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Title: EDUCATIONAL ADMINISTRATION AT TWELVE FLORIDA INSTITUTIONS OF HIGHER EDUCATION.
Creator: MERCHANT, FRANK S., JR., Florida Atlantic University
Abstract/Description: This study is directed at the compilation of materials, ideals and developments on Educational Administration which resulted from the Southern Regional Council on Educational Administration (SRCEA) and its feasibility study. Leadership, a general concern of society, is a major problem in the operation of our institutions. Institutions are seeking leaders who can visualize solutions to problems and assist others in reaching institutional goals. Education, too, is concerned with the need for...
Show moreThis study is directed at the compilation of materials, ideals and developments on Educational Administration which resulted from the Southern Regional Council on Educational Administration (SRCEA) and its feasibility study. Leadership, a general concern of society, is a major problem in the operation of our institutions. Institutions are seeking leaders who can visualize solutions to problems and assist others in reaching institutional goals. Education, too, is concerned with the need for leadership. it Is this function which takes precedence over all others in working with the faculty, pupils and community. The major findings were that the evidence presented appears to confirm the existence of guidelines for patterns which would improve the adaptability of higher education departments of educational administration and supervision especially in the State of Florida. It also appears that the kind of professional training received by educational administrators does not equip them to communicate effectively with the New Constituencies. On the surface, it would appear that there is an oversupply of administrators being trained for the job market today. However, if one examines this situation more thoroughly, one may conclude that there is really a need to train more administrators for the labor market, since the New Constituencies have become a permanent segment in the student population in higher education.
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Date Issued: 1975
PURL: http://purl.flvc.org/fcla/dt/11658
Subject Headings: Universities and colleges--Florida--Administration
Format: Document (PDF)

Title: Perceptions of lnter-campus Relations by Branch Campus and Main Campus Student Affairs Administrators in Multicampus Public Universities in Florida.
Creator: Merzer, Marion R., Floyd, Deborah L., Florida Atlantic University
Abstract/Description: The purpose of this study was to explore the perceptions of inter-campus relations by mid-level student affairs administrators of both main campuses and branch campuses, with a focus on a specific population from 6 of one state's public, 4-year or above multicampus universities. The study examined the relationships that exist between the administrators' perceptions and the variables gleaned from their environment and positions. This research study focused on the branch or regional campuses of...
Show moreThe purpose of this study was to explore the perceptions of inter-campus relations by mid-level student affairs administrators of both main campuses and branch campuses, with a focus on a specific population from 6 of one state's public, 4-year or above multicampus universities. The study examined the relationships that exist between the administrators' perceptions and the variables gleaned from their environment and positions. This research study focused on the branch or regional campuses of 6 of the 11 4-year or above public universities of the state ofFlorida. A convenient, purposeful sample of mid-level administrators, heads of departments designated as student affairs, at Florida university branch campuses and their counterparts on the main university campuses constituted the population for this study. This study discovered significant differences in perceptions of the main campus and branch campus student affairs administrators as they related to the four domains. Campus location was the most significant factor in predicting the perceptions of the respondents. Significant differences were found on issues of respect; communication; authority over budget, staffing, decision making and policy setting.
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Date Issued: 2008
PURL: http://purl.flvc.org/fau/fd/FA00000679
Subject Headings: Universities and colleges--Florida--Administration, Student affairs services--Florida--Administration, College personnel management, Student affairs administrators
Format: Document (PDF)

Title: Community College Baccalaureate Transitions in Florida: Student Affairs' Perspectives.
Creator: Antczak, Laura, Floyd, Deborah L., Maslin-Ostrowski, Patricia, Florida Atlantic University, College of Education, Department of Educational Leadership and Research Methodology
Abstract/Description: Many changes are occurring in community colleges offering baccalaureate degrees across the nation, especially in the state of Florida where 24 of 28 colleges in the Florida College System are offering baccalaureate degrees. The impact of these institutions shifting their missions from associate to baccalaureate degree offerings is unknown on a key area of the college - Student Affairs. The purpose of this study was to describe and document the perceived changes in and lessons learned about...
Show moreMany changes are occurring in community colleges offering baccalaureate degrees across the nation, especially in the state of Florida where 24 of 28 colleges in the Florida College System are offering baccalaureate degrees. The impact of these institutions shifting their missions from associate to baccalaureate degree offerings is unknown on a key area of the college - Student Affairs. The purpose of this study was to describe and document the perceived changes in and lessons learned about Student Affairs programs at two large, multi-campus colleges in the Florida College System offering Bachelor of Applied Science (BAS) and Bachelor of Science (BS) programs. The primary sources of data collected for this study were from 27 interviews with college administrators and staff and from 22 documents. District and campus-based administrators were selected based on their influence over, or knowledge of, Student Affairs programming at all degree levels and/or specifically at the baccalaureate degree level. Professional and support staff members were selected based on their direct involvement with the delivery or support of Student Affairs programs for baccalaureate students. The five major findings, based on a cross-case analysis, were (a) a focus on operations, (b) struggling with philosophical directions, (c) changes occurring in personnel and operational processes, (d) no change in several areas, and (e) lessons learned in cultural shift. This study concluded that the 2+2 admissions model is confusing to students, and it does not always allow for seamless financial aid coverage, which may be creating "leakages" in the community college baccalaureate (CCB) student success pipeline. Additional staff and resources are needed in the areas of admissions, recruitment, and advising. Several new and/or revised operational processes took place in the areas of admissions, recruitment, registration and records, and financial aid. Although student development theories still are seen as an important foundation of Student Affairs work, each college was struggling with their philosophical directions as a CCB institution. Finally, a majority of participants expressed a resistance to the change of becoming a CCB institution, not understanding if they still were a community college or if they were moving closer to becoming a 4-year university.
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Date Issued: 2015
PURL: http://purl.flvc.org/fau/fd/FA00004476
Subject Headings: College personnell management, Community colleges -- Florida -- Administration, Community colleges -- Florida -- Administration, Degrees, Academic -- Florida, Education, Higher -- Aims and objectives, Student affairs services, Universities and colleges -- Florida -- Administration
Format: Document (PDF)

Title: Deans of students as crisis managers: perceptions of roles and leadership competencies in 12 public higher education institutions in Florida.
Creator: Benjamin, Deloris, Shockley, Robert, Florida Atlantic University, College of Education, Department of Educational Leadership and Research Methodology
Abstract/Description: This mixed methods study collected data from a sample of Deans of Students in the Florida State University System (SUS). The study sought to determine deans of students’ definitions for crisis and crisis management with an analysis of the institutional chain of command for a more in depth understanding of crisis management response processes. The study also sought to identify development levels of deans of students’ leadership competencies as crisis managers, gauge crisis management training...
Show moreThis mixed methods study collected data from a sample of Deans of Students in the Florida State University System (SUS). The study sought to determine deans of students’ definitions for crisis and crisis management with an analysis of the institutional chain of command for a more in depth understanding of crisis management response processes. The study also sought to identify development levels of deans of students’ leadership competencies as crisis managers, gauge crisis management training frequencies for each dean of students as it related to 14 crisis scenarios commonly found on higher education campuses, and identify crisis management program foci for the institutions participating in this study.
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Date Issued: 2014
PURL: http://purl.flvc.org/fau/fd/FA00004267, http://purl.flvc.org/fau/fd/FA00004267
Subject Headings: Deans (Education), Education, Higher -- Administration, Educational leadership, Universities and colleges -- Administration
Format: Document (PDF)

Title: A comparison between Florida State University System's female administrators and female faculty in their personal attributes and self-efficacy beliefs.
Creator: Berzok, Rosanna Star, Florida Atlantic University, MacKenzie, Donald G.
Abstract/Description: The purpose of this study was to determine whether significant differences existed between female administrators and female faculty in public higher education in their perceptions of personal self-efficacy and their personal attributes. This was achieved by examining the relationship between the criterion variable, position held by females in higher education and the predictor variables, which included male and female characteristics, general self-efficacy beliefs, and social self-efficacy...
Show moreThe purpose of this study was to determine whether significant differences existed between female administrators and female faculty in public higher education in their perceptions of personal self-efficacy and their personal attributes. This was achieved by examining the relationship between the criterion variable, position held by females in higher education and the predictor variables, which included male and female characteristics, general self-efficacy beliefs, and social self-efficacy beliefs. A survey package including a demographics section, Personal Attributes Questionnaire (PAQ) and Self-Efficacy Scale for Adults (SES) was mailed to 200 female administrators and 200 female faculty employed by Florida's State University System. A stratified random selection was employed to obtain the 200 female faculty in order to ensure discipline diversity. The 200 female administrators were selected from the most current data available from the 10 universities' 1995-1996 graduate school catalogs and the 1995-1996 Directory of Women in Educational Leadership in Florida, published jointly from the Office of Postsecondary Education in Florida and Florida State University's Hardee Center for Women in Higher Education. Each scale and subscale was analyzed utilizing the analysis of variance (ANOVA) procedure. Three null hypotheses were tested at the.05 confidence level and then adjusted to the.0125 confidence level by employing the Bonferroni procedure. The employment of the Bonferroni statistical procedure eliminates the rejection of discrepant test outcomes due to Type I errors. Results of the ANOVA test applied to the General Self-Efficacy subscale were statistically significant at the .01 confidence level. Outcomes of this study proved to be significant to the growing body of women's research in that it denoted statistically significant results indicating that female administrators had a higher perception of general self-efficacy than female faculty. General self-efficacy is based on the premise that if an individual has a history of successful outcomes, than that individual will expect more successful outcomes than failures. General self-efficacy (identified as an internal barrier) may in fact be what is hindering more women from seeking administrative positions in higher education.
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Date Issued: 1997
PURL: http://purl.flvc.org/fcla/dt/12518
Subject Headings: Self-efficacy
Format: Document (PDF)

Title: The adaptability of academic advising teams in higher education.
Creator: McFarland, Leigh A., College of Education, Department of Educational Leadership and Research Methodology
Abstract/Description: The purpose of this single site case study was to identify how four advising teams in a medium-sized public university adapt to the changes presented to them and what role leadership and culture play in that adaptation. This was accomplished through analysis of advisor and administrator interviews, office and meeting observations, and reviews of documents relating to advising and university changes in curriculum and systems. The study was guided by team culture and the five core adaptation...
Show moreThe purpose of this single site case study was to identify how four advising teams in a medium-sized public university adapt to the changes presented to them and what role leadership and culture play in that adaptation. This was accomplished through analysis of advisor and administrator interviews, office and meeting observations, and reviews of documents relating to advising and university changes in curriculum and systems. The study was guided by team culture and the five core adaptation strategies described by Eckel and Kezar (2003). The study indicates that although part of the same institution, each advising team has a unique culture and approach to doing their work. In turn each team has a different approach to their adaptation to the change that affects them. The study began with an examination of how and if the advising teams use the five core adaptation strategies described by Eckel and Kezar (2003). It was found that these adaptation strategies were not utilized because they require authority and the advisors do not have the organizational control necessary to use these strategies. However, the study revealed that the advising teams adapt to their environment through coping mechanisms depending on the type of adaptation. It was also found that the responses the advising teams have to particular change events depends on when they find out about the change as well as the culture and leadership of the teams. Consequently, their resilience to changes is a result of their ability to either absorb the change or alter their system quickly in reaction to the change. Implications are presented for universities and the advising teams in addition to recommendations for future study.
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Date Issued: 2011
PURL: http://purl.flvc.org/FAU/3333060
Subject Headings: Organizational behavior, Counseling in higher educations, Student-administrator relationships, Faculty advisors, Universities and colleges, Administration, Educational leadership
Format: Document (PDF)

Title: Enrollment management strategies, campus involvement, and goal achievement in public research universities.
Creator: Brown, Michelle Jitka Domas, Florida Atlantic University, Pisapia, John
Abstract/Description: This study investigated the practice of enrollment management in public Research Universities. The study produced six key findings. First, the number of Research universities with an enrollment management plan is slightly lower than universities without a plan. Second, the Enrollment Management Division was the most prevalent organizational structure created. Third, increasing overall enrollment and improving graduation rates were chosen most frequently by the universities as their most...
Show moreThis study investigated the practice of enrollment management in public Research Universities. The study produced six key findings. First, the number of Research universities with an enrollment management plan is slightly lower than universities without a plan. Second, the Enrollment Management Division was the most prevalent organizational structure created. Third, increasing overall enrollment and improving graduation rates were chosen most frequently by the universities as their most important goals. Fourth, technology and physical structure strategies were utilized the most for recruitment. And, policies and procedures strategies were used the most for retention. Fifth, the strategies most frequently used were identified and discussed in greater detail. Finally, four to five was the average number of functional areas involved in the implementation of any goal. The study supports that an enrollment management plan must be unique for each institution and provides considerations for practitioners and leaders of higher education. However, it raises question to the need for a formal written enrollment management plan for success and to the relationship between strategic planning and enrollment management.
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Date Issued: 2002
PURL: http://purl.flvc.org/fau/fd/FADT12015
Subject Headings: Education, Higher--Aims and objectives
Format: Document (PDF)

Title: Knowledge management: Processes and strategies used in United States research universities.
Creator: Coukos-Semmel, Eleni Dianne, Florida Atlantic University, Pisapia, John
Abstract/Description: In the fields of organizational studies and business management there has been a growing emphasis on the practice of knowledge management (KM)---the process of generating, codifying, and transferring information assets for increased organizational performance. This once-theoretical discipline is expanding into other sectors such as higher education institutions. The purpose of this study was to (a) assess the use of KM and the strategies which further its use in research universities, (b)...
Show moreIn the fields of organizational studies and business management there has been a growing emphasis on the practice of knowledge management (KM)---the process of generating, codifying, and transferring information assets for increased organizational performance. This once-theoretical discipline is expanding into other sectors such as higher education institutions. The purpose of this study was to (a) assess the use of KM and the strategies which further its use in research universities, (b) examine relationships between use and efficiency of the strategies and the effectiveness of KM, (c) develop a classification model for KM effectiveness, and (d) determine the critical success factors for KM effectiveness. A 43-item survey (rating strategies and processes on two dimensions---"use" and "importance") was adapted from a benchmarking tool created by Arthur Andersen Consulting and the American Productivity and Quality Center. The field test concluded that the instrument was reliable (96%) and a panel of experts validated the content (72% agreement rate). The survey was distributed to 1285 administrators at the 257 public and private United States research universities. Three hundred (300) participants from 161 universities responded. The response rate, calculated by number of organizations responding, was 62.6%. Descriptive statistics and inferential analyses (analysis of variance, correlational analysis, and discriminant analysis) were employed. Five key findings were discovered. First, universities demonstrated an above moderate level (above 3 on a 5-point Likert scale) "use" of strategies and a below moderate level "use" of processes. Second, technology was the most implemented strategy, and measurement was the least. Third, notable differences between public and private universities were found regarding use of leadership strategy and transfer process. Fourth, the proposed discriminant model for classifying institutions by KM effectiveness level was 76% accurate. Variance in KM Effectiveness ranged from 46.6% (measurement) to 30.1% (culture). Finally, the most critical factors for effective KM centered around technology and measurement strategies. Tactics within each of these strategies were further identified to enable higher education leaders to increase KM effectiveness. Other considerations are highlighted for organizations wishing to implement a KM initiative, and recommendations are made for further research.
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Date Issued: 2002
PURL: http://purl.flvc.org/fcla/dt/11983
Subject Headings: Knowledge management
Format: Document (PDF)

Title: An exploratory multiple case study of succession planning for higher education community engagement practitioners in selected higher education institutions in theSoutheastern region of the United States.
Creator: Louisy, Heidi, Wright, Dianne A., Florida Atlantic University, College of Education, Department of Educational Leadership and Research Methodology
Abstract/Description: Succession planning is a relatively new construct within higher education institutions (HEIs). The researcher explored the extent to which selected HEIs employ succession planning strategies in reference to the Higher Education Community Engagement Practitioner (HECEP) role and in support of HEIs earning the Carnegie Community Engagement Classification (CCEC). Four HEIs served as study sites for this research, along with a nationally recognized professional development program. Study results...
Show moreSuccession planning is a relatively new construct within higher education institutions (HEIs). The researcher explored the extent to which selected HEIs employ succession planning strategies in reference to the Higher Education Community Engagement Practitioner (HECEP) role and in support of HEIs earning the Carnegie Community Engagement Classification (CCEC). Four HEIs served as study sites for this research, along with a nationally recognized professional development program. Study results revealed that HEIs are not currently using succession planning strategies for the HECEP role. Further, although the study revealed that professional development opportunities for HECEPs exist, only 50% of institutional study participants were aware of, and participated. Finally, based on the credentials of individuals currently in HECEP roles and data obtained from this study (including data from an expert judge linked to the professional development program analyzed as part of this study), the researcher provides a job specification template for determining if institutions have a pipeline of individuals who could be prepared to assume the HECEP role in the future. This study, although limited in scope as it relates to succession planning, provides insight into the attitudes and perceptions of specific higher education professionals toward the professional development of employees, and more specifically, the HECEP role.
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Date Issued: 2014
PURL: http://purl.flvc.org/fau/fd/FA00004303, http://purl.flvc.org/fau/fd/FA00004303
Subject Headings: Education, Higher -- Aims and objectives, Educational leadership, Leadership in education, Organizational change, School management and organization, Universities and colleges -- Administration
Format: Document (PDF)

Title: IS IT WORKING? NARRATIVE PERSPECTIVES ON PERFORMANCE-BASED FUNDING POLICIES IN PUBLIC HIGHER EDUCATION.
Creator: Capp, James, Sapat, Alka, Florida Atlantic University, College for Design and Social Inquiry, School of Public Administration
Abstract/Description: Public higher education increasingly relies on performance-based funding (PBF) policies to enhance accountability. These policies attempt to steer institutions towards successful outcomes via performance indicators, such as graduation rates. Nationally, PBF policies continue to grow in popularity despite limited evidence that they are effective (Hillman, Tandberg, and Gross, 2014). Motivated by the apparent conflict between the widespread adoption of PBF policies and the lack of evidence that...
Show morePublic higher education increasingly relies on performance-based funding (PBF) policies to enhance accountability. These policies attempt to steer institutions towards successful outcomes via performance indicators, such as graduation rates. Nationally, PBF policies continue to grow in popularity despite limited evidence that they are effective (Hillman, Tandberg, and Gross, 2014). Motivated by the apparent conflict between the widespread adoption of PBF policies and the lack of evidence that they actually improve outcomes in higher education, this dissertation investigates the perceived impacts of PBF policies. Florida’s public university system serves as the setting for the study due to its uniquely punitive PBF policy design and the model’s non-standardized performance indicators.
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Date Issued: 2019
PURL: http://purl.flvc.org/fau/fd/FA00013290
Subject Headings: Higher education and state, Public universities and colleges--Florida--Administration, State universities and colleges--Florida--Finance, Performance-based funding
Format: Document (PDF)

Title: An examination of the role and career paths of chief research administrators in selected major research universities in the United States.
Creator: Nash, Julie., College of Education, Department of Educational Leadership and Research Methodology
Abstract/Description: The Chief Research Administrator (CRA), also known as the Vice President, Vice Provost, or Vice Chancellor for Research, plays a key role in the research university. It is a position of power and not only affects the mission of the institution, but also controls a very large and vital percentage of external funding. The lack of information on how to prepare for the position makes it difficult to plan a career path for those who aspire to the position. This study was designed to obtain...
Show moreThe Chief Research Administrator (CRA), also known as the Vice President, Vice Provost, or Vice Chancellor for Research, plays a key role in the research university. It is a position of power and not only affects the mission of the institution, but also controls a very large and vital percentage of external funding. The lack of information on how to prepare for the position makes it difficult to plan a career path for those who aspire to the position. This study was designed to obtain information to define the persona and career path(s) of the CRA at research universities in the United States. Survey data related to career pathways resulted in the emergence of four main pathways; Faculty/Academic, Administrative, Private Industry, and a Combination of the first three pathways. The results indicated that the most highly cited pathway to the position of the CRA was the Faculty/Academic (83%). The least traveled pathway to the position of CRA was found to be Administrative, that is, beginning at the lowest levels of a research office or administrative position and progressing through the ranks of the research office.
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Date Issued: 2013
PURL: http://purl.flvc.org/fcla/dt/3360957
Subject Headings: Universities and colleges, Administration, College administrators, Training of, United States, Educational leadership, United States, Action research in education, United States
Format: Document (PDF)

Title: A study of four public higher education institutions in Florida: The relationships between faculty and administrator goal congruence, faculty productivity and job satisfaction.
Creator: Provost, Maria W., Florida Atlantic University, Acker-Hocevar, Michele A.
Abstract/Description: This study focuses on goal congruence between faculty and administrators, and how that congruence, negative or positive, is related to faculty productivity and faculty job satisfaction. Specifically, this study (a) examines and assesses goal congruence among faculty and administrators, (b) examines and assesses relationships between goal congruence and faculty productivity, and (c) determines how goal congruence was related to faculty job satisfaction. Finally, this study examines and...
Show moreThis study focuses on goal congruence between faculty and administrators, and how that congruence, negative or positive, is related to faculty productivity and faculty job satisfaction. Specifically, this study (a) examines and assesses goal congruence among faculty and administrators, (b) examines and assesses relationships between goal congruence and faculty productivity, and (c) determines how goal congruence was related to faculty job satisfaction. Finally, this study examines and assesses relationships between faculty productivity and faculty job satisfaction. The population for this study was the faculty, and college and departmental administrators in four of the ten public universities in Florida (USF, FAU, UCF, and FIU). College deans, associate deans, chairpersons, program directors, and tenured or tenure track faculty members were identified in eight disciplines (business administration, computer engineering, computer science, electrical engineering, English, mathematics, physics and teacher education) from each of the universities that were selected. The researcher designed the instrument used for this study. The instrument was pilot-tested in departments and colleges not examined in the dissertation study. Research findings and conclusions were that there is goal congruence between personal importance and perceived university importance of institutional mission goals for both faculty and administrators. This research found goal congruence between faculty and administrators for five, highly important "quality" goals. Faculty reported relationships for four institutional mission goals, while administrators reported congruence in common with those of faculty, and an additional four university mission goals. There were significant differences between faculty and administrators' personal importance for only one goal, while differences between faculty and administrator perceived importance were significant for four institutional mission goals. There is a relationship between faculty productivity and faculty job satisfaction for three mission goals. Congruence between faculty's and administrators' personal importance and perceived university importance of institutional mission goals is related to faculty job satisfaction and faculty productivity.
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Date Issued: 2005
PURL: http://purl.flvc.org/fau/fd/FADT12127
Subject Headings: Universities and colleges--Florida--Administration, Teachers--Job satisfaction, Education, Higher--Aims and objectives--Florida, Organizational behavior
Format: Document (PDF)

Title: A comparative, holistic, multi-case study of the implementation of the Strategic Thinking ProtocolÃ and traditional strategic planning processes at a southeastern university.
Creator: Robinson, Deborah J., College of Education, Department of Educational Leadership and Research Methodology
Abstract/Description: This study explores the strategic thinking and strategic planning efforts in a department, college and university in the southeastern United States. The goal of the study was to identify elements of strategic planning processes that meet the unique organizational features and complexities of a higher education institution. The study employed a holistic, multi-case study approach, wherein three single case studies were conducted with one unit of analysis. The findings in each case were then...
Show moreThis study explores the strategic thinking and strategic planning efforts in a department, college and university in the southeastern United States. The goal of the study was to identify elements of strategic planning processes that meet the unique organizational features and complexities of a higher education institution. The study employed a holistic, multi-case study approach, wherein three single case studies were conducted with one unit of analysis. The findings in each case were then compared and contrasted to provide more evidence and confidence in the findings. The findings are framed by two constructs : strategic planning and strategic thinking. The conceptual framework for the study identified the distinction between the systematic nature of strategic planning and the more integrated perspective of strategic thinking. Traditional business based strategic planning model uses an analytical process, logic, linear thinking and a calculating process to develop a plan. Strategi c thinking places a premium on synthesis, systems thinking and a social cognitive process that results in an integrated perspective of the organization. The resluts of this study indicate that the use of the Strategic Thinking ProtocolÃ is suitable for higher education organizations to create a learning environment, to implement creative and emergent strategies, that result in the organization's positioning and responses to a rapidly changing environment. The strategic thinking process in both the department and college cases were found to be effective in altering the attitudes, values, beliefs and behaviors of the participants. The integration of the plan is an ongoing process with strong beginnings in both the department and college cases., The traditional strategic planning process used in the university case was found not to be an effective model for higher education organizations. Finally, the inclusion of strategic thinking elements is an effective change model for higher education institutions.
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Date Issued: 2012
PURL: http://purl.flvc.org/FAU/3352827
Subject Headings: Universities and colleges, Administration, Case studies, Universities and colleges, Strategic planning, Case studies, Educational leadership, Case studies, Strategic planning, Case studies, Education, Higher, Administration, Case studies, School management and organization, Case studies
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: Retention in Florida community colleges: a study of the 2005-2008 academic years.
Creator: DeLuz, Ancil., College of Education, Department of Educational Leadership and Research Methodology
Abstract/Description: This study examined the relationship between selected student and institutional characteristics and the retention rates of first-time, degree seeking, full-time and parttime, freshman student cohorts in public community colleges in Florida. Based on data obtained from the Integrated Post-Secondary Data System on selected student and institutional variables for three years beginning fall 2005, 2006 and 2007, retention rates were analyzed for the years beginning fall 2006, 2007 and 2008...
Show moreThis study examined the relationship between selected student and institutional characteristics and the retention rates of first-time, degree seeking, full-time and parttime, freshman student cohorts in public community colleges in Florida. Based on data obtained from the Integrated Post-Secondary Data System on selected student and institutional variables for three years beginning fall 2005, 2006 and 2007, retention rates were analyzed for the years beginning fall 2006, 2007 and 2008 respectively. This quantitative non-experimental descriptive study relied on multiple regression to analyze aggregated data on eight predictor variables to determine their impact student retention rates. A moderating variable (institutional size) was used to determine its influence on the relationship between the predictor variables and the criterion variable. The results suggest that gender and age were positively related to student retention rate at the parttime level, academic support expenses were negatively related to student retention rates at the part-time and full-time levels, and institutional size moderated the relationship between certain predictor variables and retention rates at small institutions.
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Date Issued: 2011
PURL: http://purl.flvc.org/FAU/3332179
Subject Headings: Commuity college students, Achievement in education, College dropouts, Prevention, College attendance, Universities and colleges, Administration
Format: Document (PDF)

Title: The Matthew Effect and public administration research: An analysis of the relationship of institutional prestige to research funding levels and departmental research productivity at U.S. schools of public administration.
Creator: Popejoy, Michael William., Florida Atlantic University, Lynch, Thomas D.
Abstract/Description: The Matthew Effect is a biblical metaphor coined by Derek de Solla Price to describe a violation of Robert K. Merton's Norms of Science particularly the Norm of Universalism. It is based on the principle of accumulative advantage operating in socially stratified systems to produce the same result: the rich get richer at a rate that makes the poor become relatively poorer. Prestige attracts a disproportionate share of scarce resources available for research. Applying the Matthew Effect theory...
Show moreThe Matthew Effect is a biblical metaphor coined by Derek de Solla Price to describe a violation of Robert K. Merton's Norms of Science particularly the Norm of Universalism. It is based on the principle of accumulative advantage operating in socially stratified systems to produce the same result: the rich get richer at a rate that makes the poor become relatively poorer. Prestige attracts a disproportionate share of scarce resources available for research. Applying the Matthew Effect theory to public administration research revealed for the first time in the discipline that the most prestigious institutions did attract more research funding than their less prestigious counterparts. Using measures of prestige, research funding, and research productivity, a series of bivariate and multivariate analyses were run on the sample survey data from 69 respondent U.S. schools of public administration. The results indicated that the schools rated as prestigious did attract more funding and schools that were better funded did more research. Also, schools that actively sought grants achieved more grant funding. However, the reverse was not true. The increased funding levels and increased research productivity did not influence prestige in the short-run. The results support the literature from sociology and education that prestige, funding and productivity are positively related but that prestige is not enhanced in the short-term by higher levels of research productivity or funding. The existence of the Matthew Effect operating on the discipline of public administration was confirmed. The dissertation also focused attention on the relative effects of productivity and prestige on funding levels using grant-getting activities as a measure of faculty research productivity. The results demonstrated that prestige outweighed grant-getting activity, but was not the sole determinate in establishing funding levels.
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Date Issued: 1994
PURL: http://purl.flvc.org/fcla/dt/12380
Subject Headings: Public administration--Research--United States, Research--United States--Finance, Universities and colleges--Research--United States
Format: Document (PDF)

Title: The Impact of Shifting Funding Levels on The Institutional Effectiveness of Historically Black Colleges and Universities.
Creator: Alfred, Anelle Shanna Jayd, Wright, Dianne A., Florida Atlantic University, College of Education, Department of Educational Leadership and Research Methodology
Abstract/Description: While there exists extensive research on the historical development of Historically Black Colleges and Universities (HBCUs) in the United States, there is limited research focused on the current development of HBCUs in terms of institutional effectiveness and strategic planning. This gap in the research is particularly relevant in the midst of shifts in state funding that have occurred over the past decade. This research study is designed to move further towards filling this research gap by...
Show moreWhile there exists extensive research on the historical development of Historically Black Colleges and Universities (HBCUs) in the United States, there is limited research focused on the current development of HBCUs in terms of institutional effectiveness and strategic planning. This gap in the research is particularly relevant in the midst of shifts in state funding that have occurred over the past decade. This research study is designed to move further towards filling this research gap by determinations through the examination of: (1) the interplay of fiscal issues and institutional effectiveness in relation to the historic mission, strategic efforts, and state mandates within the context of HBCUs; (2) the perceived institutional effectiveness of HBCUs by key internal and external stakeholders; and (3) the alignment of HBCU mission statements with mandated metrics of institutional effectiveness. Using a qualitative research design, an exploratory multisite case study was employed across two institutions. Nine key HBCU stakeholders such as the Presidents and the Vice Presidents of Academic Affairs, Student Affairs, Financial Affairs, and Alumni Affairs were interviewed to gain their perspectives on institutional effectiveness in relationship to shifting funding, heightened accountability, planned strategies to address these issues, and how these issues directly impact institutional effectiveness at HBCUs. Interviewee perspectives of shifts in funding were examined using a researcher-developed conceptual framework. In addition to conducting interviews, the researcher engaged in document review of relevant university documents, as well as a review of funding patterns of state allocations retrieved from the Integrated Postsecondary Education Data System (IPEDS). Data from the three sources were triangulated and a two-layered coding strategy was used for further analysis. Findings from this data analysis were then used to address the five research questions presented in this study. The findings revealed that fluctuating shifts in state allocated funding has created a complex environment for HBCUs. Key HBCU administrators held similar perspectives, that in the midst of such a complex environment, emergent institutional response strategies have been put into place to maintain HBCU institutional effectiveness within the context of the historic HBCU mission.
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Date Issued: 2016
PURL: http://purl.flvc.org/fau/fd/FA00004562, http://purl.flvc.org/fau/fd/FA00004562
Subject Headings: Strategic planning., African American colleges and universities--Finance., African American colleges and universities--Administration., African American colleges and universities--History--21st century., African Americans--Education (Higher)
Format: Document (PDF)

Title: Florida University Faculty Compensation: Market Competitive or Not?.
Creator: Ford, Lori Allen, McCue, Clifford P., Florida Atlantic University, College for Design and Social Inquiry, School of Public Administration
Abstract/Description: The most important asset of any organization is its people (Danish & Usman, 2010). Whatever the market segment, they are the driving force behind creating and delivering on the organization’s strategic and financial objectives. The ability to attract, retain and motivate the necessary workforce, through use of financial rewards, is a main determinant in the degree to which these objectives are met (Fong & Tosi, 2007; Gomez- Mejia & Balkin, 1992b; Newman, Gerhart, & Milkovich, 2016). While...
Show moreThe most important asset of any organization is its people (Danish & Usman, 2010). Whatever the market segment, they are the driving force behind creating and delivering on the organization’s strategic and financial objectives. The ability to attract, retain and motivate the necessary workforce, through use of financial rewards, is a main determinant in the degree to which these objectives are met (Fong & Tosi, 2007; Gomez- Mejia & Balkin, 1992b; Newman, Gerhart, & Milkovich, 2016). While there are many approaches to pay strategy, a key aspect, and the focus of this dissertation, is the market positioning of cash compensation. Specifically examined was the stated policy narrative of market positioning compared to actual pay practice. While compensation practices in the private sector have received significant research attention, much less focus has been given to pay in academia. This work seeks to address this apparent gap and extend our knowledge in this area. Utilizing faculty pay at Florida’s ten major public universities, this dissertation analyzes consistency between the narrative and practice at the levels of university, department, rank, size and region. The findings demonstrated a significant difference between pay and university but inconsistencies across all levels with the stated narrative. Additionally, the results indicate a widening gap between actual pay and the market average between the 2005- 2006 academic year to present.
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Date Issued: 2016
PURL: http://purl.flvc.org/fau/fd/FA00004749, http://purl.flvc.org/fau/fd/FA00004749
Subject Headings: Universities and colleges--Faculty--Salaries, etc.--Florida., Universities and colleges--Florida--Administration., State universities and colleges--Faculty--Salaries, etc.--Florida., State universities and colleges--Florida--Appropriations and expenditures., College teachers--Salaries, etc.--Florida., Wages--College employees--Florida.
Format: Document (PDF)

Title: Quiet but effective: British student protests, 1966-1969.
Creator: Campbell, David Richard., Florida Atlantic University, Frazer, Heather
Abstract/Description: Historians have referred to Britain's student protests of the 1960s as "imitative", "derivative", and "insignificant" in comparison to those in other regions of the world. In comparing the British protests at the London School of Economics and Essex University to those of the Free University of Berlin, the University of Nanterre and the Sorbonne in France, and Columbia University and the University of California in the United States, it becomes clear that this is simply not the case. While...
Show moreHistorians have referred to Britain's student protests of the 1960s as "imitative", "derivative", and "insignificant" in comparison to those in other regions of the world. In comparing the British protests at the London School of Economics and Essex University to those of the Free University of Berlin, the University of Nanterre and the Sorbonne in France, and Columbia University and the University of California in the United States, it becomes clear that this is simply not the case. While there were some similarities to the protests, the differences were significant enough to refute the imitative claim. Also, in many cases, Britain's students were more successful in attaining their goals than were students in other nations.
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Date Issued: 1995
PURL: http://purl.flvc.org/fcla/dt/15136
Subject Headings: College students--Great Britain--Political activity, Student-administrator relationships--Great Britain, Universities and colleges--Great Britain
Format: Document (PDF)

Title: The Impact of Voluntary Remediation on Gateway Course Success and Minority and Low-Income Students in Florida Colleges.
Creator: Pain, Karen D., Floyd, Deborah L., Maslin-Ostrowski, Patricia, Florida Atlantic University, College of Education, Department of Educational Leadership and Research Methodology
Abstract/Description: The primary purpose of the study was to explore the potential impact of voluntary remediation on success in ENC1101 and MAT1033 (gateway courses) and on minority or low-income students in Florida. The study was prompted in 2013 when the Florida Senate exempted most students entering the Florida College System from placement testing or developmental education regardless of their skill level. A quantitative design compared the gateway course success of 10,703 exempt students in 2014 and 2015 to...
Show moreThe primary purpose of the study was to explore the potential impact of voluntary remediation on success in ENC1101 and MAT1033 (gateway courses) and on minority or low-income students in Florida. The study was prompted in 2013 when the Florida Senate exempted most students entering the Florida College System from placement testing or developmental education regardless of their skill level. A quantitative design compared the gateway course success of 10,703 exempt students in 2014 and 2015 to the success of 8,644 students who would have been exempt had the law been in effect when they completed their gateway courses in 2012 and 2013. Data were collected from three FCS institutions. Using Astin and Astin's 1992 Input-Environment-Outcome model (Astin & Astin, 1992), independent variables included demographics, such as race and Pell grant eligibility, and prior academic performance, as well as enrollment status and remedial course decisions and perf ormance. The study found the policy to have a statistically significant (α = .05) negative effect on student success in the gateway courses. The voluntary remediation policy that was in part enacted to improve college completion rates threatens to have the opposite effect. The results show that fewer proportions of students were successful (grade of C or higher) in both courses once remediation became voluntary (12.8% decrease for English; 19.3% decrease in math). The study revealed a need for further research to investigate the degree of this impact on minority and low-income students. The results also suggested a need for more research to learn which students are likely to benefit, or not, by taking a remedial course. Of the students in the study who voluntarily took a placement test and scored below credit level, 11.3% chose remediation before taking ENC1101 and 24.5% chose remediation before taking MAT1033. Of those students, most who earned an A or B in the remedial course were successful in the credit courses; most who did not earn at least a B in the remedial course were unsuccessful at the credit level. Results were significant (α = .05), and effect sizes were moderate (.344 for English; .430 for math).
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Date Issued: 2015
PURL: http://purl.flvc.org/fau/fd/FA00004531, http://purl.flvc.org/fau/fd/FA00004531
Subject Headings: Academic achievement -- United States -- Florida, Developmental studies programs -- United States -- Florida, Educational attainment -- United States -- Florida, Remedial teaching, School failure -- Prevention, Universities and colleges -- Florida -- Administration
Format: Document (PDF)

Educational leadership (5)	+ -
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Florida Atlantic University (16)	+ -
College of Education (9)	+ -
Department of Educational Leadership and Research Methodology (9)	+ -
Floyd, Deborah L. (3)	+ -
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