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Title: Achievement and satisfaction in adult Spanish language courses with compressed and standard formats.
Creator: Schoenfeldt, Alyse Lesser., Florida Atlantic University, Guglielmino, Lucy M.
Abstract/Description: This study examined the achievement and satisfaction level attained by adults studying elementary Spanish in compressed and standard terms. Each format included 60 hours of classroom instruction; compressed terms were completed in 6 weeks, while standard terms were 15 weeks. The 90 minute, multiple choice, standardized achievement test, the Dantes Beginning Spanish I-SF 583, an attitudinal survey, and a 15 minute questionnaire developed for this study were completed by 129 students in...
Show moreThis study examined the achievement and satisfaction level attained by adults studying elementary Spanish in compressed and standard terms. Each format included 60 hours of classroom instruction; compressed terms were completed in 6 weeks, while standard terms were 15 weeks. The 90 minute, multiple choice, standardized achievement test, the Dantes Beginning Spanish I-SF 583, an attitudinal survey, and a 15 minute questionnaire developed for this study were completed by 129 students in southeast Florida, 73 in standard format courses, 56 in compressed formats. The findings indicated that adult students learning Spanish as a foreign language in compressed and standard time formats with an equal number of contact hours had similar levels of student achievement and intent to continue to the next level of Spanish. The one exception was that a significantly higher vocabulary and structure mean achievement score (<.05) was obtained by the students in the compressed term. The major conclusion is that an adult learner may expect similar results in an elementary Spanish course regardless of whether it is offered in a standard or compressed format. Inferences which can be drawn must be limited to similar populations and time frames. Since a learner's achievement and satisfaction level in elementary Spanish classes for adults is dependent upon many factors, not just the element of time, a multiple perspective is needed to analyze and assess foreign language learning. One implication is that courses be made available in a wide variety of time formats. It is recommended that administrators concerned with scheduling and curriculum planning use adult student needs assessments to determine what the adult learner considers to be convenient, flexible scheduling. Recommendations include replicating the study with a larger, more diverse population, amplifying it to include a qualitative segment for student personal responses, and adding a longitudinal component containing follow-up surveys over varying time periods.
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Date Issued: 1997
PURL: http://purl.flvc.org/fcla/dt/12505
Subject Headings: Adult education, Academic achievement, Spanish language--Study and teaching
Format: Document (PDF)

Title: College administrators' perceptions of the value of leadership/administrative training programs for aspiring administrators.
Creator: Horner, Linda Traywick., Florida Atlantic University, Guglielmino, Lucy M.
Abstract/Description: The purpose of this study was to investigate how participation in leadership/administrative training programs is perceived by selected administrators who recommend candidates for appointment to academic administrative positions in two-year colleges. The subjects in this research included 192 chief academic officers of two-year colleges listed in Who's Who in Community Colleges. A stratified sample was selected to assure (a) equal representation from the six regions served by regional...
Show moreThe purpose of this study was to investigate how participation in leadership/administrative training programs is perceived by selected administrators who recommend candidates for appointment to academic administrative positions in two-year colleges. The subjects in this research included 192 chief academic officers of two-year colleges listed in Who's Who in Community Colleges. A stratified sample was selected to assure (a) equal representation from the six regions served by regional accrediting associations and (b) proportional representation of male and female chief academic officers within each region. A survey instrument titled The Employment Criteria Survey was developed by the researcher. The first part of the survey requests information concerning the respondent's age, gender, and past participation in leadership/ administrative training programs. In the second part of the survey, respondents were asked to assign values to selected qualifications and characteristics of a hypothetical candidate who is being considered for appointment to an academic administrative position. Eight questions were investigated by the researcher to examine the value that administrators would assign to specific qualifications or characteristics of candidates. The frequency and percentage of each rating value were recorded for each item. The mean and standard deviation for the rating values were determined for each item. The results of these descriptive statistics were interpreted for answers to the research questions. Sixteen hypotheses were tested. The statistical procedure used was analysis of variance and the significance level was 5%. The findings included: (1) Candidates' experience of more than five years as a department chair, college level administrator, or faculty member is perceived as more valuable than participation in training programs. (2) Candidates' education of an earned doctorate in administration of higher education or a field other than education is perceived as more valuable than participation in training programs. (3) Candidates' participation in training programs is perceived positively, but not highly so. (4) Candidates' age and gender are not factors when administrators make employment decisions. (5) Current employment as an academic administrator at the institution where one is seeking appointment is perceived as more valuable than employment as a member of the faculty or as an administrator in a non-educational organization. None of the sixteen null hypotheses were rejected. There were no significant relationships between the respondents' age, gender, geographical location, or personal participation in training programs and the values that they assigned to participation in different types of training programs by candidates, for academic administrative positions.
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Date Issued: 1996
PURL: http://purl.flvc.org/fcla/dt/12442
Subject Headings: Junior colleges--United States--Administration, Universities and colleges--United States--Administration, College administrators--Training of--United States, Career development--United States, Leadership--United States
Format: Document (PDF)

Title: An Examination of the Role of Learning in the Work of Community Leaders.
Creator: Phares, Leatrice Turlis, Guglielmino, Lucy M., Florida Atlantic University
Abstract/Description: This study was designed to examine self-directed learning readiness of volunteer community leaders and to determine if and how they used self-directed learning in their community leadership roles. The sample included volunteer community leaders in South Florida serving as board members in community leadership organizations and Rotarians serving in leadership roles in the Rotary District 6990. The results support the conclusion that community leaders are self-directed learners. They make...
Show moreThis study was designed to examine self-directed learning readiness of volunteer community leaders and to determine if and how they used self-directed learning in their community leadership roles. The sample included volunteer community leaders in South Florida serving as board members in community leadership organizations and Rotarians serving in leadership roles in the Rotary District 6990. The results support the conclusion that community leaders are self-directed learners. They make extensive use of learning projects in their community leadership roles, use a variety of learning methods, and have a need for ongoing learning. The study suggests that designers of training for community leaders might find it valuable to reevaluate and update traditional training programs, utilize or support the identified key methods of learning and recognize that training needs to be applicable, cutting edge, and go beyond local boundaries.
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Date Issued: 2006
PURL: http://purl.flvc.org/fau/fd/FA00000687
Subject Headings: Experiential learning, Adult learning, Self-culture, Organizational learning
Format: Document (PDF)

Title: Assessing the servant organization: Development of the Servant Organizational Leadership Assessment (SOLA) instrument.
Creator: Laub, James Alan., Florida Atlantic University, Guglielmino, Lucy M.
Abstract/Description: This study attempted to answer three questions: How is servant leadership defined? What are the characteristics of servant leadership? Can the presence of these characteristics within organizations be assessed through a written instrument? There were two main parts to the study. Part one involved a Delphi study to determine the characteristics of servant leadership and part two used these characteristics to construct the Servant Organizational Leadership Assessment (SOLA) instrument. The...
Show moreThis study attempted to answer three questions: How is servant leadership defined? What are the characteristics of servant leadership? Can the presence of these characteristics within organizations be assessed through a written instrument? There were two main parts to the study. Part one involved a Delphi study to determine the characteristics of servant leadership and part two used these characteristics to construct the Servant Organizational Leadership Assessment (SOLA) instrument. The three-part Delphi survey was conducted with fourteen authorities from the field of servant leadership. The panel was asked to name and rate the characteristics of the servant leader. All characteristics that were rated from "Necessary" to "'Essential" in the final survey were used in the construction of the SOLA instrument. A significant (p < .05) decrease was found in the interquartile range between round two and round three, indicating a move toward consensus. Seventy-four items were written for the field test version of the SOLA and six items were added to assess job satisfaction, for a total of 80 items. The field test was conducted with 828 people from 41 organizations representing various states in the U.S. and one organization from the Netherlands. The instrument had an estimated reliability of .98. One way ANOVA and correlation tests were run with demographic data and the SOLA score and also with the job satisfaction score. A significant (p < .01) positive correlation of .653 was found between the SOLA score and the job satisfaction score. A factor analysis revealed a two factor solution composed of organization assessment items and leadership assessment items. Potential subscores were considered, but there was a high correlation between the scales; therefore use of the overall SOLA score is recommended for research purposes. This study provides an operational definition of servant leadership and the servant organization as well as a list of the characteristics of servant leadership, as determined by a panel of experts. The SOLA was found to be a reliable tool for measuring servant leadership in organizations and will be useful for further research as well as diagnosis in organizations.
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Date Issued: 1999
PURL: http://purl.flvc.org/fcla/dt/12592
Subject Headings: Leadership
Format: Document (PDF)

Title: Computer self-efficacy, academic self-concept and other factors as predictors of satisfaction and future participation of adult learners in Web-based distance education.
Creator: Lim, Christina Kyounghee., Florida Atlantic University, Guglielmino, Lucy M.
Abstract/Description: The purpose of this study was to develop a predictive model for satisfaction of adult learners enrolled in a Web-based distance education course and intent to participate in other Web-based distance education courses. Implicit in this purpose was an examination of the relationships between and among the personal and experiential variables which are potential predictors. Personal variables examined include: age, gender, computer self-efficacy, academic self-concept, and academic status (e.g.,...
Show moreThe purpose of this study was to develop a predictive model for satisfaction of adult learners enrolled in a Web-based distance education course and intent to participate in other Web-based distance education courses. Implicit in this purpose was an examination of the relationships between and among the personal and experiential variables which are potential predictors. Personal variables examined include: age, gender, computer self-efficacy, academic self-concept, and academic status (e.g., undergraduate, graduate, and continuing education student). Experiential variables examined include: years of computer use, frequency of computer use per week, computer training, Internet experience in a class, and participation in a workshop for a Web-based distance education course. The subjects (n = 235) of this study were adult learners who were currently taking a Web-based distance education course from five universities. The instrument used in this study consisted of four sections: Background Information, Attitude Toward Computers (Computer Self-Efficacy Scale), Reaction to Web-based Distance Education Courses, and Academic Self-Concept Scale. Predictive models for satisfaction (p < .001) and future participation (p = .003) of adult learners in Web-based distance education were developed based on the results of multiple regression analyses. Further analyses were performed to investigate relationships between and among predictor variables and criterion variables. Computer self-efficacy was the only predictor variable which was statistically significant in both predictive models. This study also demonstrated a positive relationship between adult learners' satisfaction with their Web-based distance education courses and their intent to participate in additional Web-based distance education courses.
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Date Issued: 2000
PURL: http://purl.flvc.org/fcla/dt/12635
Subject Headings: Distance education, Internet in education, Adult education, Computer literacy
Format: Document (PDF)

Title: Development of a predictive model for faculty integration of technology in higher education.
Creator: Hargrove, Debra L., Florida Atlantic University, Guglielmino, Lucy M.
Abstract/Description: The purpose of this research project was to develop a predictive model for faculty integration of technology in higher education, specifically among faculty who are members of the Commission of Professors of Adult Education. The variables included both those that the educational institution could affect, such as technical support, release time, tenure and promotion opportunities, and personal variables of faculty, such as computer self-efficacy, attitudes towards computers and perceived...
Show moreThe purpose of this research project was to develop a predictive model for faculty integration of technology in higher education, specifically among faculty who are members of the Commission of Professors of Adult Education. The variables included both those that the educational institution could affect, such as technical support, release time, tenure and promotion opportunities, and personal variables of faculty, such as computer self-efficacy, attitudes towards computers and perceived institutional support. Three hundred and eighty-nine (389) surveys were mailed to the sample participants. One hundred and twenty-four (124) were returned completed, thirty-six were returned undeliverable and seven were deemed unusable, for a return rate of 33.14%. The survey used in this study, the "Instructional Technology Integration Assessment" was adapted from the Computer Self Efficacy Scale (CSE), developed by Murphey and others (1988) and the Middle Tennessee State University Survey developed by Lea, Brace and Roberts (1998). Multiple regression was performed, using the Statistical Package for the Social Sciences (SPSS) to determine which of the variables showed a stronger influence on the dependent variable. Integration of technology significantly correlated with five of the variables: Job Satisfaction (.403, p < .001); Quality of My Instruction (.422, p < .001); Tenure and Promotion Opportunities (.240, p < .05); and the Impact of Technology on the Depth and Breadth of Content and Student Participation (.347, p < .001). Years Teaching in Higher Education was negatively correlated with Integration (-.185, p < .05). With a multiple regression correlation coefficient (R) of .550, the squared multiple correlation coefficient (R2) resulted in .303. Thirty percent (30%) of the variance in integration could be accounted for by the predictor variables. Analysis of responses to open-ended questions revealed three main themes in regards to barriers and incentives for technology integration: psycho/social barriers, student readiness barriers and institutional barriers. Suggestions for future research included adding variables such as learning style, teaching style and fear of change to the overall survey.
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Date Issued: 2000
PURL: http://purl.flvc.org/fcla/dt/12633
Subject Headings: Educational technology, Adult education teachers, Information technology, Education, Higher--Data processing
Format: Document (PDF)

Title: Identification of performance outcomes required of human resource development professionals in order to develop quality programs consistent with the Malcolm Baldrige Award Criteria.
Creator: Gunn, Susan Cappo., Florida Atlantic University, Burrichter, Arthur W., Guglielmino, Lucy M.
Abstract/Description: This research expanded the role of the human-resource development (HRD) professional in several ways. The study solicited consensus on results (performance outcomes) required of the HRD professional in order to develop quality programs consistent with the Malcolm Baldrige Award Criteria. In addition, the study generated a listing of performance outcomes to be considered in program planning for college, university, and technical training programs of post-secondary institutions. The Delphi...
Show moreThis research expanded the role of the human-resource development (HRD) professional in several ways. The study solicited consensus on results (performance outcomes) required of the HRD professional in order to develop quality programs consistent with the Malcolm Baldrige Award Criteria. In addition, the study generated a listing of performance outcomes to be considered in program planning for college, university, and technical training programs of post-secondary institutions. The Delphi technique applied in this research used a series of four questionnaires to identify the performance outcomes that were distributed among the seven Baldrige categories: Leadership, Information and Analysis, Strategic Quality Planning, Human Resource Utilization, Quality Assurance of Products and Services, Quality Results, and Customer Satisfaction. The data were analyzed by Baldrige category and by professional groups defined for this research: business management, quality management, and human resource development. The expert participants, who were highly experienced in their fields and recognized nationally through professional associations and publications, identified 85 performance outcomes. Of these, 54 met the criteria and conditions established for acceptance. The analysis of variance computed on the grand mean of each Baldrige category on Questionnaires Three and Four showed no statistically significant differences in the ratings of the three professional groups. However, specific differences in professional groups on individual statements within the Baldrige categories can be noted. In addition, the data seem to indicate that not all of the seven Baldrige categories share the same importance in defining the role of the HRD professional. The Human Resource Utilization category had the highest number of statements identified that remained within the criteria established. The highest rated statement was in the Customer Satisfaction category. On Questionnaire Four participants chose 44 outcomes that would be worthwhile to consider in program planning for post-secondary institutions. The data show that the four chosen most often contained a measurement requirement. The consensus reached on the performance outcome statements can provide a basis for further exploration of the role of the HRD professional in the development of quality programs. The study suggests additional research with larger groups to validate the outcomes.
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Date Issued: 1993
PURL: http://purl.flvc.org/fau/fd/FADT12352
Subject Headings: Malcolm Baldrige National Quality Award, Total quality management--United States, Performance standards
Format: Document (PDF)

Title: How Community College Nursing Faculty View Service Learning Integration.
Creator: Norris, Shelby D., Guglielmino, Lucy M., Maslin-Ostrowski, Patricia, Florida Atlantic University
Abstract/Description: The purpose of this study was to explore the attitudes and experiences of community college nursing faculty related to the integration of service learning. An exploratory case study was conducted at three Florida community college nursing programs. The data were collected primarily through structured interviews with 14 community college nursing professors, three nursing administrators, and one service learning coordinator along with document analysis and site observation. The researcher posed...
Show moreThe purpose of this study was to explore the attitudes and experiences of community college nursing faculty related to the integration of service learning. An exploratory case study was conducted at three Florida community college nursing programs. The data were collected primarily through structured interviews with 14 community college nursing professors, three nursing administrators, and one service learning coordinator along with document analysis and site observation. The researcher posed six research questions related to service learning integration. These six questions addressed: (a) the differentiation of service programs at the three sites, (b) the meaning of service learning, (c) faculty motivation to use service learning, (d) institutional supports needed by nursing faculty, (e) the obstacles that nursing faculty face, and (f) the strategies they use to overcome them. The major conclusions were that community college nursing faculty members are vital to the integration of service learning and need training in service learning procedures. Service learning has potential for further development in community college nursing programs and may lead to a perspective change in how nursing students view the social dynamics of nursing. Time and workload obstacles, along with confusion regarding service learning, clinicals and community service have contributed to the slow growth of SL in nursing programs. There is a need for new models to guide service learning integration in nursing education. Two models for integration of service learning into community college nursing are offered. Recommendations for practice, educational leadership and further research are presented.
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Date Issued: 2007
PURL: http://purl.flvc.org/fau/fd/FA00000684
Subject Headings: Nursing--Study and teaching, Nurses--In-service training--Evaluation, Mentoring in education, Community health nursing--Study and teaching
Format: Document (PDF)

Title: Predictors of performance on the essay section of the English Composition Test in the college board achievement tests.
Creator: Hoffman, Bettina Judith., Florida Atlantic University, Burrichter, Arthur W., Guglielmino, Lucy M.
Abstract/Description: The purpose of this study was to investigate the relationship between the score on the essay section of the English Composition Test (ECT) and seven independent variables. Variables included the score on the objective section of the ECT (ECTO), the verbal score on the Scholastic Aptitude Test (SATV), the math score on the SAT, the score on the Test of Standard Written English (TSWE), the self-reported GPA, the self-reported writing ability (WRIT) and the student's educational goal. The study...
Show moreThe purpose of this study was to investigate the relationship between the score on the essay section of the English Composition Test (ECT) and seven independent variables. Variables included the score on the objective section of the ECT (ECTO), the verbal score on the Scholastic Aptitude Test (SATV), the math score on the SAT, the score on the Test of Standard Written English (TSWE), the self-reported GPA, the self-reported writing ability (WRIT) and the student's educational goal. The study involved 62 high school students from Palm Beach County, Florida, who attempted the ECT and the SAT in December, 1991. Multiple regression demonstrated that there was a significant relationship between the variables and the criterion (p =.0008). The objective section of the ECT, the verbal section of the SAT, the TSWE and the student's self-reported writing ability were each predictors of the score on the essay section of the ECT (p <.01). The math section of the SAT also proved to be a predictor of the essay score (p <.05). The three subsets (ECTO and TSWE), (ECTO, SATV and TSWE), and (ECTO, TSWE and WRIT), each offered significant unique contributions (p <.01). These findings suggest that the essay score, in its present form of assessment, may be predicted from other specific, easily measurable data. Implications concerning measurement of student writing ability, the purpose of essay testing and essay assessment are discussed.
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Date Issued: 1993
PURL: http://purl.flvc.org/fcla/dt/12338
Subject Headings: SAT (Educational test), English composition test, Prediction of scholastic success, College entrance achievement tests
Format: Document (PDF)

Title: Program completion in proprietary schools: A phenomenological case study.
Creator: Schulz, Susan Folkman., Florida Atlantic University, Guglielmino, Lucy M.
Abstract/Description: This phenomenological case study was designed to examine factors that relate to student persistence in proprietary schools. The goals were to gain new understandings about retention in proprietary schools, to describe students who persist, and to explain the personal and institutional factors that contribute to a student's decision to persist or leave. Data were collected by (a) interviewing fourteen students and eight employees who were involved in the school during a two-year time frame, (b...
Show moreThis phenomenological case study was designed to examine factors that relate to student persistence in proprietary schools. The goals were to gain new understandings about retention in proprietary schools, to describe students who persist, and to explain the personal and institutional factors that contribute to a student's decision to persist or leave. Data were collected by (a) interviewing fourteen students and eight employees who were involved in the school during a two-year time frame, (b) conducting formal and informal observations of activities in which the student could participate from the time of application through the time of graduation, and (c) examining appropriate documents. Data were analyzed and findings developed using qualitative methodology. The findings were presented to student and staff focus groups for feedback. There were fourteen findings that clustered around four themes: Students, The School Selection Process, The Training Program, and The Influence of the Institution. The specific findings were: (1) Core commonalities of students and applicants. (2) Selection process and the intentional marketing plan. (3) Program length and the reality of program completion. (4) Negative outcomes of an abbreviated decisionmaking process. (5) The gap between students' expectations and the training experience. (6) Built-in academic and social integration. (7) Built-in retention and intervention strategies. (8) Built-in formal and informal job readiness and job placement activities. (9) Changes in students' lives as a result of training. (10) The effects of a warm and caring work environment. (11) The effects of staff background on relationships with students. (12) The effects of owners' interests and beliefs on school policies. (13) The challenge of predicting student success. (14) The school experience as a rite of passage. From these findings, the Proprietary Student Passage Model was developed. This model describes students' experiences from the time of enrollment to the time of departure. The findings also supported previous research studies. Included are recommendations that can be put in place by postsecondary proprietary schools offering programs other than massage training and by postsecondary vocational schools in the public sector. The dissertation concludes with ideas for further study on persistence and retention and recommendations to policy makers.
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Date Issued: 2000
PURL: http://purl.flvc.org/fcla/dt/12637
Subject Headings: Proprietary schools--Case studies, Dropouts--Prevention--Case studies, Massage schools--Case studies
Format: Document (PDF)

Title: The elementary principal's role in promoting reading improvement.
Creator: Hillard, Lurana Case., Florida Atlantic University, Guglielmino, Lucy M.
Abstract/Description: The primary purpose of this study was to determine if there were commonalities in the approaches of ten elementary school principals in the state of Florida identified as "success stories" in leading reading improvement in their schools in 2002 shortly after enactment of the No Child Left Behind Act at the national level and the Just Read, Florida! initiative at the state level. A secondary purpose of the study was to determine if a relationship existed between the elementary school...
Show moreThe primary purpose of this study was to determine if there were commonalities in the approaches of ten elementary school principals in the state of Florida identified as "success stories" in leading reading improvement in their schools in 2002 shortly after enactment of the No Child Left Behind Act at the national level and the Just Read, Florida! initiative at the state level. A secondary purpose of the study was to determine if a relationship existed between the elementary school principals' reported success in leading reading improvement at their schools and reported level of agreement with the Survey Form for Elementary Principals , (Hillard, 2005), the Instructional Leadership Behavior Checklist (McEwen, 1997), and the Self-Directed Learning Readiness Scale (Guglielmino, 1977/78). In a qualitative analysis of selected interview questions, five major themes emerged: Philosophical Framework, Human Resources, Programs/Strategies, Use of Data, and Use of Federal and State Initiatives and Information. The principals had initiated reading improvement before the Just Read, Florida! initiative had begun. When analyzing the Survey Form for Elementary Principals and the Instructional Leadership Behavior Checklist (McEwen, 1997), a pattern of high agreement emerged with a majority of the statements that earned average scores in the range of 4.0 to 5.0. On the Self-Directed Learning Readiness Scale (Guglielmino, 1977/78), the principals' scores were exceptionally high, comparable with those of the top entrepreneurs in the United States. The overarching conclusion of the study centers on the identification of these exemplar principals as "educational entrepreneurs" who employ innovation, teacher empowerment, shared leadership, and reliance upon data to lead reading improvement in their schools.
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Date Issued: 2005
PURL: http://purl.flvc.org/fcla/dt/12156
Subject Headings: Reading (Elementary), Reading (Elementary)--Florida, Educational innovations--Florida, School improvement programs--Florida, School principals--Florida, Elementary school administration--Florida--Evaluation
Format: Document (PDF)

Title: Verification of Competencies Needed by Entry-Level Recreation, Park and Leisure Professionals in Florida and the Relationship of Competency Perception to Readiness for Self-Directed Learning.
Creator: Bryan, Valerie, Guglielmino, Lucy M., Florida Atlantic University
Abstract/Description: The Delphi technique was used as a means to achieve consensus on a set of competencies developed and field tested by a prior task force. After three rounds of the Delphi, a high rate of consensus was reached on competencies viewed as needed by entry-level professionals in park, recreation and leisure fields (round one, 17.9% consensus: round two, 86.0% consensus: round three, 95.5% consensus). The Delphi technique was effective in moving the Florida Recreation and Park Association certified...
Show moreThe Delphi technique was used as a means to achieve consensus on a set of competencies developed and field tested by a prior task force. After three rounds of the Delphi, a high rate of consensus was reached on competencies viewed as needed by entry-level professionals in park, recreation and leisure fields (round one, 17.9% consensus: round two, 86.0% consensus: round three, 95.5% consensus). The Delphi technique was effective in moving the Florida Recreation and Park Association certified professionals to a like view of a core of competencies. The 116 competencies that had achieved consensus and reached a 4.0 criterion level were then sub-divided into the categories of Philosophy of Parks, Recreation, and Leisure: Administration/Management of Parks, Recreation, and Leisure; Personnel Management; Financial Management; Community Development; Marketing; Planning; Park and Facility Maintenance; and Program Development. The category assignment of individual competencies was based on a previously validated task analysis study (Middleton, 1981). The 116 competencies were then rank-ordered by means in each of the sub-categories. Nine hypotheses were then tested to determine if statistically significant differences existed between and among items in the study. Five of the nine null hypotheses were rejected. In this study, there was a difference in how administrators, supervisors, and leaders view essential competencies. There was also a difference in how individuals at various levels of education view desirable competencies. This suggested that specific competencies are more important for different employment levels and that certain competencies should be acquired at different stages of one's career. Significant differences also were noted when the selfdirected learning readiness scores were compared with the rating of the selected competencies. The findings imply that individuals who are more involved in pursuing additional learning are also going to expect a higher level of competency than individuals who are not as professionally involved. A list of 11 items were suggested as recommendations for future research. It was sugges~ed that a competencybased curriculum could be developed utilizing the information gleaned through this research. Other recommendations were made regarding certification, selfassessment checklists, a manpower study, and training methodologies.
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Date Issued: 1991
PURL: http://purl.flvc.org/fau/fd/FA00000654
Subject Headings: Competency-based education
Format: Document (PDF)

Title: The influence of sub-cultures on planned organizational change in a community college: An exploratory case study.
Creator: Locke, Mary G., Florida Atlantic University, Guglielmino, Lucy M.
Abstract/Description: The purpose of this research study was to explore and increase understanding of the ways in which sub-cultural groups within a community college may differently experience, respond to, and influence the organization's efforts to engage in purposeful change. To accomplish this purpose, an exploratory case study was conducted focusing on a medium-sized community college which was engaged in a multi-faceted institution-wide planned change initiative throughout the duration of the study....
Show moreThe purpose of this research study was to explore and increase understanding of the ways in which sub-cultural groups within a community college may differently experience, respond to, and influence the organization's efforts to engage in purposeful change. To accomplish this purpose, an exploratory case study was conducted focusing on a medium-sized community college which was engaged in a multi-faceted institution-wide planned change initiative throughout the duration of the study. Qualitative research methods, including focus groups, individual interviews, an anonymous open-ended questionnaire, participant observations and review of archival documentation were utilized to identify, analyze, contrast and compare the perceptions, beliefs and assumptions of four sub-cultural groups within the community college. These groups included the administrative, senior faculty, junior faculty, and support staff sub-cultures. A total of 86 participants were involved in the study. The conceptual framework for this study was based on Schein's cultural dimensions model (1992), Kotter's eight-stage process for large-scale organizational change (1996), and Schein's three-tier model of organizational culture (1992). These theories informed the development of multiple data collection strategies, research protocols, and a three-phase data analysis process. This research design produced thick, rich data which was useful in revealing and understanding the meaning that each sub-culture ascribed to the planned change initiative. Through the research, it was determined that the four stakeholder groups initially identified through a preliminary pilot study did, in fact, constitute distinct sub-cultures based on differing cultural assumptions. Through thematic analysis, it was also determined that, although the four sub-cultures exhibited important commonalities in their perceptions regarding planned change, the sub-cultures also demonstrated significant differences in the ways in which they experienced, responded to, and influenced planned change. Further, it was determined that the differences between sub-cultures were at the deepest level of culture, basic underlying assumptions, where they were most likely to facilitate or hinder the planned change initiative. The implications of these sub-cultural differences and related strategies that community college leaders might consider when designing a planned change initiative were discussed. Recommendations for further research and the significance of the study were also presented.
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Date Issued: 2005
PURL: http://purl.flvc.org/fcla/dt/12181
Subject Headings: Community colleges--United States--Administration, Community colleges--United States--Sociological aspects, Organizational change--United States--Case studies, Educational anthropology--United States
Format: Document (PDF)

Title: An investigation of relationships between school culture and leadership social interest.
Creator: Knutson, Kimberly Ann., Florida Atlantic University, Guglielmino, Lucy M.
Abstract/Description: This study investigated the relationship between school learning culture and leadership social interest in three groups of schools. Group One included schools attempting to improve student performance through participating in a staff development consortium. Group Two schools, also members of the staff development consortium, had made an additional commitment to participate in an action research process to improve student achievement. Group Three schools were designated as community schools....
Show moreThis study investigated the relationship between school learning culture and leadership social interest in three groups of schools. Group One included schools attempting to improve student performance through participating in a staff development consortium. Group Two schools, also members of the staff development consortium, had made an additional commitment to participate in an action research process to improve student achievement. Group Three schools were designated as community schools. Four research questions were explored: (a) Is there a relationship between school leadership social interest and school learning culture? (b) Is there a relationship between school leadership social interest and school type? (c) Are there differences in school leadership and faculty perception of school learning culture? and (d) Are there differences in school learning culture by school type? Data were voluntarily submitted by 12 schools that were members of the South Florida Center for Educational Leaders Consortium of Schools or were Broward County Community Schools. School administrators and teacher leaders completed the Basic Adlerian Scales for Interpersonal Success (BASIS-A Inventory). School leadership and faculty completed the School Professional Staff as Learning Community (SPSLC) and a demographic questionnaire. A total of 289 questionnaires were returned, for a response rate of (46%). Major findings include: (a) a significant relationship exists between school leadership social interest and the fourth school culture subscale (r = .33, p < .01) concerning the faculty's capacity to observe and give feedback on classroom behaviors to increase capacity; (b) Group One and Group Two schools differed on the second (F = 5.993, df = 288, p < .003) and fifth (F = 3.846, df = 288, p < .022) subscales of the SPSLO, concerning shared visioning and school conditions and capacity for continuous learning respectively; and (c) Group Two and Group Three schools differed on subscale three (F = 3.947, df = 288, p < .020), which assessed the collective creativity and learning of the organization. Leadership social interest is correlated to trusting learning environments that facilitate transformational learning. This study supports the literature describing learning organization leaders as being teachers, leaders, and designers, all of which are equated to social interest.
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Date Issued: 1999
PURL: http://purl.flvc.org/fcla/dt/12603
Subject Headings: Education, Administration, Education, Adult and Continuing, Education, Educational Psychology
Format: Document (PDF)

Title: A comparative study of the impact of two treatments on attitudes toward persons with disabilities.
Creator: Kenyon, Rochelle Adrienne., Florida Atlantic University, Guglielmino, Lucy M.
Abstract/Description: Two types of sensitivity training designed to improve attitudes toward persons with disabilities were administered and their effects compared. Sensitivity training using discussion and role playing alone was compared with sensitivity training using discussion, role playing, and simulation. A quasi experimental pretest posttest nonequivalent control group design was used to evaluate the effects of treatment. Subjects were 72 6th and 7th grade students. They responded to the Attitude Toward...
Show moreTwo types of sensitivity training designed to improve attitudes toward persons with disabilities were administered and their effects compared. Sensitivity training using discussion and role playing alone was compared with sensitivity training using discussion, role playing, and simulation. A quasi experimental pretest posttest nonequivalent control group design was used to evaluate the effects of treatment. Subjects were 72 6th and 7th grade students. They responded to the Attitude Toward Disabled Persons Scale Form O prior to treatment as a measure of attitudes toward persons with disabilities. All of the experimental group subjects participated in the first session using discussion and role playing (DRP). The first posttest (Form A) was administered one week after treatment. During week two, half the students from DRP were randomly assigned to become the second experimental group which participated in a disability simulation in addition to the discussion and role playing (DRP + SIM). During week three, both experimental groups (DRP and DRP + SIM) were administered the second posttest (Form B). The control group (CTL) received no treatment, but was pre- and posttested similarly. In each of six two-way ANCOVAs, treatment plus one of the demographic variables (gender, grade level in school, minority status, degree of prior contact with persons having disabilities, nature of relationship with person who is disabled, and amount of knowledge on disabilities) were between-subjects factors, time was a within-subjects factor, pretest score was the covariate, and posttest scores were the outcome measure. Since the Bonferroni procedure was used to maintain the overall Type 1 error rate at.05, p values less than.0083 were considered statistically significant. Findings included a main effect for treatment in five of six tests, with the exception of amount of knowledge. DRP + SIM had significantly higher posttest scores than DRP or CTL. None of the main effects for demographic variables or interactions between treatment and demographic variables were found to be statistically significant. A post hoc Scheffe test indicated significantly higher mean scores for subjects receiving the disability simulation than for any other group. A disordinal treatment by time interaction was found for all six ANCOVAs. All statistically significant results were also practically significant (eta^2= .11-.50). Suggestions for further research, including a person with disabilities as co-facilitator in disability awareness programs, instituting periodic reinforcement, and conducting follow-up studies of attitude change over time.
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Date Issued: 1995
PURL: http://purl.flvc.org/fcla/dt/12430
Subject Headings: People with disabilities, People with disabilities--Attitudes
Format: Document (PDF)

Title: A comparison of the outcomes of distance learning students versus traditional classroom students in the community college.
Creator: Rosenfeld, Georgette., Florida Atlantic University, Guglielmino, Lucy M.
Abstract/Description: The purpose of this study was to compare the achievement and completion rates of students in traditional face-to face classrooms to that of students in the same courses, taught by the same instructors, via the Internet using WebCT as the learning management system. The possibility of a mediating effect of subject matter area, student age, race, gender and previous college experience was also examined. Subjects for the study were 796 students enrolled in general education courses that were...
Show moreThe purpose of this study was to compare the achievement and completion rates of students in traditional face-to face classrooms to that of students in the same courses, taught by the same instructors, via the Internet using WebCT as the learning management system. The possibility of a mediating effect of subject matter area, student age, race, gender and previous college experience was also examined. Subjects for the study were 796 students enrolled in general education courses that were offered in the traditional classroom setting and in the distance learning format. The three general education courses chosen were American History, English Composition and Mathematics for Liberal Arts. Approximately half of the students participated in each format; 50.5% were in distance learning courses and 49.5% were in the traditional face-to-face courses. Student achievement was determined by final course grade and tested using an independent two-sample t-test. Completion rates were calculated for both groups and the difference between groups was tested using a two-sample z-test. To study the impact of subject matter, age, race, gender and previous college experience on student achievement and completion rates in both methods of instruction, a series of two-way ANOVAs were conducted for each group and each variable. A post-hoc analysis using the Tukey HSD procedure was conducted on any variables that tested to have a statistically significant effect on the academic achievement or completion rate in either delivery method. The findings of this study indicate that there was no difference in student achievement as measured by final course grade between distance learning and traditional classroom delivery methods. The main effect for age, race, gender and previous college experience was statistically significant on student achievement. The interaction effect was statistically significant for subject matter and previous college experience on student achievement. There was a statistically significant difference between completion rates of students enrolled in traditional face-to-face courses compared to those in distance learning courses. The traditional courses have a higher completion rate than the distance learning courses. The variable with the greatest mediating effect on academic achievement and completion rates between delivery methods was subject matter area.
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Date Issued: 2005
PURL: http://purl.flvc.org/fcla/dt/12148
Subject Headings: Computer-assisted instruction, Computer-assisted instruction--Design, Educational technology, Distance education, Internet in higher education, Academic achievement
Format: Document (PDF)

Title: An examination of gender-related attitudes among managers.
Creator: Massey, Mary Ann., Florida Atlantic University, Guglielmino, Lucy M.
Abstract/Description: This two-part study included two procedures: (1) the development of an instrument to assess gender-related attitudes among male and female managers, and (2) the collection and analysis of data on gender-related attitudes among male and female managers. Male and female managers (n = 165) responded on a Likert scale to 30 gender-related statements about male and female managers from their own perspective and then based on their opinions of how other male and female managers might respond to the...
Show moreThis two-part study included two procedures: (1) the development of an instrument to assess gender-related attitudes among male and female managers, and (2) the collection and analysis of data on gender-related attitudes among male and female managers. Male and female managers (n = 165) responded on a Likert scale to 30 gender-related statements about male and female managers from their own perspective and then based on their opinions of how other male and female managers might respond to the statements. The topic addresses the undercurrents of conflict and dissension that are accompanying paradigmatic changes in traditional management practices and the integration of women into all aspects of management. Although women have demonstrated managerial capability in the workplace, the existence of gender differences warrants further investigation into gender factors influencing co-managing. An extensive review of the literature relating the changes in gender studies over the past 30 years is included. Statistical treatment of the data included the use of paired t-tests, independent samples t-tests or ANOVAs for 20 hypotheses. Through the hypotheses, male and female managers' perspectives on 30 gender-related statements were explored. In addition, male and female managers' responses were compared across different levels of specific demographic data. Ten of the hypotheses showed statistical significance at p <.05. For the gender-related statements, male and female managers rated female managers more positively than males; male and female managers each rated their own gender more positively than did the opposite gender. Male managers rated female peers more positively and other males less positively than they perceived other male managers would; they rated female managers less positively and male managers more positively than they perceived female peers would. Female managers rated their own gender more positively than they perceived males would and rated male peers less positively than they perceived other females would; their own ratings of females were similar to their perceptions of the ratings of other females. When the managers' mean responses for the gender-related statements were compared across different levels of demographic data, no significant relationships were found with level of management, size of company, training experiences, and female managers' preferences for working with male or female managers. However, male managers who stated a preference for working with male managers rated the statements about male managers more positively than did those who had no gender preference. In addition, male managers who stated no preference for the gender of peer managers rated statements about female managers more positively than those who stated a preference for working with male managers.
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Date Issued: 1994
PURL: http://purl.flvc.org/fcla/dt/12390
Subject Headings: Sex role in the work environment, Executives--Attitudes, Organizational behavior, Social change
Format: Document (PDF)

Title: An examination of readiness for self-directed learning and selected personnel variables at a large Midwestern electronics development and manufacturing corporation.
Creator: Durr, Richard E., Florida Atlantic University, Burrichter, Arthur W., Guglielmino, Lucy M.
Abstract/Description: Rapidly changing technology has dramatically affected the needs of the workforce. As a result, the need is great to implement training and education methods that are maximally effective for the adult learner and can be delivered in a timely and cost-effective manner. As a means toward helping achieve this goal, the concept of self-directed learning has been proposed. Effective implementation of self-directed learning methods has the potential to assist workers in adapting to the demands of...
Show moreRapidly changing technology has dramatically affected the needs of the workforce. As a result, the need is great to implement training and education methods that are maximally effective for the adult learner and can be delivered in a timely and cost-effective manner. As a means toward helping achieve this goal, the concept of self-directed learning has been proposed. Effective implementation of self-directed learning methods has the potential to assist workers in adapting to the demands of the information age. This study investigated and analyzed the relationship between scores on the Guglielmino Self-Directed Learning Readiness Scale (SDLRS) and multiple variables of employees at a large Midwestern company. Fourteen hypotheses were tested, using 27 statistical tests. Conclusions were drawn comparing and supplementing the findings of two earlier studies using similar variables. The SDLRS was administered to 607 employees in nine different occupation categories. The mean score for all respondents was 234, which is above the adult norm. A significant positive relationship was found between the mean SLDRS scores and performance ratings, creativity and problem solving required in the job, degree of change on the job, and education levels. These findings were congruent with those of Guglielmino and Guglielmino's (1981) study of an American utility company and Roberts' (1986) study of the Hong Kong Telephone Company. Other findings were also compared. The Guglielmino and Roberts studies found that a small sample of low performers with high SDLRS scores were in jobs that required low levels of creativity, problem-solving skills, and adaptation to change. In the present study, however, no such groups could be isolated. SDLRS scores of males were significantly higher than those of females and managers scored significantly higher than non-managers in the present study. No relationship was found between SDLRS scores and the following variables: age, years of service with the company, and degree of routine on the job. A significant difference in scores was found due to occupation classification. Sales managers and salespeople scored significantly higher than all other categories and manufacturing/factory, and clerical/administrative employees scored significantly lower.
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Date Issued: 1992
PURL: http://purl.flvc.org/fcla/dt/12312
Subject Headings: Adult learning, Experiential learning
Format: Document (PDF)

Title: Learning and Leading: Approaches to Leadership Self-Development Among Women Executives of Philanthropic Organizations.
Creator: Liddell, Theresa N., Guglielmino, Lucy M., Florida Atlantic University
Abstract/Description: The purpose of this grounded theory study was to explore the selfdevelopment of women executives of philanthropic organizations to determine their approaches to learning for leading. Women occupy 1.4% to 53% of the executive positions in the U.S. depending on the sector, yet little is known about their learning needs and strategies. The research questions asked how these women executives learned to develop successfully in their positions and what informal learning strategies they used. This...
Show moreThe purpose of this grounded theory study was to explore the selfdevelopment of women executives of philanthropic organizations to determine their approaches to learning for leading. Women occupy 1.4% to 53% of the executive positions in the U.S. depending on the sector, yet little is known about their learning needs and strategies. The research questions asked how these women executives learned to develop successfully in their positions and what informal learning strategies they used. This study explored the perspectives of 22 women executives of philanthropic organizations in South Florida and Western Washington. The foundations represented by the participants varied widely in size, purpose, and structure. The study yields evidence that learning and leading are inextricably connected. There is also evidence that learning needs and learning strategies change over the course of one's career. They use a variety of learning resources including mentors, workshops, and resources such as books, journals and the internet. Early strategies include training and mentoring. Later strategies refine conceptual skills through conversations with colleagues. Discussion includes implications for executive development programs and recommendations for practice and further research.
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Date Issued: 2007
PURL: http://purl.flvc.org/fau/fd/FA00000676
Subject Headings: Leadership in women, Women executives, Charitable uses, trusts, and foundations--United States--Management, Executive ability, Learning, Psychology of
Format: Document (PDF)

Title: Investigation of attitudes towards the financing of public education in Jamaica.
Creator: Cameron, Adolph, Florida Atlantic University, Guglielmino, Lucy M.
Abstract/Description: The purpose of this study was to investigate the attitudes of principals and chairpersons of school boards towards the financing of public education in Jamaica. The possible relationships between the attitudes under investigation and selected demographic variables, namely, age, place of residence, socioeconomic background, educational background and professional status were also examined. The data were collected by means of a survey questionnaire that was developed by this researcher. The...
Show moreThe purpose of this study was to investigate the attitudes of principals and chairpersons of school boards towards the financing of public education in Jamaica. The possible relationships between the attitudes under investigation and selected demographic variables, namely, age, place of residence, socioeconomic background, educational background and professional status were also examined. The data were collected by means of a survey questionnaire that was developed by this researcher. The questionnaire sought information regarding respondents' age, occupation, educational attainment and place of residence. In addition, a Likert-type five-point scale was used to assess the attitudes being investigated. A random sample of 316 persons equally divided between principals and chairpersons was selected. From this sample 222 responded to the survey questionnaire. Analysis of the data produced the following findings. First, the principals and chairpersons believed that there should be equity in the distribution of financial resources to enable each child to receive the best educational opportunities without regard to place of residence or socioeconomic background. Second, they believed that the role of the government is to implement the policy options that would ensure increased resource flow to the education sector. Third, the respondents demonstrated a positive attitude towards priority being given to the financing of primary education over that of tertiary education. Fourth, they indicated that business and industry should play a more important role in the financing of schools. Analysis with respect to the independent variables produced the following results. A significant difference was found between the attitudes of the principals and the chairpersons towards the financing of primary and secondary education. The principals rated the items dealing with this variable higher than did the chairpersons. Second, there was a significant difference between the subjects from the rural and urban areas on their attitudes towards equity and the financing of primary and secondary education. The items dealing with both variables were rated higher by the rural subjects than by their urban counterparts. Third, respondents who were university graduates demonstrated a more positive attitude towards the need for equity and the government to implement policies that would increase the flow of financial resources to education. On the basis of the findings, recommendations for action and for further research were made. One of the most important recommendations was for the government to change the present finance program to one which gives priority to primary education.
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Date Issued: 1991
PURL: http://purl.flvc.org/fcla/dt/12270
Format: Document (PDF)

Education, Adult and Continuing (3)	+ -
Academic achievement (2)	+ -
Adult education (2)	+ -
Adult learning (2)	+ -
Distance education (2)	+ -

Education, Educational Psychology (2)	+ -
Educational technology (2)	+ -
Executive ability (2)	+ -
Experiential learning (2)	+ -
Leadership (2)	+ -
Learning, Psychology of (2)	+ -
Nursing--Study and teaching (2)	+ -
Academic achievement--Measurement (1)	+ -
Academic achievement--Psychological aspects (1)	+ -
Adult education teachers (1)	+ -
Affect (Psychology) (1)	+ -
Career development--United States (1)	+ -
Charitable uses, trusts, and foundations--United States--Management (1)	+ -
College administrators--Training of--United States (1)	+ -
College entrance achievement tests (1)	+ -
Community colleges--United States--Administration (1)	+ -
Community colleges--United States--Sociological aspects (1)	+ -
Community health nursing--Study and teaching (1)	+ -
Competency-based education (1)	+ -
Computer literacy (1)	+ -
Computer-assisted instruction (1)	+ -
Computer-assisted instruction--Design (1)	+ -
Dropouts--Prevention--Case studies (1)	+ -
Education, Administration (1)	+ -
Education, Business (1)	+ -

Education--Jamaica--Finance (1)	+ -
Parks--Employees--Training of--Florida (1)	+ -
Recreation leaders--Employment--Florida (1)	+ -
Recreation leaders--Training of--Florida (1)	+ -
School board members--Jamaica (1)	+ -

Florida Atlantic University (26)	+ -
Guglielmino, Lucy M. (26)	+ -
Burrichter, Arthur W. (3)	+ -
College of Education (2)	+ -
Department of Educational Leadership and Research Methodology (2)	+ -

Acker-Hocevar, Michele A. (1)	+ -
Bryan, Valerie (1)	+ -
Cameron, Adolph (1)	+ -
Cook, Roberta Parrino. (1)	+ -
Durr, Richard E. (1)	+ -
Gunn, Susan Cappo. (1)	+ -
Hargrove, Debra L. (1)	+ -
Hillard, Lurana Case. (1)	+ -
Hoffman, Bettina Judith. (1)	+ -
Horner, Linda Traywick. (1)	+ -
Kenyon, Rochelle Adrienne. (1)	+ -
Knutson, Kimberly Ann. (1)	+ -
Laub, James Alan. (1)	+ -
Liddell, Theresa N. (1)	+ -
Lim, Christina Kyounghee. (1)	+ -
Locke, Mary G. (1)	+ -
Long, Deborah H. (1)	+ -
Maslin-Ostrowski, Patricia (1)	+ -
Massey, Mary Ann. (1)	+ -
Morris, John D. (1)	+ -
Muller, Kenneth E. (1)	+ -
Norris, Shelby D. (1)	+ -
Nowocien, Darlene J. (1)	+ -
Papes, Kathleen A. (1)	+ -
Phares, Leatrice Turlis (1)	+ -

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