Rozprawy doktorskie: „College administrators”

1

Howard, Baldwin Tonia Toinette Kraska Marie F. "Administrator job satisfaction in higher education". Auburn, Ala., 2009. http://hdl.handle.net/10415/1992.

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Shipper-Cordaro, Paula (Paula C. ). "Characteristics of College Level ESL Administrators". Thesis, University of North Texas, 1994. https://digital.library.unt.edu/ark:/67531/metadc278215/.

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While many studies have been conducted on the methodology of teaching English, second language (ESL), few have focused on ESL administration, specifically college level ESL administration. This descriptive study analyzed and evaluated the personal and professional characteristics of college level ESL administrators.

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Akakpo, Koffi C. "Community College Administrators’ Perceptions of Ohio’s Performance-Funding Policy". University of Toledo / OhioLINK, 2017. http://rave.ohiolink.edu/etdc/view?acc_num=toledo1513287655583264.

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Wright-Tatum, Patricia. "Job satisfaction of academic administrators at historically black colleges and universities /". free to MU campus, to others for purchase, 1999. http://wwwlib.umi.com/cr/mo/fullcit?p9946315.

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Brock, John H. "College administrators' understanding of care and connectedness". Thesis, National Library of Canada = Bibliothèque nationale du Canada, 1999. http://www.collectionscanada.ca/obj/s4/f2/dsk1/tape7/PQDD_0002/NQ41112.pdf.

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Konditi, Jane A. O. (Jane Akinyi Osamba). "Competency Needs of Administrators in Teacher Training Colleges in Kenya As Perceived By Administrators and Faculty". Thesis, University of North Texas, 1989. https://digital.library.unt.edu/ark:/67531/metadc331337/.

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The problem of this study was the needed administrative competencies of administrators in teacher training colleges in Kenya as perceived by administrators and faculty. A questionnaire (Inventory of Administrative Competencies) was mailed to principals, vice-principals, and four faculty members selected at random from sixteen teacher training colleges in Kenya. Ninety-six questionnaires were returned, yielding a return rate of 100 percent. Responses were analyzed using t-tests and one-way analyses of variance utilizing the F-test of the statistical test. A series of post hoc comparisons was made using Duncan's New Multiple Range Test to locate significant differences. Based on the analysis of data, it was concluded that both administrators and faculty considered the desired status of the competency very high. The administrators were performing below the desired status. Size of college was the major factor for the differences in perceptions of the respondents. Years of experience and educational background had little or no effect on the respondents' responses to the questionnaire. The following recommendations were made: A future study should investigate the perceived desired status and present performance ratings assigned to a validated set of competency statements of those levels of administrative activities not included in this study. Such a study would involve school inspectors, provincial education officers, deans of students, and heads of departments. A study should be made to investigate the current methods of evaluating administrative competence in teacher training colleges in Kenya. The results of this study should be analyzed by the Ministry of Education teacher college program developers responsible for conducting administrative workshops or in—service training in Kenya. This study could provide developers with additional information for improving the adequacy and relevance of both pre—service and in-service programs for practicing administrators.

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Edwards, James Lee. "Connections : things that matter to teachers in small colleges /". The Ohio State University, 1987. http://rave.ohiolink.edu/etdc/view?acc_num=osu148733154170888.

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Crist, Barbara E. "A study of the relationship of the job satisfaction of chief academic officers of institutions of higher education and the perceived leadership style of the institution's president". Morgantown, W. Va. : [West Virginia University Libraries], 1999. http://etd.wvu.edu/templates/showETD.cfm?recnum=775.

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Thesis (Ed. D.)--West Virginia University, 1999.
Title from document title page. Document formatted into pages; contains xiii, 146 p. Includes abstract. Includes bibliographical references (p. 146-170).

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Hardesty, Craig David. "A study of the effects of strictness and level of church-relatedness on female job satisfaction among Christian college administrators". Huntington, WV : [Marshall University Libraries], 2003. http://www.marshall.edu/etd/descript.asp?ref=206.

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Thesis (Ed. D.)--Marshall University, 2003.
Title from document title page. Document formatted into pages; contains p. iv, 111 p. Includes abstract. Includes bibliographical references (p. 87-106).

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10

Leonard, Brenda Gail. "Administrators' perceptions of enrollment trends of urban community colleges located in the southern region /". Digital version accessible at:, 1999. http://wwwlib.umi.com/cr/utexas/main.

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Chiawa, Chioma B. (Chioma Bernadette). "Assessment of the Perceived Competencies Possessed by Women Administrators in Vocational Education at Community Colleges in Texas". Thesis, University of North Texas, 1997. https://digital.library.unt.edu/ark:/67531/metadc277725/.

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The need for a high-quality workforce to meet increased competition in the world economy has increased the need for competent vocational administrators in public 2-year postsecondary institutions. Researchers have agreed that vocational education is in a state of metamorphosis and must change to meet its challenges in the coming century. At the same time, more women are seeking and obtaining vocational administrative positions. Several studies have been done to identify the competencies needed by vocational administrators to perform their duties, but there has been little research on the actual ability to perform the administrative tasks identified by these studies. Two main purposes of this study are: (a) to determine the perceived level of administrative competencies possessed by women administrators in vocational education at the community college level in Texas; (b) to determine the adequacy of the preservice training received by these administrators to perform their administrative functions. Of the 175 women administrators randomly selected to participate in the study, 71% completed the Administrator Task Inventory. In addition to the descriptive statistics, two multiple regression analyses were tested. First, principal component analysis was used to reduce the number of dependent variables from 11 to 2, after which two multiple regression analyses were used to test the relationship between the two component scores identified as management-skills factors and educational-skills factors and the four independent variables of level of education, number of years of teaching vocational subject, number of years of vocational administrative experience, and level of vocational professional organization involvement. The results indicate that the women administrators possess the competencies needed to perform their tasks, but one fourth of the administrators need better preservice and/or inservice training on at least 7 of 11 competency categories studied. The results also show that a negative relationship exists between the number of years of teaching vocational subjects and management-skills competencies.

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Porter, Judith A. "The relationship between competencies perceived to be important for administrative effectiveness and the higher education administration doctoral program of study a needs assessment /". Huntington, WV : [Marshall University Libraries], 2003. http://www.marshall.edu/etd/descript.asp?ref=194.

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Thesis (Ed. D.)--Marshall University, 2003.
Title from document title page. Document formatted into pages; contains p. x, 210 p. Includes abstract. Includes bibliographical references (p. 178-190).

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13

Burton, Meghan Christine Levi. "The culture of surveillance faculty responses to academic dishonesty in the classroom /". Pullman, Wash. : Washington State University, 2010. http://www.dissertations.wsu.edu/Thesis/Spring2010/m_burton_042110.pdf.

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14

Hartwell, Julie Anna. "Administrators' perceptions regarding middle college/early college academic support strategies and student performance". Connect to this title online, 2009.

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Schaller, Joni Y. "Performance funding in Ohio : differences in awareness of Success Challenge between student affairs administrators and academic affairs administrators at Ohio's public universities /". Ohio : Ohio University, 2004. http://www.ohiolink.edu/etd/view.cgi?ohiou1090944575.

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16

Tawasay, Prasit. "Perceptions of Administrators and Faculty Members of a Faculty Development Plan". Thesis, University of North Texas, 1990. https://digital.library.unt.edu/ark:/67531/metadc332003/.

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This study was a comparison of the perceptions of administrators and faculty members regarding the actual and expected role of selected components of a faculty development plan at Srinakharinwirot University-Phitsanulok, Thailand. The study also investigated whether the demographic classifications of administrators and faculty members were related to their perceptions regarding the actual and expected role of selected components of a faculty development plan. Forty-one administrators and sixty full-time faculty members completed the survey instrument. Statistical tests used to summarize and analyze the data included mean, standard deviation, t test, chi-square, and correlation ratio. The results and findings of this study showed that (a) there were no major differences between administrators and faculty members related to their perceptions of a faculty development plan; (b) faculty members perceptions of the actual and expected role of selected components of a faculty development plan were consistent to a greater degree than were the perceptions of administrators; (c) significant differences between the perceptions of administrators regarding the actual and expected role of selected components of a faculty development plan were found for only one item: study leaves; (d) there were significant differences between the perceptions of administrators and faculty members regarding the actual role of the following components of a faculty development plan: the Center for Faculty Development, upgrading faculty members, motivation, planning implementation and evaluation, informal enrichment program, and team teaching; (e) there were significant differences between the perceptions of administrators and faculty members regarding the expected role of the following components of a faculty development plan: the Center for Faculty Development, faculty morale, and academic exchange programs in cooperation with foreign organizations. Finally, significant differences among administrators' and faculty members' perceptions were correlated with demographic classifications of gender, age, experience at Phitsanulok campus, experience in other institutions, highest degree earned, faculty affiliation, personal goal in terms of an advanced degree, academic rank, place of attainment of highest degree, familiarity with the faculty development plan, previous experience using the faculty development plan, and level of satisfaction with position, salary, and teaching loads at Phitsanulok campus.

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17

Weaver, Susan J. Marnell. "The relationship between administrators' perceptions of part-time faculty and utilization of part-time faculty at West Virginia public and private colleges and universities". Morgantown, W. Va. : [West Virginia University Libraries], 2000. http://etd.wvu.edu/templates/showETD.cfm?recnum=1684.

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Thesis (Ed. D.)--West Virginia University, 2000.
Title from document title page. Document formatted into pages; contains vii, 90 p. Vita. Includes abstract. Includes bibliographical references (p. 69-82).

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18

Prentiss, Richard D. "Administrators' Perspectives of Culture at a Multicampus Community College". FIU Digital Commons, 2011. http://digitalcommons.fiu.edu/etd/485.

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The purpose of this study was to explore how administrators’ perceived the campus and administrative cultures found on a single campus of a multicampus community college system. A review of the literature revealed that the culture found in higher education institutions contains a high degree of human interactions, has a myriad of cultures, and that individuals play a significant role in the maintenance or the evolution of the cultures present. The study site was Neighborhood Campus which is one campus of a large urban community college system containing a total of eight campuses, Urban College. Kuh’s conventional organizational models served to identify the model on Neighborhood Campus, Levin’s cultural definitions described the campus culture, and cultural definitions from Bergquist and Pawlak formed the framework for the administrative culture. The study was guided by the following research questions: What are the administrators’ perspectives of the campus culture on a community college campus and what are the administrators’ perspectives of the administrative culture on a community college campus? A qualitative case study method was used, data collection included interviews, document and videograph reviews, and observations of administrative meetings. The participants for the interview portion of the study included 10 individuals defined as administrators. The study revealed that administrators’ perspectives of these cultures demonstrated five themes (student-centered, size, location, Hispanics, and family) served as contributors to the campus culture. The administrative culture was supported by six themes (size, team, collaboration, open, Inclusion, and rewards and recognition). The findings revealed three of Kuh’s conventional organizational models (rational, bureaucratic, and collegial models) were seen as being in place at Neighborhood Campus. Levin’s traditional and service cultures were seen in the campus culture with the service culture demonstrating dominance. Using Bergquist and Pawlak’s definitions, components of the collegial, managerial, and developmental cultures appear to be present in the administrative culture with the collegial culture serving as the dominant administrative culture. Through an understanding of these cultures and themes, administrators can provide leadership that is sensitive to these cultures, especially if institutional change is required.

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Holland, Daphne Lucynda. "Community college student affairs administrators' perceptions regarding intercollegiate athletics". Connect to this title online, 2009. http://etd.lib.clemson.edu/documents/1252424663/.

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20

Holdnak, John Ramsey. "Leadership competencies and development for senior administrators in Florida community colleges". [Pensacola, Fla.] : University of West Florida, 2005. http://purl.fcla.edu/fcla/etd/WFE0000045.

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21

Glick, Nancy Parsons. "Job satisfaction among academic administrators at selected American colleges and universities". Thesis, University of North Texas, 1990. https://digital.library.unt.edu/ark:/67531/metadc332589/.

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The problem of this study was job satisfaction among academic administrators in selected American institutions of higher education. Its main purpose was to document the level of job satisfaction among selected U.S. college and university academic administrators.

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22

Colley, Mary Sue Huckaby. "Assessing the Integration of Technology into the Academic Administrative Environment: College Administrators and Microcomputers". Thesis, North Texas State University, 1985. https://digital.library.unt.edu/ark:/67531/metadc331397/.

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This study was conducted to determine the administrative functions that community college academic administrators perform with microcomputers; to identify demographic characteristics that distinguish administrators who rate their overall use of the microcomputer higher than others; to ascertain whether the importance placed on (1) microcomputer uses, (2) computer training, and (3) non-training conditions affecting computer use differed from the perceived current uses, training, and adequacy of conditions. Data for this study were collected through a survey instrument that was devised and evaluated for use in the study. The survey instrument was delivered during the fall, 1984 semester to the forty—two division chairs serving at the seven colleges that comprise the Dallas County Community College District. Thirty five division chairs responded to the survey for an 83.33 per cent return rate, and thirty-four of the survey forms returned were useable for analysis.

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23

Irizarry, Zoraida. "Barriers faced by Hispanic women in higher education institutions in the state of Illinois /". View online, 2008. http://repository.eiu.edu/theses/docs/32211131458171.pdf.

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Chen, Shiow Wen Kennedy Larry DeWitt. "The perceptions of administrators in teacher training institutions relative to evaluation standards for teacher education programs in the Republic of China, Taiwan". Normal, Ill. Illinois State University, 1991. http://wwwlib.umi.com/cr/ilstu/fullcit?p9203041.

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Thesis (Ed. D.)--Illinois State University, 1991.
Title from title page screen, viewed December 16, 2005. Dissertation Committee: Larry D. Kennedy (chair), Robert L. Fisher, John T. Goeldi, Patricia H. Klass, JoAnn S. McCarthy. Includes bibliographical references (leaves 137-148) and abstract. Also available in print.

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MacGuire, Robert Cameron. "The career pattern and profile of Canadian university chief executive officers /". Thesis, McGill University, 1997. http://digitool.Library.McGill.CA:80/R/?func=dbin-jump-full&object_id=35310.

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The objective of this study was to determine the career pattern and profile of Canadian university CEOs. As well, it was anticipated that a career pattern model and profile for future research would be developed. A survey design was employed. Sixty-one of 83 CEOs provided usable data. A 22 item questionnaire was developed to elicit data concerning their career patterns and profiles. Data were converted into 31 items for statistical analysis. It was concluded that CEOs' careers followed either an academic or administrative pattern. The typical CEO began their career as an educator, and continually moved toward administrative positions, typically in higher education institutions. The typical CEOs' was a male, 54 years old, married, Christian (Protestant), with an earned doctorate in a Profession or Humanities fields from an institution outside of Canada. The development of a"career tree" model was the salient finding of the study.

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Bogenschutz, Margaret M. "Career aspirations of mid-level administrators in higher education : an analysis based on Schein's Career Anchors /". The Ohio State University, 1987. http://rave.ohiolink.edu/etdc/view?acc_num=osu1334176075.

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Okoro, Gregory I. (Gregory Ifeanyi). "Socioeconomic Backgrounds of Educators and Their Attitudes Toward Women as Academic Administrators". Thesis, North Texas State University, 1986. https://digital.library.unt.edu/ark:/67531/metadc331102/.

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The purpose of this study is to determine the relationship, if any, between the socioeconomic backgrounds of educators and their attitudes toward women as academic administrators, including a comparison of the attitudes of male and female educators toward women as administrators. The population consisted of all full time faculty and administrators in 25 colleges and universities holding membership in the Association for Higher Education (AHE) of North Texas during the 1984/1S85 academic year. This group of institutions consists of 10 community/junior colleges and 15 senior colleges and universities. Data generation was achieved through the administration of a research package mailed to a sample of 300 subjects selected by a proportionate random process from the defined population. The instruments consisted of a modified version of the Women As Managers Scale (WAMS) and the Hollingshead Factor Index of Social Status. Useable data from 209 respondents were subjected to multiple regression techniques. The hypothesis that socioeconomic background of educators will be positively related to attitudes toward women as academic administrators was not upheld. It was however determined that attitudes toward women as administrators are explanable by a combination of job and non-job related variables, with women having more positive attitudes than men. The findings that 1) younger subjects have more positive attitudes, 2) experience under a female superordinate, generated favorable comments, and 3) educators as a whole had a highly favorable attitude lead to the conclusion that opportunities for advancement of women into adminstrative positions are brighter than often reported. It is suspected that the legislative activities and the feminist movement of the 1960s may have had a positive influence.

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Kirkland, Robbin Joe. "Study of job satisfaction among college union/student activities administrators /". The Ohio State University, 1989. http://rave.ohiolink.edu/etdc/view?acc_num=osu1487668215808534.

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Dempsey, Merle. "Enrollment management administrators' perceptions of Community College student retention practices". [Huntington, WV : Marshall University Libraries], 2009. http://www.marshall.edu/etd/descript.asp?ref=939.

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Thesis (Ed. D.)--Marshall University, 2009.
Title from document title page. Includes abstract. Document formatted into pages: contains ix, 181 pages. Includes bibliographical references: p. 137-157.

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Barry, Theresa. "Womens' Career Pathways to the College Presidency: A Study of Women in Two-Year Technical Colleges". [Milwaukee, Wis.] : e-Publications@Marquette, 2009. http://epublications.marquette.edu/dissertations_mu/17.

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Wulfsberg, Cal Douglas. "College athletic department administrators' attitudes toward college student athletes and their academic and athletic success". Diss., The University of Arizona, 1989. http://hdl.handle.net/10150/184831.

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The purpose of this study was to investigate the attitudes of college athletic department administrators (athletic directors, faculty representatives, football coaches, and basketball coaches) toward the athletic and academic achievement of student athletes and to compare administrators' perceptions with those of student athletes (NCAA, 1988). The review of literature discussed the history and development of the NCAA, college admission predictors, standardized tests, involvement of high schools in academic preparation of student athletes, and the NCAA legislation of Propositions 48 and 42. Additionally, programs which satisfy the needs and validate the credibility of student athletes and educational institutions are suggested. A questionnaire was designed to measure the attitudes of college athletic department administrators toward the academic and athletic accomplishments of student athletes. The results were then compared to a similar study completed by the NCAA (1988) on student athletes' attitudes toward these issues. The findings revealed significant group differences among athletic directors, faculty representatives, football coaches, and basketball coaches and significant comparative differences between the two studies. The data indicated that the responses of athletic directors and faculty representatives were often similar, as were those of football and basketball coaches. On questions that supported academics, athletic directors and faculty representatives were much more sympathetic than coaches. When the question promoted athletic concepts, coaches were more supportive than athletic directors or faculty representatives. When an issue involved both academics and athletics, the gap was reduced but athletic directors and faculty representatives showed stronger support than coaches. Comparison of the two studies confirmed strong opposition by athletes to questions on athletic eligibility. Student athletes were consistently negative on any issue threatening their eligibility, whereas athletic department administrators were generally supportive. When academic questions were addressed, student athletes were supportive though not as positive in their responses as athletic department administrators. Many of the responses and comparisons were anticipated and emulated recent research.

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Hu, May Yung. "Asian Americans and Pacific Islanders in higher education leadership challenges and opportunities for growth /". Diss., Restricted to subscribing institutions, 2008. http://proquest.umi.com/pqdweb?did=1692725411&sid=1&Fmt=2&clientId=1564&RQT=309&VName=PQD.

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McArdle, Michele K. "Leadership orientations of community college presidents and the administrators who report to them a frame analysis /". Orlando, Fla. : University of Central Florida, 2008. http://purl.fcla.edu/fcla/etd/CFE0002301.

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Bell, Bethany Duncan. "Texas community college funding structure : closing the gaps while assessing the attitudes and perceptions of community college senior administrators /". View online, 2006. http://ecommons.txstate.edu/arp/200/.

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Black, John Paul Siegel David J. "The interpretive process of North Carolina Community College System developmental education policy at select community colleges". [Greenville, N.C.] : East Carolina University, 2008. http://hdl.handle.net/10342/1080.

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Thesis (Ed.D.)--East Carolina University, 2008.
Presented to the faculty of the Department of Educational Leadership. Advisor: David Siegel. Title from PDF t.p. (viewed Apr. 26, 2010). Includes bibliographical references.

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Henry, Clifton W. Rogers Douglas W. "Career paths to the presidency of private black colleges in Texas as perceived by present and past occupants of the office". Waco, Tex. : Baylor University, 2006. http://hdl.handle.net/2104/5009.

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McPhail, Naples Fabienne. "Aspirations of community college leadership a study of talent engagement and the barriers and motivation for faculty leadership development /". Diss., Restricted to subscribing institutions, 2006. http://proquest.umi.com/pqdweb?did=1280132531&sid=1&Fmt=2&clientId=1564&RQT=309&VName=PQD.

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Calabrese, Robert H. "An Investigation of Community College Administrators' Perceptions of Educational Technology Facilities". NSUWorks, 1997. http://nsuworks.nova.edu/gscis_etd/440.

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The purpose of this investigation was to measure the direction community colleges across the United States and Canada have been taking in the development of technology based facilities and how the evolutional changes in the use and access of computers, multimedia, video and information resources for education has had an impact on facility development. To gain an insight on technology based facilities remodeling and/or development, an instrument of forty questions was developed and mailed to the facility offices and technology developers at the fifty-five (N=55) community colleges that are members of the League for Innovation in the Community College. The thirty-four (34) responses from the survey were tabulated using a Modified-Delphi Technique to determine a consensus of direction on seven conceptual issues: facility function, funding, human resources, educational activities, equipment, benefits and critical issues. The results of the investigation suggested: I) developing facilities for broad use; 2) the design for most new facilities should consider future modification possibilities; 3) there is an insignificant change in the number of newly constructed or planned joint-use, multipurpose technology based facilities; 4) most institutions fund technology at a rate between 5% and 9% of the institutions total operating budget; 5) there is no common strategy for developing the human resources needed for new facilities; 6) almost all community colleges do not require any form of technology literacy for employees; 7) the most innovative facilities developed include: open curriculum support centers, joint use facilities, computer courtyards, expanded libraries, instructional learning centers, facilitated learning centers, and technology support centers; 8) most community colleges have strategic plans and operational plans to support them; 9) very few empirical studies have been conducted at community colleges on the value of technology based facilities; and, 10) only two-thirds of facility development projects are based on using new methods of instruction or learning paradigms.

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Reed, Shirley A. McCarthy John R. "The exercise of upward influence by community college learning resources administrators". Normal, Ill. Illinois State University, 1985. http://wwwlib.umi.com/cr/ilstu/fullcit?p8514782.

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Thesis (Ed. D.)--Illinois State University, 1985.
Title from title page screen, viewed June 9, 2005. Dissertation Committee: John McCarthy (chair), Ronald Halinski, William Piland, Mary Ann Lynn, Marilyn Feldmann. Includes bibliographical references (leaves 106-109) and abstract. Also available in print.

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Panpim, Cheaupalakit Klass Patricia Harrington. "The leadership styles of male and female higher education administrators in Thailand". Normal, Ill. Illinois State University, 2002. http://wwwlib.umi.com/cr/ilstu/fullcit?p3064510.

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Thesis (Ph. D.)--Illinois State University, 2002.
Title from title page screen, viewed February 21, 2006. Dissertation Committee: Patricia H. Klass (chair), Paul J. Baker, James C. Palmer, Sandra L. Little. Includes bibliographical references (leaves 161-172) and abstract. Also available in print.

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Kelly, Jacqueline Hall. "Leadership orientations of executives in business and industry and administrators in higher education /". free to MU campus, to others for purchase, 1997. http://wwwlib.umi.com/cr/mo/fullcit?p9841309.

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42

Akidi, Valentine E. (Valentine Emeka). "Characteristics of Administrative Leadership Behavior : A Comparative Study of Municipal and University Administrators". Thesis, University of North Texas, 1993. https://digital.library.unt.edu/ark:/67531/metadc279317/.

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The problem with which this study is concerned is comparative administrative leadership behavior between municipal and university administrators. The specially designed survey instrument elicited respondents' perceptions of their administrative leadership behavior based on the 12 dimensions of the Leader Behavior Description Questionnaire- XII.

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43

Bragg, Thomas Ennis. "The Georgia technical college administrators' perceptions of the future vocational and academic roles of Georgia's technical colleges". Click here to access thesis, 2005. http://www.georgiasouthern.edu/etd/archive/fall2005/ebragg/bragg%5Fthomas%5Fe%5F200508%5Fedd.pdf.

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Thesis (Ed.D.)--Georgia Southern University, 2005.
"A dissertation submitted to the Graduate Faculty of Georgia Southern University in partial fulfillment of the requirements for the degree Doctor of Education" ETD. Includes bibliographical references (p. 104-113) and appendices.

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Brinkley, Stacey K. "Time out on the field : a study of the socialization experiences of African American women in intercollegiate athletics administration /". View abstract, 2006. http://www.oregonpdf.org.

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45

Ali, Hamad Abdulkareem. "Self-Perceived Administrative Leadership Styles of Presidents, Vice-Presidents, and Deans in Public Community and Junior Colleges inTexas". Thesis, University of North Texas, 1994. https://digital.library.unt.edu/ark:/67531/metadc279178/.

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The major purpose for this study was to determine the self-perceived leadership styles of the presidents, vice-presidents, and deans of public community and junior colleges in Texas in 1994. Administrators' choices of leadership style were also compared with personal characteristics of leaders, such as age, gender, title, number of years in current position, number of years in current institution, number of years in administration, degree earned, number of years in teaching, and number of full-time subordinates. The backgrounds of the administrators, particularly their previous experience, control over their respective budgets, size of their budgets (state, local, other, percentage of workers' compensation), and the ethnicity of leaders, were also examined. The Styles of Leadership Survey and a Demographic Information Form were used to collect the data.

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Osborne, Doreen Rosalind. "The learning organization and leadership for the college system". Thesis, National Library of Canada = Bibliothèque nationale du Canada, 1997. http://www.collectionscanada.ca/obj/s4/f2/dsk3/ftp05/mq25874.pdf.

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Edwards, Marcia Elizabeth. "Assessing the leadership profile of appointed second-line administrators in the American community college : a case study". FIU Digital Commons, 1992. http://digitalcommons.fiu.edu/etd/3119.

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This qualitative study investigates the perceptions of leadership practices of associate deans/directors in the community college as compared to that of exemplary leaders in other organizational contexts, and the impact of specific rater characteristics on those perceptions. Fifteen associate deans/director's from a multi-campus institution in the southeastern United States rated themselves on the Leadership Practices Inventory (LPI) Kouzes and Posner (1987), which identifies five dimensions of exemplary leadership. A select number of subordinates, peers, and supervisors of these associate deans/directors simultaneously rated these leaders on an alternate form of the LPI. A demographic survey and in-depth interviews were used to gather data on rater characteristics, such as gender and cultural/ethnic orientation, leadership training, and campus culture. Nine associate deans/directors and their subordinates from a single campus institution in the Midwest who had completed the LPI a year earlier constituted a validation case. This study found that (a) the leadership profile of associate deans/directors in the community college was similar to that of exemplary leaders in other contexts, (b) significant differences in perceptions among leaders and their co-workers occurred on three dimensions of the LPI, and (c) specific rater characteristics and contextual variables did not significantly affect perceptions as measured by the LPI. Information gathered from in-depth interviews amplify these findings. Associate deans/directors perceive their jobs as one of support (staff) rather than line positions and with limited power or influence. Even though they report familiarity with concepts of leadership, these leaders do not consistently engage in planned, systematic feedback from co-workers. Additionally, data point to the possible influence of a campus, or site-based, culture on the leadership practices of the associate deans/directors.

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Marine, Susan B. "Navigating Discourses of Discomfort: Women's College Student Affairs Administrators and Transgender Students". Thesis, Boston College, 2009. http://hdl.handle.net/2345/649.

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Thesis advisor: Ana M. Martínez Alemán
The contemporary American women's college boasts an illustrious history of providing superior education for women, one that leads to significantly more positive educational outcomes for women than a coeducation college experience (including graduate degree attainment, persistence in science and mathematics, and achievement of high-level positions in many career fields). Recently, a small but vocal group of students who identify as transgender and who are living as male, genderqueer, or transitioning to live as male have emerged as a visible sub-population in many highly selective women's colleges. In this qualitative, phenomenological study of the perceptions of student affairs administrators (n=31) regarding their perceptions of and experiences working with transgender students, these key facilitators of student growth and development expressed beliefs and actions that characterized them almost uniformly as supporters of transgender students. A smaller subset of participants (advocates) took decisive and change-oriented action on their campuses, resulting in a shift of policy and practice. The data indicated that there appeared to be coherence between these two identities and adherence to a philosophy of feminist and/or womanist identity and practices. By effectively navigating what one participant named `discourses of discomfort' about transgender students on campus, participants demonstrated professional identities typified by an ethics of care and social justice in their work, as well as demonstrating practices that were defined by normalizing belonging for transgender students. Implications for practice include continued attention to advancing social justice at women's colleges, enhancement of learning and teaching about transgender lives and identities at women's colleges, and increased commitment to trans-formation of coeducational college environments. Further research about transgender students' experiences at women's colleges, as alumni of women's colleges, and the effects of policy implementation regarding transgender students at women's colleges is warranted
Thesis (PhD) — Boston College, 2009
Submitted to: Boston College. Lynch School of Education
Discipline: Educational Administration and Higher Education

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Kirchner, Lisa Maureen. "Managing Student Death at Small College Campuses:Experiences of Senior Student Affairs Administrators". Bowling Green State University / OhioLINK, 2016. http://rave.ohiolink.edu/etdc/view?acc_num=bgsu1467724086.

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Jackson, Zena McClellan. "Organizational Perspectives of Faculty and Administrators in a Southwest Community College District". Thesis, University of North Texas, 2011. https://digital.library.unt.edu/ark:/67531/metadc84225/.

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This quantitative study analyzed data from ModernThink’s Best Places to Work survey to describe if employees of different ethnic groups in a community college district held similar or different perspectives on aspects of the work place. ModernThink’s survey describes the perspectives of employees from the view of the individual, the workgroup, and the organization on the competencies of organizational: leadership, communication, respect, and alignment. The study analyzed responses from 457 faculty and administrators to describe workplace perspectives across the district, at seven campuses, and by ethnic group. The results revealed that the employee workgroup was neutral in its perceptions of both the perspectives and competencies for the district; by ModernThink’s criteria the district was not a best place or a poor place to work. Based on the overall responses, four campuses rated as a best place to work; three campuses were rated as neutral. Of the perspectives, one campus rated best in all three factors and two campuses rated best on two of three factors. Rating variations between the two ethnic groups were minimal across the district and only diverged at two of the seven campuses. Although the study did not examine campus culture or climate, the findings suggest that campus climates vary and likely influenced the survey responses.

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