No description available.

No description available.

No description available.

The purpose of this study was to determine the compensation preferences of seniors at the University of Central Florida. The sample consisted of 86 females and 77 males currently registered as seniors at the university. Subjects were mailed a questionnaire and asked to rank order 11 compensation options and answer nine demographic questions. One-way and repeated measures analyses of variance were used to compute significant differences, 10 were found between groups in compensation preferences as related to the demographic variables. For example, those students with children had significant differences in preferences for four of the options. Significant differences in rankings were also found for all 11 options within the academic major categories. Three of the groups had no significant differences in preferences for the options including males and females.

American democracy fosters the common good of society by allowing citizen involvement in government. Sustaining American democracy depends on civic involvement among citizens. Civic involvement, which consists of citizens' informed involvement in government, politics, and community life, is a desired behavior among adult citizens in the United States and it is a desired outcome of higher education. However, people in the latter part of the twentieth century have questioned the extent to which higher education makes a difference in civic involvement among adults in the United States. College educators are challenged to explain the relationship between higher education and civic involvement among adults in the 1990s. The purpose of the present study is to investigate the relationship between higher education and civic involvement. The researcher approached this issue by examining relationships between measures of civic involvement and personal characteristics such as education level, race, gender, age, and socioeconomic status among adults in the United States. The researcher compared joint relationships between civic involvement and personal characteristics among college graduates with the joint relationships between civic involvement and personal characteristics among adults with some college education and adults with no college education. Data from the Adult Civic Involvement component of the National Household Education Survey of 1996 (NHES:96) were analyzed. This survey was conducted by the National Center for Education Statistics. Using list-assisted, random digit dialing methods and computer assisted telephone interviewing techniques, data were collected from a nationally representative sample of non-institutionalized civilians who were eighteen years of age or older at the time of the survey. Data were collected regarding respondents' (a) personal characteristics, (b) use of information sources, (c) knowledge of government, (d) community participation, and (e) political participation. The selected technique for analyzing data was canonical correlation analysis (CCA), which is a form of multivariate analysis that subsumes multiple regression, multivariate analysis of variance, and discriminant analysis. The results revealed that civic involvement among adults in the United States is moderate at best. Low to moderate civic involvement among adults is mostly attributed to the absence of civic behaviors among adults with no college education. Among adults, overall civic involvement has strong relationships with education level, race, gender, age, and socioeconomic status. While the relationship between higher education and civic involvement is strong, there are significant differences in civic involvement among college graduates when grouped according to race, gender, age, and socioeconomic status. White male college graduates with high incomes tend to demonstrate the attributes of civic involvement to a greater extent than other groups. Among adults with some college education, overall civic involvement is characteristic of older males.Similarly, older adults with no college education demonstrate civic involvement to a greater extent than younger adults with no college education. These findings are consistent with the results of previous studies. The findings also extend the results of previous studies by explaining the relationships between civic involvement and multiple personal characteristics when analyzed simultaneously. The findings suggest a need for ongoing analyses of civic involvement among adult citizens and among college students. The results further imply a need for college personnel to identify and implement strategies that will improve the civic outcomes of higher education for minorities and females in various age and income categories. / Ph. D.

This dissertation provides an economic explanation for Ph.D. unemployment. The discussion begins with a theoretical investigation of policy making in nonprofit colleges. The predictions of this analysis are that colleges will operate less efficiently than for-profit firms; that faculty salaries will exceed market-clearing levels (in most disciplines); and that faculty salaries will tend to equalize across disciplines (while market-clearing salaries will probably vary across disciplines). The theory of rent-seeking unemployment is then presented. When the academic wage exceeds the nonacademic wage, those gaining faculty positions receive rents; so some individual will refuse nonacademic jobs (accept unemployment) and search for rent-yielding academic jobs. The hypothesis is that unemployment rates will be highest in those disciplines where the intersectoral wage differential is greatest. Empirical evidence is presented which supports the major hypotheses of this study. / Ph. D.

This study determined and compared the views of New River Community College graduates and leavers of occupational programs on the optimal amount and importance of general education. Data were collected via mail and telephone surveys from a random sample of 400 New River Community College occupational graduates and leavers. Specifically, subjects were asked to provide information pertaining to: actual proportions of general education taken, optimal amount of general education desired, importance of general education competencies, importance and number of general education classes taken, and demographic variables influencing program completion. Results suggested that actual amounts of general education differed from the optimal amount desired. All AAS and certificate graduates and leavers had taken proportionately more general education than desired, in particular certificate leavers. Analysis of the importance of general education competencies revealed that communication skills, critical thinking skills, mathematics skills, and vocational adjustment were rated high by all groups. Knowledge of arts and literature, knowledge of health and fitness, and ethical perspectives were rated as least important. Low correlations were common between importance and number of general education courses taken. The study identified sufficient consciousness among the groups surveyed to suggest that community college administrators should reevaluate required proportions of the general education component in the occupational curriculum. Focus should be placed on the amount of general education required in occupational programs, necessary outcomes of general education, and need of general education courses for occupational students. / Ed. D.

The purpose of this study is to make a survey of the opportunities in the business world for the woman college graduate. Attention has been given to the general status of women workers, the training given by colleges in business administration, and the opportunities for the employment and advancement in the business world.

by Lau Yuk-kam, Eileen. / Thesis (M.B.A.)--Chinese University of Hong Kong, 1995. / Includes bibliographical references (leave 60). / ABSTRACT --- p.ii / TABLE OF CONTENT --- p.iv / LIST OF TABLES --- p.vi / ACKNOWLEDGMENTS --- p.vii / CHAPTER / Chapter I. --- INTRODUCTION --- p.1 / Organization of the Report --- p.3 / Chapter II. --- METHODOLOGY --- p.4 / Literature Review --- p.4 / Data Collection --- p.5 / Curricula Information --- p.5 / Job Advertisement --- p.6 / Data Analysis --- p.7 / Chapter III. --- LITERATURE REVIEW --- p.8 / Computer Science (CS) Curriculum --- p.8 / Information System (IS) Curriculum --- p.10 / Differences between CS & IS Curricula --- p.14 / Related Works --- p.15 / Chapter IV. --- RESULTS --- p.17 / Computer Related Curricula in Hong Kong --- p.17 / Computer Related Job Market in Hong Kong --- p.25 / Chapter V. --- ANALYSIS --- p.29 / Design of Computer Curricula by Local Universities --- p.29 / Employers' Perception of CS & IS --- p.31 / CS & IS Job Mis-match --- p.34 / Appropriateness of Universities in Preparing Graduates --- p.35 / Computer Science Curricula --- p.35 / Information Systems --- p.36 / Chapter VI. --- CONCLUSION & FUTURE WORK --- p.38 / Future Work --- p.39 / APPENDIX --- p.41 / BIBLIOGRAPHY --- p.60

by Chung Yuen-wah, Alice & Yam Pui-ling. / Thesis (M.B.A.)--Chinese Unviersity of Hong Kong, 1988. / Bibliography: leaves 80-81.