis archives 21 (May 6, 2013): 46. http://dx.doi.org/10.14507/epaa.v21n46.2013.

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Early college high schools are a promising but expensive pathway to college readiness. Most such schools are supported with state funds and/or grants. This descriptive case study presents an early college program, now in its fourth year in a traditional high school, in which the families, high school and community college shared the entire cost. Data from document analysis and interviews with administrators, parents and students clarified the funding plan and participant reactions. Joint ownership increased parental engagement, student academic commitment and administrator attention. The results suggest that learning to cope with the cost of college, which this program necessitated, is an important aspect of college readiness for both students and parents. The model of shared responsibility is contrasted with the “hold harmless” model of government/foundation support that relieves schools and families of the cost of early college programming. The findings and policy recommendations are applicable to LEA and SEA leaders, philanthropies and scholars in educational financial policy.

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Wechsler, Henry, Kathleen Kelley, Elissa R. Weitzman, John Paul San Giovanni, and Mark Seibring. "What Colleges Are Doing About Student Binge Drinking A Survey of College Administrators." Journal of American College Health 48, no. 5 (March 1, 2000): 219–26. http://dx.doi.org/10.1080/07448480009599308.

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Pulimood, Benjamin M. "Management Training for Hospital Administrators." Vikalpa: The Journal for Decision Makers 12, no. 3 (July 1987): 65–68. http://dx.doi.org/10.1177/0256090919870308.

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Just befme taking over as the Director of Christian Medical College and Hospital, Vellore, Dr Benjamin Pulimood spent a few months at the Indian Institute of Management, Ahmedabad. He took keen interest in the PGP students and attended several seminars and courses. Major hospitals today have large budgets and immense problems of administration. Given these complexities, Dr Pulimood feels that management training would be useful for hospital administrators. He recommends short-term. management programmes for medical experts who have to administer large hospitals.

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Davis, Virginia Wayman, and Donna Hewitt. "College music administrators’ opinions of curricular initiatives in popular music." Journal of Popular Music Education 00, no. 00 (April 1, 2022): 1–18. http://dx.doi.org/10.1386/jpme_00069_1.

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This study examined college music administrators’ attitudes towards popular music in tertiary settings. Participants (N = 92) completed a Likert-type scale survey that solicited administrators’ overall attitude towards popular music education, coursework and degree plans. Additionally, data were collected through written comments regarding challenges to implementing curricular changes. Descriptive data revealed that administrators’ overall attitudes towards popular music and its inclusion in higher education settings are mostly positive. Participants’ responses to open-ended questions revealed that limited resources, budgetary concerns and pressure to have fewer credits in degree programmes are challenges to curricular changes that include more popular music opportunities. With these findings, we suggest that while college music administrators may be in favour of popular music initiatives in higher education, the ways in which they can be enacted through curricula will vary based on the unique opportunities and challenges at each institution.

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Goldhaber, Dan, Mark C. Long, Ann E. Person, Jordan Rooklyn, and Trevor Gratz. "Sign Me Up: The Factors Predicting Students’ Enrollment in an Early-Commitment Scholarship Program." AERA Open 5, no. 2 (April 2019): 233285841985770. http://dx.doi.org/10.1177/2332858419857703.

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We investigate factors influencing student sign-ups for Washington State’s College Bound Scholarship program and consider whether there is scope for the program to change college enrollment expectations. We find that student characteristics associated with signing the scholarship pledge closely parallel characteristics of low-income students who attend 4-year colleges, suggesting that signing the pledge is driven largely by preexisting expectations of college going. We also find evidence that student sign-up rates are lower than have been previously reported, which is important given the perception among program administrators that nearly all eligible students sign up.

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Bird, Gloria W., and Debra C. Russell. "Career Satisfaction among Dual-Career Administrators." Psychological Reports 59, no. 3 (December 1986): 1127–32. http://dx.doi.org/10.2466/pr0.1986.59.3.1127.

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This study, based on responses from 69 dual-career college and university administrators, examined the relationship between perceived career satisfaction and (a) career salience, (b) career demand, and (c) use of eight role-management strategies. Analysis showed that career salience, career demand, and use of the strategy of organization jointly explained 39% of the variance in career satisfaction.

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Oke, Jonathan O., and Olusegun O. Olakotan. "Towards Enhancing Effective Instructional Supervision in Technical Colleges in Ogun State, Nigeria." Innovation of Vocational Technology Education 16, no. 1 (March 4, 2020): 32–41. http://dx.doi.org/10.17509/invotec.v16i1.23511.

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Instructional supervision in schools in general and technical colleges in particular is a precursor to goal attainment. This study focused on enhancing effective instructional supervision in Ogun State technical colleges. Being a descriptive research of the survey type, the study raised two research questions focusing on activities for enhancing effective instructional supervision in technical colleges and mechanisms for enhancing effective instructional supervision in technical colleges. Also, two null hypotheses tested at 0.05 significant level were formulated. The instrument developed and used for the study was the Effective Instructional Supervision Questionnaire (EISQ). The EISQ contained 22 items which was validated by three experts, and tested to obtain 0.92 reliability coefficient using Cronbach Alpha method. The EISQ was used for collecting data from 21 respondents made of technical college administrators in Ogun State. The data collected were descriptively analyzed using mean for the raised research questions and inferential statistics of t-test for the formulated hypotheses. The study recognized the potency of instructional supervision and the need for embracing it in Ogun State technical colleges. The study recommended that technical college administrators should ensure effective instructional supervision in Ogun State technical colleges for overt instructional improvement and as well adopt global best practices to ensure that teachers are motivationally carried along in instructional supervision activities.

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Zvosec, Claire C., and Jordan R. Bass. "What It Means to “Win” in Small College Athletics: Strategic Contingency Theory and Alternative Success." Journal of Intercollegiate Sport 15, no. 1 (March 9, 2022): 52–75. http://dx.doi.org/10.17161/jis.v15i1.15196.

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The purpose of this study was to gain a deep understanding of how athletics success is defined and operationalized for small colleges in Division III athletics. Strategic Contingency Theory was utilized as a framework to examine and better understand how the small college athletics department operates “successfully.” The underlying premise of Strategic Contingency Theory is that an organization must adapt in order to survive. In-depth interviews were conducted with NCAA Division III Athletics Directors, campus administrators (e.g., President, Provost, Vice President for Enrollment Management), and Faculty Athletics Representatives to better understand how university and athletics administrators define athletics program success at small colleges. In all, 33 interviews were conducted across seven states at 11 different Division III institutions where student-athletes comprise 20% or more of the student body.

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Varghese, Sara. "Ideas and Experiences." Vikalpa: The Journal for Decision Makers 13, no. 1 (January 1988): 47–52. http://dx.doi.org/10.1177/0256090919880106.

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In the July-September 1987 issue of Vikalpa, Dr Benjamin Pulimood, Director, Christian Medical College and Hospital, Vellore, discussed the relevance of management training for hospital administrators. Based on his. experience at CMC&H and the few months he spent at the Indian Institute of Management, Ahmedabad, Dr Pulimood identified the areas that hospital administrators may find useful. In agreeing with Dr Pulimood, Dr Sara Varghese presents some important differences between a private institution such as CMC&H and a government medical college and hospital and draws implications for training administrators of government hospitals.

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Zhiguo, Li. "The Physical Education Administrators' Management Functions Practices in a Vocational College in China." International Journal of Science and Research (IJSR) 12, no. 9 (September 5, 2023): 969–76. http://dx.doi.org/10.21275/sr23910162925.

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Moore, Shirley, Michael Ward, and Barry Katz. "Machiavellianism and Tolerance of Ambiguity." Psychological Reports 82, no. 2 (April 1998): 415–18. http://dx.doi.org/10.2466/pr0.1998.82.2.415.

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The relationship of Machiavellianism and Tolerance of Ambiguity was studied in 47 African-American college and university administrators. The mean score on Machiavellianism in the youngest group (30–40 yr.) of administrators was significantly higher on Machiavellianism than the mean of the oldest group (50 yr. and older) of administrators.

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Francique, Akilah. "Is excellence inclusive? The benefits of fostering Black female college athlete's sense of belonging." Journal of Higher Education Athletics & Innovation, no. 3 (March 22, 2018): 48–73. http://dx.doi.org/10.15763/issn.2376-5267.2018.1.3.48-73.

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The purpose of this research note is to urge intercollegiate athletic departments and their administrators to foster a sense of belonging amongst Black female college athletes to aid in their felt membership as a college athlete and support their development as viable employment candidates in college sport. Black female college athletes’ graduation rates are on the rise; however, these being hired at dismal rates in college sport. By fostering a sense of belonging, Black female college athletes as a historically marginalized group are able to feel a sense of connectedness in the athletics and greater university environment; athletic departments commit to major organizational change that values diversity and inclusion; and through its commitment, a culture of inclusive excellence is felt by all students, faculty, staff and athletic administrators and coaches. Keywords: Black female college athletes, college sport, intercollegiate athletics, sense of belonging, diversity and inclusion, inclusive excellence

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Cho, Dongwook, Steve Beck, and Sung Kyeom Kim. "Exercise Motivations." Journal of International Students 10, no. 3 (August 15, 2020): 688–702. http://dx.doi.org/10.32674/jis.v10i3.763.

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As the number of international and domestic college students has increased, the importance of developing healthy lifestyles has been getting significant attention from college administrators. The current study was designed to determine if differences occur in exercise motivation between international and domestic college students. A total of 155 college students from a southwestern U.S. university completed the Exercise Motivations Inventory–2 through the university’s online active research system. Analyses indicated that international students possessed a higher motivation to exercise for revitalization, while domestic students were more motivated for a challenge, competition, and social recognition. The findings suggest that campus health professionals or wellness administrators may need to utilize different strategies to promote the health of international college students through exercise programs.

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Chanprasert, Noat, Prayuth Chusorn, and Chalard Chantarasombat. "Guidelines for Innovative Leadership Development of Private Vocational College Administrators in the Northeastern Region." World Journal of Education 13, no. 4 (August 12, 2023): 25. http://dx.doi.org/10.5430/wje.v13n4p25.

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Innovative leadership development can assist administrators of private vocational colleges in identifying and capitalizing on new opportunities within the educational administration network by fostering creative thinking and openness to new ideas. Such administrators can discover novel approaches to efficiently and effectively address the needs of students, faculty members, and stakeholders. Therefore, the research objectives are as follows: to examine the components and indicators of innovative leadership among administrators of private vocational colleges in the northeastern region, to assess the consistency of the innovative leadership measurement model, and to develop guidelines based on the study findings for implementation. To develop the innovative leadership of private vocational college administrators, a mixed-method research approach was employed, consisting of four phases. The collected data were analyzed using descriptive statistics and statistical packages for further reference. The results revealed that Innovative Leadership comprises five main components and fifteen indicators. These indicators were found to be appropriate based on the specified criteria. The developed measurement model for innovative leadership indicators demonstrated consistency with the empirical data, with statistically significant values (P-value = 0.73, RMSEA = 0.023, SRMR = 0.019, CFI = 1.00, TLI = 1.00). Furthermore, all main components exhibited factor loadings higher than the criterion of 0.70, while sub-components and indicators displayed factor loadings higher than the criterion of 0.30. Finally, the implementation of the guidelines yielded positive results, as they were deemed suitable, feasible, and highly beneficial across all aspects.

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48

Chanprasert, Noat, Prayuth Chusorn, and Chalard Chantarasombat. "Guidelines for Innovative Leadership Development of Private Vocational College Administrators in the Northeastern Region." World Journal of Education 13, no. 4 (August 12, 2023): 25. http://dx.doi.org/10.5430/wje.v13n4p25.

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Innovative leadership development can assist administrators of private vocational colleges in identifying and capitalizing on new opportunities within the educational administration network by fostering creative thinking and openness to new ideas. Such administrators can discover novel approaches to efficiently and effectively address the needs of students, faculty members, and stakeholders. Therefore, the research objectives are as follows: to examine the components and indicators of innovative leadership among administrators of private vocational colleges in the northeastern region, to assess the consistency of the innovative leadership measurement model, and to develop guidelines based on the study findings for implementation. To develop the innovative leadership of private vocational college administrators, a mixed-method research approach was employed, consisting of four phases. The collected data were analyzed using descriptive statistics and statistical packages for further reference. The results revealed that Innovative Leadership comprises five main components and fifteen indicators. These indicators were found to be appropriate based on the specified criteria. The developed measurement model for innovative leadership indicators demonstrated consistency with the empirical data, with statistically significant values (P-value = 0.73, RMSEA = 0.023, SRMR = 0.019, CFI = 1.00, TLI = 1.00). Furthermore, all main components exhibited factor loadings higher than the criterion of 0.70, while sub-components and indicators displayed factor loadings higher than the criterion of 0.30. Finally, the implementation of the guidelines yielded positive results, as they were deemed suitable, feasible, and highly beneficial across all aspects.

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Marshood, Nabil. "Community College Administrators and Faculty Scholarship: A Pilot Study." Community College Review 23, no. 1 (July 1995): 51–62. http://dx.doi.org/10.1177/009155219502300106.

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Areeya, Jumnongya, Sirisuthi Chaiyuth, and Chansirisira Pacharawit. "Developing strategic leadership for administrators: Private vocational college study." Educational Research and Reviews 10, no. 12 (June 23, 2015): 1641–45. http://dx.doi.org/10.5897/err2015.2217.

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